The Australian Educational Researcher最新文献_第3页

Competitive grants in autonomous public schools: how school principals are labouring for public school funding 自治公立学校中的竞争性补助金：校长如何为公立学校经费而努力

The Australian Educational Researcher Pub Date : 2024-07-10 DOI: 10.1007/s13384-024-00746-9

Emma Rowe, Sarah Langman

{"title":"Competitive grants in autonomous public schools: how school principals are labouring for public school funding","authors":"Emma Rowe, Sarah Langman","doi":"10.1007/s13384-024-00746-9","DOIUrl":"https://doi.org/10.1007/s13384-024-00746-9","url":null,"abstract":"This paper examines competitive grants for public schools, as a form of additional funding from the government. We draw on interviews with principals from different states in Australia to examine systemic impacts of competitive grants for public schools, exploring this in relation to school autonomy. Public school principals are labouring to generate additional school funding via competitive applications from the traditional state government, to supplement their core or regular government funding. The competitive applications are to fund what many would consider rudimentary or fundamental resources, such as school infrastructure and student wellbeing programs. For the interviewed principals, the drive to generate more funding was anchored within significant government funding shortfalls in public schools. The majority of interviewees did not find the funding model to be ‘needs-based’ or responsive. Autonomous public schools presented many paradoxes and contradictions, particularly in under-funded contexts; whilst on one hand, principals are tasked with managing their budgets, the majority experienced the environment as highly inflexible and often punitive, laden with bureaucratic red tape. The majority of interviewees expressed notions of responsibilisation for generating additional funds. In this context, we found that competitive funding applications increase school principal work intensification, with principals spending excessive time labouring to generate additional funding via competitive grant applications, in order to fund essential school projects. The labour involved in completing time-demanding funding applications supplants their traditional responsibilities and is critically reshaping their role as a school principal, to one of ‘grant applier’ and fundraiser, reinforcing the retreat of the traditional state.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"370 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141575470","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

Improving the accessibility of subject English for students with language and/or attention difficulties 改善有语言和/或注意力障碍的学生学习学科英语的机会

The Australian Educational Researcher Pub Date : 2024-07-10 DOI: 10.1007/s13384-024-00728-x

Haley Tancredi, Linda J. Graham, Callula Killingly

{"title":"Improving the accessibility of subject English for students with language and/or attention difficulties","authors":"Haley Tancredi, Linda J. Graham, Callula Killingly","doi":"10.1007/s13384-024-00728-x","DOIUrl":"https://doi.org/10.1007/s13384-024-00728-x","url":null,"abstract":"The study of English is compulsory throughout all 13 years of schooling in Australia and, while there are differentiated options in the senior years of school, these do not have the same parity of esteem nor transactional value. Previous research has identified patterns of enrolment in high versus low-status subjects, reflecting differential access to powerful knowledge and further educational opportunity. To date, research has focused on patterns of inequalities in enrolment access along socioeconomic lines with comparatively less attention to the accessibility of pedagogy and assessment, particularly for students with high-incidence disabilities like Developmental Language Disorder (DLD) and Attention Deficit Hyperactivity Disorder (ADHD). In this study, we draw on individual achievement and interview data to consider the accessibility of subject English from the perspectives of 59 Year 10 students identified as having language and/or attentional difficulties consistent with DLD and ADHD. In describing their ease or difficulty with subject English, students reported attributions to self (e.g., their ability to write or to concentrate), and attributions to the subject (e.g., explicitness of success criteria, flexibility of assessment requirements, and the in/accessibility of teaching). Attributions to the subject dominated students’ responses, however, students also described a range of supportive pedagogical practices that—if implemented consistently and effectively—may help to increase the accessibility of subject English for students with language and/or attentional difficulties, providing more equitable opportunities for these students to gain from their participation in this important compulsory subject.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"148 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141575471","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

The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims 政策中隐喻教师的构建：为顺从的受害者提供强有力的开端

The Australian Educational Researcher Pub Date : 2024-07-06 DOI: 10.1007/s13384-024-00744-x

Trevor McCandless, Julianne Moss, Brandi Fox, Harsha Chandir

{"title":"The construction of the metaphorical teacher in policy: Strong Beginnings for compliant victims","authors":"Trevor McCandless, Julianne Moss, Brandi Fox, Harsha Chandir","doi":"10.1007/s13384-024-00744-x","DOIUrl":"https://doi.org/10.1007/s13384-024-00744-x","url":null,"abstract":"An analysis of teacher metaphors has long been a feature of research into the development of early career teacher identity, however, the metaphors used to construct the ideal teacher in educational policy remains under-researched. These policy documents explicitly seek to frame what it means to be an effective teacher. As such, an analysis of the metaphors used in these documents to describe teachers ought to provide insights into how policy makers perceive teachers, particularly early career teachers, not least in how these metaphors differ from those held by early career teachers themselves. This research finds that a recent Australian government policy document Strong Beginnings, with the explicit aim to make initial teacher education courses more effective in producing teachers likely to stay in the profession, provides teacher metaphors that fall within three overarching categories: saviour, victim and compliant teachers. These categories of metaphor rarely overlap with those early career teachers use to describe either themselves or their profession. The teacher as compliant metaphor is mostly constructed indirectly by first making initial teacher education courses compliant in teaching core content. In this way policy proposes it is best placed to mandate changes to initial teacher education courses to ensure they produce effective teachers, and this effectiveness will be the deciding feature in keeping them in the profession long-term. This paper argues the mismatch of metaphors between those held by policy and early career teachers is likely to undermine this assumption.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141575302","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

Gender and schooling in Australia 澳大利亚的性别与学校教育

The Australian Educational Researcher Pub Date : 2024-06-26 DOI: 10.1007/s13384-024-00725-0

Susanne Gannon, Leanne Higham, Erika K. Smith

{"title":"Gender and schooling in Australia","authors":"Susanne Gannon, Leanne Higham, Erika K. Smith","doi":"10.1007/s13384-024-00725-0","DOIUrl":"https://doi.org/10.1007/s13384-024-00725-0","url":null,"abstract":"This special issue presents a collection of recent papers drawing on qualitative research in and about schooling in Australia and the ways in which gender-related issues in the broadest sense continue to shape people’s educational experiences. These papers from the present are positioned in relation to the long histories of policy and research attention to gender equity in Australian education. We set the context for work in the present by scanning the past, noting the ambitions, the gaps and the failures of earlier policies, and drawing attention to the quality and volume of research that has previously been undertaken in this area. We explore the current policy vacuum regarding gender to consider some of the pressures and complexities that have led to the erasure or avoidance of gender-related issues. Each of the papers that form this special issue demonstrate—despite different methods, theoretical frameworks, settings and participant cohorts—how stereotypes and limitations circulate in everyday life in schools and beyond them, and how these impact on people. They each explore from a different starting point how gender injustices are perpetuated and produced, in often subtle and nuanced ways that require concerted effort to unpack. They simultaneously offer insights into the critical and creative ways that young people and those around them are reconfiguring gender and seeking more hopeful and more equitable educational experiences and outcomes. Collectively, the papers that form this special issue advocate for policies and practices that embrace the complexities of young people's lives and are oriented towards inclusive and equitable educational environments.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507477","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

‘Don’t hog, share and just let your imagination flow’: lessons from structured and unstructured loose parts play in middle primary school classrooms 不要独占、分享，让想象力自由驰骋"：从小学中年级课堂有组织和无组织的松散游戏中汲取的经验教训

The Australian Educational Researcher Pub Date : 2024-06-26 DOI: 10.1007/s13384-024-00737-w

Kym Simoncini, Katy Meeuwissen

{"title":"‘Don’t hog, share and just let your imagination flow’: lessons from structured and unstructured loose parts play in middle primary school classrooms","authors":"Kym Simoncini, Katy Meeuwissen","doi":"10.1007/s13384-024-00737-w","DOIUrl":"https://doi.org/10.1007/s13384-024-00737-w","url":null,"abstract":"Despite the many benefits of play, within primary school, play is often reduced to lunch breaks, particularly as children move to higher grades. Loose parts play affords children opportunities to develop imagination and 21st-century skills (collaboration, communication, creativity and critical thinking). As part of a larger project, two Year 4 classes in an Australian primary school (two teachers and 46 children, aged 9–10 years) engaged in one hour of structured or unstructured loose parts play during class time for eight weeks using a Nüdel Kart (loose parts play cart). Children in the structured play group were set challenges and taught creative attitudes and processes. Data was collected through children’s surveys and focus groups and teacher interviews. Children and teachers were overwhelmingly positive about the play sessions. Children enjoyed the opportunities for construction, social skills and creativity, while teachers focused on inclusion and social skills. Future classroom practice recommendations include integrating both play types and meeting creativity and social and emotional curriculum requirements through loose parts play.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507476","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

Narratives of high school teachers’ identity renewal through teaching a new intercultural curriculum subject 高中教师通过教授新的跨文化课程科目更新身份的叙述

The Australian Educational Researcher Pub Date : 2024-06-13 DOI: 10.1007/s13384-024-00734-z

David Browning, J. Kriewaldt, Julie McLeod

引用次数: 0

‘Sky’s the limit’: a case study in fostering young children’s creativity during STEM online learning experiences 天空的极限"：在 STEM 在线学习体验中培养幼儿创造力的案例研究

The Australian Educational Researcher Pub Date : 2024-06-12 DOI: 10.1007/s13384-024-00739-8

K. Maslin, Karen Murcia, S. Blackley, Geoff Lowe

引用次数: 0

The impact of Learning from Country on teachers’ understandings of place and community: insights from the Culturally Nourishing Schooling project 从乡村学习 "对教师理解地方和社区的影响："文化滋养学校教育 "项目的启示

The Australian Educational Researcher Pub Date : 2024-06-11 DOI: 10.1007/s13384-024-00735-y

David Coombs, Shanna Langdon, Zana Jabir, Cathie Burgess, Rose Amazan

引用次数: 0

Schools as inclusive workplaces: understanding the needs of a diverse teaching workforce in Australian schools 作为包容性工作场所的学校：了解澳大利亚学校多元化教师队伍的需求

The Australian Educational Researcher Pub Date : 2024-06-11 DOI: 10.1007/s13384-024-00740-1

Rachael Dwyer, Rachael Jacobs, Jiao Tuxworth, Jing Qi, Daniel X. Harris, Catherine Manathunga

引用次数: 0

Indigenous student voice: the astute witnesses of schooling 原住民学生的声音：学校教育的精明见证人

The Australian Educational Researcher Pub Date : 2024-06-07 DOI: 10.1007/s13384-024-00730-3

Camilla Highfield, Melinda Webber, Rachel Woods

引用次数: 0