Australian Journal of Education最新文献_第4页

Unrealised promises and hollow claims: Australia’s failure to enact its international obligations under the CRPD for the education of students with disability 未实现的承诺和空洞的主张:澳大利亚未能根据《残疾人权利公约》履行其教育残疾学生的国际义务

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-10-04 DOI: 10.1177/00049441221127454

Catia Malaquias

{"title":"Unrealised promises and hollow claims: Australia’s failure to enact its international obligations under the CRPD for the education of students with disability","authors":"Catia Malaquias","doi":"10.1177/00049441221127454","DOIUrl":"https://doi.org/10.1177/00049441221127454","url":null,"abstract":"The adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006 and, in particular, Article 24 was a landmark in the struggle of people with disability for recognition of their fundamental human rights, including their right to education. As a legally binding treaty under international law, imposing obligations on States Parties that signed and ratified it (including Australia), it required those States Parties to bring their domestic legislation into conformity with their CRPD obligations. The Disability Discrimination Act 1992 (DDA), and the Disability Standards for Education 2005 (Standards) made under it, remain the principal Australian statutory protection of the rights of students with disability to access education on the basis of equality and non-discrimination even though the DDA and the Standards preceded the CRPD. This article explores the proposition that the DDA and the Standards do not adequately implement Australia’s international legal obligations in relation to the education of students with disability. Note: This article makes use of agreed or legally defined terms. These terms are presented in italics throughout.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"235 - 250"},"PeriodicalIF":1.3,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43783281","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

Societal, systemic, school and family drivers for and barriers to inclusive education 包容性教育的社会、系统、学校和家庭驱动因素和障碍

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-09-28 DOI: 10.1177/00049441221125282

S. Carrington, Carly J. Lassig, Lara Maia-Pike, Glenys Mann, S. Mavropoulou, Beth R. Saggers

{"title":"Societal, systemic, school and family drivers for and barriers to inclusive education","authors":"S. Carrington, Carly J. Lassig, Lara Maia-Pike, Glenys Mann, S. Mavropoulou, Beth R. Saggers","doi":"10.1177/00049441221125282","DOIUrl":"https://doi.org/10.1177/00049441221125282","url":null,"abstract":"Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"251 - 264"},"PeriodicalIF":1.3,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43807842","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

Disability and Australian higher education: The case for an Accessible model of disability support 残疾与澳大利亚高等教育:残疾支持无障碍模式的案例

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-09-27 DOI: 10.1177/00049441221120713

Tim Pitman, M. Brett

引用次数: 0

Learning in the shadow of eugenics: Why segregated schooling persists in Australia 优生学阴影下的学习：为什么隔离教育在澳大利亚依然存在

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-09-27 DOI: 10.1177/00049441221127765

Karen de Bruin

引用次数: 2

Legal system barriers to the effectiveness of the Disability Discrimination Act 1992 (Cth) as a support for the inclusion of students with disability 阻碍1992年《残疾歧视法》（Cth）有效性的法律制度障碍，以支持残疾学生的融入

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-09-26 DOI: 10.1177/00049441221127706

E. Dickson

引用次数: 1

Editorial 社论

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-07-12 DOI: 10.1177/00049441221108528

Kylie Hillman

引用次数: 0

Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms 观察自闭症儿童在特殊教室的课堂读写环境

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-06-24 DOI: 10.1177/00049441221107424

S. Walker, S. Clendon, Jessica Paynter, Bev Flückiger, R. Bowen, Roslyn Sullivan, Marleen F. Westerveld

{"title":"Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms","authors":"S. Walker, S. Clendon, Jessica Paynter, Bev Flückiger, R. Bowen, Roslyn Sullivan, Marleen F. Westerveld","doi":"10.1177/00049441221107424","DOIUrl":"https://doi.org/10.1177/00049441221107424","url":null,"abstract":"There is increasing awareness of the high levels of support needed for literacy learning for children on the autism spectrum. Although research has investigated the quality of the classroom literacy environment, little attention has been paid to examining the classroom literacy environment in specialist classrooms catering specifically for children on the spectrum. The current study used the Early Language and Literacy Classroom Observation (ELLCO) to guide observations, combined with stimulated recall and semi-structured teacher interviews to explore the classroom environments and teacher practices used to support children on the spectrum. Ten teachers from two primary specialist schools participated. The findings highlighted the strong focus on language development and foundational literacy skills across the early years in both schools. Findings demonstrated the potential utility of an observation checklist such as the ELLCO in guiding observations when augmented by stimulated recall interviews. Suggestions are provided for assessing the literacy environment in specialist classrooms for children on the spectrum.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"28 - 45"},"PeriodicalIF":1.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44514614","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

Pedagogy matters: Positive steps towards Indigenous cultural competency in a pre-service teacher cohort 教育学问题:在职前教师群体中朝着土著文化能力迈进的积极步骤

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-06-24 DOI: 10.1177/00049441221107974

M. Macdonald, E. Gringart, Sarah Booth, R. Somerville

{"title":"Pedagogy matters: Positive steps towards Indigenous cultural competency in a pre-service teacher cohort","authors":"M. Macdonald, E. Gringart, Sarah Booth, R. Somerville","doi":"10.1177/00049441221107974","DOIUrl":"https://doi.org/10.1177/00049441221107974","url":null,"abstract":"The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning experiences and student knowledges, attitudes and preparedness to work with Indigenous peoples, at one Australian university. The project was part of a broader mixed-methods study utilising an Indigenous Graduate Attribute evaluation instrument developed by Indigenous scholars at another Australian university, hence we also present construct validation of the instrument for the present sample. The project identified that students entered the units with positive attitudes towards Indigenous peoples and knowledges and found value in their learning. Students reported that the units facilitated authentic engagement with Indigenous standpoints even though some educators were non-Indigenous. Visible pedagogical and content decisions such as Indigenous leadership in the course, collaboration between Indigenous and non-Indigenous staff, professionally relevant learning opportunities, and engaging with Indigenous perspectives through assessment were all identified to be related to positive experiences of learning.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"6 - 27"},"PeriodicalIF":1.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45614104","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

How do preschool to year 6 educators prevent and cope with occupational violence from students? 幼儿园到六年级的教育工作者如何预防和应对学生的职业暴力?

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-05-23 DOI: 10.1177/00049441221092472

David J Stevenson, J. Neill, Kayla Ball, Rebecca Smith, Melena C Shores

{"title":"How do preschool to year 6 educators prevent and cope with occupational violence from students?","authors":"David J Stevenson, J. Neill, Kayla Ball, Rebecca Smith, Melena C Shores","doi":"10.1177/00049441221092472","DOIUrl":"https://doi.org/10.1177/00049441221092472","url":null,"abstract":"Student violence directed at school educators appears to be increasing, thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This observational study surveyed 369 government primary school staff in the Australian Capital Territory. Sixty per cent of respondents reported abusive language, 42% physical aggression, and 43% experienced other threatening behaviour from students at least weekly. More than one-third of respondents rated the impact of these experiences as moderate or higher. The most effective prevention strategies, according to respondents, were the educator’s response to the threat, focusing on the student’s needs, working collaboratively, and using antecedent control. The most effective coping strategies were debriefing, self-care, and work support. The most helpful sources of support were workplace colleagues, partners, school leaders, and friends. This study offers a solution-focused perspective about what works in preventing and coping with occupational violence from educators’ points of view.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"154 - 170"},"PeriodicalIF":1.3,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43560509","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

Transforming Education: Reimagining Learning, Pedagogy and Curriculum 转型教育:重塑学习、教学法和课程

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2022-05-17 DOI: 10.1177/00049441221093819

Pauline Taylor-Guy

引用次数: 1