The Australian Educational Researcher最新文献_第2页

How university management decision making affects academic educators’ wellbeing, decision making and ability to change 大学管理决策如何影响学术教育工作者的福祉、决策和变革能力

The Australian Educational Researcher Pub Date : 2024-08-14 DOI: 10.1007/s13384-024-00760-x

Jill Bamforth, Kristina Turner, Elizabeth Levin, Bin Wu, Jeff Waters, Sean Gallagher

{"title":"How university management decision making affects academic educators’ wellbeing, decision making and ability to change","authors":"Jill Bamforth, Kristina Turner, Elizabeth Levin, Bin Wu, Jeff Waters, Sean Gallagher","doi":"10.1007/s13384-024-00760-x","DOIUrl":"https://doi.org/10.1007/s13384-024-00760-x","url":null,"abstract":"University policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fifteen academics were interviewed in June 2023 to explore how change shaped their teaching. Applying the lens of Self Determination Theory (SDT), the data were then analysed to identify how the university’s response to environmental change affected academic wellbeing and performance. The findings suggest that how institutions implement policy decisions, particularly in high stress environments, is critical to understanding how academics respond. This study provides a rationale for why, in times of significant change, clear upper management decision making, and effective resource management systems are essential to support academics in adopting wellbeing and coping behaviours. The authors conclude by recommending that the application of SDT may offer a structured approach for higher education policy makers and management decision makers to identify possible impacts of change on academic motivation, wellbeing and decision making.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"281 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Grant chaser and revenue raiser: public school principals and the limitations of philanthropic funding 追逐资助和增加收入：公立学校校长与慈善资助的局限性

The Australian Educational Researcher Pub Date : 2024-08-10 DOI: 10.1007/s13384-024-00750-z

Emma E. Rowe, Elisa Di Gregorio

引用次数: 0

Schools and the city: workforce distribution, housing and city schools 学校与城市：劳动力分布、住房与城市学校

The Australian Educational Researcher Pub Date : 2024-08-08 DOI: 10.1007/s13384-024-00758-5

Scott Eacott, Catherine Gilbert, Katrina MacDonald

引用次数: 0

Developing quality community connections through a regional preservice teacher placement program 通过地区职前教师安置计划发展优质社区联系

The Australian Educational Researcher Pub Date : 2024-08-08 DOI: 10.1007/s13384-024-00754-9

Steve Murphy, Daniela Acquaro, Lindy Baxter, Rebecca Miles-Keogh, Hernan Cuervo, Bernadette Walker-Gibbs

引用次数: 0

Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia 评估相互作用：澳大利亚教师的效能、同情疲劳和教育工作者的福祉

The Australian Educational Researcher Pub Date : 2024-08-06 DOI: 10.1007/s13384-024-00755-8

Glenys Oberg, Stephanie Macmahon, Annemaree Carroll

{"title":"Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia","authors":"Glenys Oberg, Stephanie Macmahon, Annemaree Carroll","doi":"10.1007/s13384-024-00755-8","DOIUrl":"https://doi.org/10.1007/s13384-024-00755-8","url":null,"abstract":"In Australia, there is a growing concern about the well-being of teachers with many expressing their intention to leave the profession or indeed have already left. Various reasons have been suggested for this trend, with burnout being identified as one of the factors. This study investigates burnout in Australian teachers as one of the constructs which make up compassion fatigue (CF), a reduced ability to empathise with others. Moreover, it explores secondary traumatic stress (STS), which also contributes to CF and occurs when a person learns about the traumatic experiences of someone under their care. Both constructs may severely impact the ability of teachers to form close relationships with their students. As part of the present study, 1939 Australian teachers were surveyed about their quality of life, well-being, classroom efficacy, and trauma awareness. Findings demonstrate that teachers with higher levels of well-being and with higher perceived classroom efficacy are less prone to burnout, reducing the risk of emotional exhaustion and disengagement often associated with this phenomenon. Conversely, connections were found between lower well-being of teachers and educators' awareness of trauma and their susceptibility to STS. Recommendations are made for further research exploring the barriers and enablers of compassion fatigue as well as positive teacher well-being, in order to develop targeted initiatives to better prepare and protect teachers to work with a cohort of students who are increasingly demonstrating symptoms of trauma and poor well-being.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Action research communities as a whole-of-school teaching improvement initiative: a multi-method multi-informant study 作为全校教学改进举措的行动研究社区：多方法多信息研究

The Australian Educational Researcher Pub Date : 2024-08-05 DOI: 10.1007/s13384-024-00756-7

David Lynch, Hoi Vo, Tony Yeigh, Tina Marcoionni, Jake Madden, David Turner

{"title":"Action research communities as a whole-of-school teaching improvement initiative: a multi-method multi-informant study","authors":"David Lynch, Hoi Vo, Tony Yeigh, Tina Marcoionni, Jake Madden, David Turner","doi":"10.1007/s13384-024-00756-7","DOIUrl":"https://doi.org/10.1007/s13384-024-00756-7","url":null,"abstract":"Professional learning communities (PLCs) actioned through collaborative action research (CAR) have been found in the literature to be beneficial for both teachers and students. However, previous studies mainly examined teachers’ perceived effectiveness of CAR-based PLCs, as well as identified steps and elements involved in such PLCs, either self-initiated by teachers themselves or by university researchers in a school-university partnership model. Few have focused on a whole-of-school teaching improvement initiative based entirely on PLCs through CAR. In this study, we provide preliminary evaluation of a 3-year whole-of-school teaching improvement initiative (the SETaRI), based on PLCs through CAR at a regional primary school in NSW, Australia. Analysis of students’ various assessment measures (N = 206), teachers’ survey (N = 44), observation of professional learning team meetings, and various types of student artefacts revealed that students showed general and consistent improvement in both their reading and maths performance over time following the implementation of the SETaRI model, with greater progressive learning effects for those whose initial learning outcomes were lower than their peers. The findings also highlighted data-driven decision making, teacher collaboration, and school leadership as potent elements underlying teachers’ positive attitudes toward the implementation of the model as well as student learning outcomes and improvement. This study provides useful implications for a school improvement agenda focused on action research communities.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Policy makers as experts and teachers in need of reform: a critique of ‘evidence-based’ reforms of initial teacher education in Australia 作为专家的决策者和需要改革的教师：对澳大利亚初始师范教育 "循证 "改革的批判

The Australian Educational Researcher Pub Date : 2024-08-03 DOI: 10.1007/s13384-024-00757-6

Andrew Deuchar

{"title":"Policy makers as experts and teachers in need of reform: a critique of ‘evidence-based’ reforms of initial teacher education in Australia","authors":"Andrew Deuchar","doi":"10.1007/s13384-024-00757-6","DOIUrl":"https://doi.org/10.1007/s13384-024-00757-6","url":null,"abstract":"In 2023 the Australian government mandated reforms to initial teacher education (ITE) courses across Australia. The key rationale of the Strong Beginnings Report is to better prepare teachers for the classroom and help stem the flow of teachers leaving the profession. This article suggests that the Strong Beginnings Report mobilises forms of evidence that privilege bureaucratic intervention over teachers’ insight and capacity. Using Bacchi’s ‘What’s the problem represented to be?’ approach to policy analysis, I argue that the Report selectively draws on evidence to position teachers as underprepared for the classroom and in need of reform. It does this by (i) suggesting that one of the main reasons teachers leave the profession is because they have inadequate skills, (ii) downplaying the broader social, economic and political context in which teacher attrition occurs, and (iii) deprofessionalising teaching by casting it as a technical process. Building on works that critique the impacts of standardisation, regulation and oversight in educational reform, I contend that the proposed reforms will do little to improve ITE or address teacher attrition. More than this, they will work to further discredit teachers and undermine the value of public education.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equity, curriculum form and state differences in Australian senior secondary education 澳大利亚高中教育的公平、课程形式和州际差异

The Australian Educational Researcher Pub Date : 2024-08-03 DOI: 10.1007/s13384-024-00752-x

Kate O’Connor, Philip Roberts, Elisa Di Gregorio

{"title":"Equity, curriculum form and state differences in Australian senior secondary education","authors":"Kate O’Connor, Philip Roberts, Elisa Di Gregorio","doi":"10.1007/s13384-024-00752-x","DOIUrl":"https://doi.org/10.1007/s13384-024-00752-x","url":null,"abstract":"This article considers differences and similarities in curriculum form between the senior secondary certificates offered across Australia, drawing on three different understandings of curriculum form, one focused on the grid or map of the curriculum and its core categories and levels of specification, one on the cultural assumptions underpinning significant policy reforms, and one on the internal relations between curriculum contents and the divisions evident in the curriculum assigned to particular groups of students. It highlights differences between these perspectives and the value of engaging them collectively to understand the various senior secondary systems operating across Australia, how they have changed over time and their equity implications. It shows that the certificates continue to be different in multiple ways despite decades of standardising reform but that shifts have occurred within states once defined as progressive, with practices changing to align with larger states’ conservative agendas. The differences which do continue are also shown to be in some respects arbitrary, with common patterns evident in relation to the knowledges valued and the distinctions enforced between university and non-university pathways which are obfuscated by the highly complex rules and requirements evident in each jurisdiction. Further research and analysis considering the enactment of these requirements within schools is needed to better understand the equity implications of different requirements and approaches and to think about what kind of curriculum form might be needed to enable an equitable educational system in Australia.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflections in waterholes: Reconceptualising young Indigenous Australian success 水潭中的反思：重新认识澳大利亚土著青年的成功

The Australian Educational Researcher Pub Date : 2024-08-02 DOI: 10.1007/s13384-024-00747-8

Matilda Harry, Michelle Trudgett, Susan Page, Rebekah Grace

引用次数: 0

Supporting students with English as an additional language during emergency remote teaching: a Q methodology study 在紧急远程教学中为英语作为额外语言的学生提供支持：Q 方法研究

The Australian Educational Researcher Pub Date : 2024-07-30 DOI: 10.1007/s13384-024-00753-w

Gary Bonar, Yvette Slaughter, Anne Keary, Tanya Davies

{"title":"Supporting students with English as an additional language during emergency remote teaching: a Q methodology study","authors":"Gary Bonar, Yvette Slaughter, Anne Keary, Tanya Davies","doi":"10.1007/s13384-024-00753-w","DOIUrl":"https://doi.org/10.1007/s13384-024-00753-w","url":null,"abstract":"Students with English as an additional language (EAL) comprise approximately a third of the government school population in Australia’s second most populous state of Victoria. While the broad impact of the COVID-19 pandemic on teachers and students has been the focus of recent studies, there is a lack of information on how EAL educators adapted to meet the needs of this diverse cohort of students during periods of emergency remote teaching (ERT). In this mixed-methods study, eleven EAL educators from diverse educational contexts in Victoria completed a Q-sort of 49 statements followed by in-depth interviews. The by-person factor analysis resulted in a three-factor solution that revealed the transition to remote learning during the COVID-19 pandemic brought both challenges and opportunities for EAL educators. Some students who struggled in traditional classrooms engaged more effectively in remote learning, while others experienced significant anxiety. Additionally, some educators experimented with digital tools and strategies, gaining valuable insights into effective approaches for students with EAL. These findings render a nuanced picture of educators’ experiences during this time, enhancing our understanding of transformative educational practices for linguistically diverse students.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0