Australian Journal of Education最新文献_第9页

Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers 边缘化学科的遭遇：塔斯马尼亚健康和体育教师面临的经验挑战

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-06-22 DOI: 10.1177/0004944120934964

Vaughan Cruickshank, B. Hyndman, K. Patterson, P. Kebble

{"title":"Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers","authors":"Vaughan Cruickshank, B. Hyndman, K. Patterson, P. Kebble","doi":"10.1177/0004944120934964","DOIUrl":"https://doi.org/10.1177/0004944120934964","url":null,"abstract":"Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"24 - 40"},"PeriodicalIF":1.3,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120934964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49350950","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: 21

Use of early word-reading fluency measures to predict outcomes on the Phonics Screening Check 使用早期单词阅读流利度测量来预测语音筛查结果

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-06-15 DOI: 10.1177/0004944120931146

Nicola Bell, Max Farrell-Whelan, K. Wheldall

{"title":"Use of early word-reading fluency measures to predict outcomes on the Phonics Screening Check","authors":"Nicola Bell, Max Farrell-Whelan, K. Wheldall","doi":"10.1177/0004944120931146","DOIUrl":"https://doi.org/10.1177/0004944120931146","url":null,"abstract":"Teachers in England and South Australia annually administer the Phonics Screening Check (PSC) to Year 1 students, with the purpose of identifying struggling readers. Students who do not meet the score threshold have not met the expected standard of word-decoding ability, meaning further support may be warranted. We sought to quantify the extent to which other early reading measures, such as the Wheldall Assessment of Reading Nonwords (WARN) and Wheldall Assessment of Reading Lists (WARL), predicted students’ likelihood of not meeting PSC expected standards. Predicting PSC outcomes, and thereby identifying struggling readers at the start of Year 1, has important implications for possible intervention strategies. Logistic regression and receiver operating characteristic analyses were conducted to examine the longitudinal relationships between real-word and pseudoword predictors as measured by the WARL and WARN and PSC pass/fail outcomes. Students who scored lower on predictors were less likely to meet the PSC expected standards. Results indicate that the WARL and WARN could be used to identify students who will not meet PSC expected standards, facilitating earlier intervention where it is most critically required.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"161 - 176"},"PeriodicalIF":1.3,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120931146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47168396","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

Institutional and supervisory support for the Thesis by Publication 对出版论文的制度和监督支持

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-06-15 DOI: 10.1177/0004944120929065

S. Mason, J. Morris, M. Merga

{"title":"Institutional and supervisory support for the Thesis by Publication","authors":"S. Mason, J. Morris, M. Merga","doi":"10.1177/0004944120929065","DOIUrl":"https://doi.org/10.1177/0004944120929065","url":null,"abstract":"The Thesis by Publication is garnering increasing interest across nations and disciplines. However, more needs to be learned about institutional and supervisory support for this thesis mode to ensure that doctoral candidates pursuing this approach enjoy the best possible outcomes. This paper draws on data from 246 recent successful doctoral candidates who took part in the 2018–2019 PhD candidates’ motivations, experiences, and opinions of the thesis by/with publications study. Findings suggest that perceived institutional support may be more common than supervisory support, and initial institutional support may be eclipsed by ongoing support. Findings suggest that more can be done to support students intending to embark on Thesis by Publication at induction, and that high quality supervisory support can be perceived as integral to candidate success in most cases. However, high dependence on supervisory support paired with comparatively limited institutional support can place workload pressure and increased accountability on supervisors, and may raise ethical implications that require close consideration.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"65 1","pages":"55 - 72"},"PeriodicalIF":1.3,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120929065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398040","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

Kristina R Llewellyn and Nicholas Ng-A-Fook (eds), Oral history, education, and justice: Possibilities and limitations for Redress and Reconciliation Kristina R Llewellyn和Nicholas Ng-A-Fook（编辑），口述历史、教育和正义：补救与和解的可能性和局限性

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-05-06 DOI: 10.1177/0004944120910495

Michelle C. Gough

引用次数: 6

An Australian-based authentic science research programme transforms the 21st century learning of rural high school students 一个基于澳大利亚的真实科学研究项目改变了21世纪农村高中生的学习

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-04-23 DOI: 10.1177/0004944120919890

L. Puslednik, P. Brennan

{"title":"An Australian-based authentic science research programme transforms the 21st century learning of rural high school students","authors":"L. Puslednik, P. Brennan","doi":"10.1177/0004944120919890","DOIUrl":"https://doi.org/10.1177/0004944120919890","url":null,"abstract":"Authentic student-led inquiry and exposure to scientific research impact students’ science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student’s science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student’s self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators’ willingness to embrace these innovative approaches has the potential to produce the next generation of scientists.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"112 - 98"},"PeriodicalIF":1.3,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120919890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160810","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

Psychological distress and coping styles in teachers: A preliminary study 教师心理困扰与应对方式的初步研究

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-04-19 DOI: 10.1177/0004944120908960

P. Stapleton, Sarah Garby, D. Sabot

{"title":"Psychological distress and coping styles in teachers: A preliminary study","authors":"P. Stapleton, Sarah Garby, D. Sabot","doi":"10.1177/0004944120908960","DOIUrl":"https://doi.org/10.1177/0004944120908960","url":null,"abstract":"Teaching professionals report higher levels of work-related stress and symptoms of psychological health problems than the general population. This study examined psychological distress, coping styles and wellbeing in 166 Australian teachers (aged 22–65 years; M = 37.74 years, SD = 10.84 years). Participants completed an online survey comprising demographic items and four empirical measures (The Satisfaction with Life Scale, Subjective Happiness Scale, The Brief COPE Inventory and The Patient Health Questionnaire). Work, workload and finances were identified as leading sources of stress. Moreover, above-average clinical symptoms of anxiety, depression and physical concerns were reported, and 17% of respondents met criteria for probable alcohol dependence. Results suggested that maladaptive coping strategies employed by teachers may contribute to their risk of increased psychological distress, and decreased life satisfaction and happiness. These findings indicate the need for work-based programmes to enhance teachers’ coping strategies in an effort to reduce psychological distress and improve overall wellbeing in teaching professionals.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"127 - 146"},"PeriodicalIF":1.3,"publicationDate":"2020-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120908960","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49272277","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: 35

Editorial 社论

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-04-01 DOI: 10.1177/0004944120903175

Kylie Hillman, P. Lietz

引用次数: 0

Attitudes to school and reading achievement among secondary school students 中学生对学校的态度与阅读成绩

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-04-01 DOI: 10.1177/0004944119890139

T. Cain, J. Hattie

引用次数: 2

Development and validity of a resilience at secondary school scale 中学心理弹性的发展与有效性

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-04-01 DOI: 10.1177/0004944119895818

M. Turner, P. Bowen, Jacinta Ryan, P. Hayes

{"title":"Development and validity of a resilience at secondary school scale","authors":"M. Turner, P. Bowen, Jacinta Ryan, P. Hayes","doi":"10.1177/0004944119895818","DOIUrl":"https://doi.org/10.1177/0004944119895818","url":null,"abstract":"Secondary schools are purported to play a signiﬁcant role in the resilience enhancement of adolescents; however, there are no measures of resilience designed specifically for use in secondary schools. To address this shortcoming, a resilience at secondary school (RASS) scale was developed and its psychometric properties explored. Five hundred and sixty-two female secondary school students aged from 12 years to 18 years completed the 20-item RASS, which was adapted from the Resilience at University scale. Confirmatory factor analysis using structural equation modeling revealed a 19-item, seven-factor structure. Convergent validity of all the subscales was tenable. Internal consistency of two subscales was not ideal, indicative of the need for further research. The RASS scale and subscales represent promising empirical measures of resilience at secondary schools in Australia. With further refinement, the RASS offers educators in secondary schools a practical measure founded on the skills and behaviours considered critical for psychological resilience which can be used to inform resilience-building curriculum activities.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"40 - 53"},"PeriodicalIF":1.3,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119895818","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41327028","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

Gifts as gains? The impact of volunteering on young people’s educational and occupational attainment in Australia 作为收益的礼物?志愿服务对澳大利亚年轻人的教育和职业成就的影响

IF 1.3 4区教育学

Australian Journal of Education Pub Date : 2020-03-25 DOI: 10.1177/0004944120910813

Joanna Sikora, Jennifer M. Green

引用次数: 2