Australian Journal of Education最新文献_第9页

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

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