The Australian Educational Researcher最新文献_第5页

Bridging and bonding social capital in place-based rural careers advising 以地方为基础的农村职业咨询中社会资本的桥梁和纽带作用

The Australian Educational Researcher Pub Date : 2024-05-12 DOI: 10.1007/s13384-024-00719-y

Melyssa Fuqua

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Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science 在重要问题上，学生的发言权和推动变革的能力：有影响力的小学科学探究

The Australian Educational Researcher Pub Date : 2024-05-08 DOI: 10.1007/s13384-024-00721-4

Melinda Kirk

{"title":"Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science","authors":"Melinda Kirk","doi":"10.1007/s13384-024-00721-4","DOIUrl":"https://doi.org/10.1007/s13384-024-00721-4","url":null,"abstract":"In an era of socio-ecological challenges and uncertain times, it is imperative that student voice is supported to enable student transformative agency and desired positive change in their lives and community. Although international policy, the Australian Curriculum, School Strategic Plans, communities, teachers, and students often advocate for student voice, authentic enactment remains a challenge. This paper illustrates a transformative curriculum enactment of student voice and agency as impactful inquiry that resulted in student-desired transformative whole-school change. Conducted in a Melbourne metropolitan primary school following multiple Covid-19 pandemic lockdowns, a contextually responsive Year 6 Microorganisms Learning sequence is reported. A student-identified health risk and high microbial load in a Lost Property Box resulted in the students' collective agentic pursuit and implementation of scientifically grounded solutions, processes, and policy changes in the school community. Students, teachers, and school leadership reported student voice and agency as key outcomes of the student-driven inquiry that followed student voice and concerns for positive change. It is argued that it is a critical educative responsibility to support student voice in establishing bearing, which encompasses recognised positioning, direction, and path forward to make a difference in matters that matter to students. This paper seeks to inform and inspire further student voice-responsive impactful inquiry, which develops students' capacity and efficacy for their desired positive impact in their community now and possibly in the future.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931670","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

Understanding Australia’s teacher shortage: the importance of psychosocial working conditions to turnover intentions 了解澳大利亚教师短缺问题：社会心理工作条件对教师离职意向的重要性

The Australian Educational Researcher Pub Date : 2024-05-08 DOI: 10.1007/s13384-024-00720-5

Mark Rahimi, Ben Arnold

{"title":"Understanding Australia’s teacher shortage: the importance of psychosocial working conditions to turnover intentions","authors":"Mark Rahimi, Ben Arnold","doi":"10.1007/s13384-024-00720-5","DOIUrl":"https://doi.org/10.1007/s13384-024-00720-5","url":null,"abstract":"Australian policymakers are currently attempting to address an ‘unprecedented teacher shortage’. Through a survey of 905 teachers in Australian government schools, this paper examines some of the key factors influencing the career intentions of teachers in Australian government schools. Drawing upon the concept of the psychosocial work environment from the field of occupational health, this analysis examines the relationship between key workplace demands, workplace resources, teachers’ experiences and attitudes towards work, teachers’ mental health outcomes, and their intentions to either remain in or leave their roles. The results reveal significant relationships between teachers’ intentions to leave their roles and challenging working conditions, adverse work experiences, as well as heightened levels of stress, burnout, and depressive symptoms. In contrast, remaining in their role was associated with factors indicative of a supportive psychosocial work environment, such as job recognition, trust in management, organisational justice, positive work experiences, and lower levels of mental health difficulties. The study underscores the urgent need to understand and assess the psychosocial work environments of teachers, and for multi-level strategies that address both protective and risk factors.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931664","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

Australia’s ECEC workforce pipeline: Who and how many are pursuing further qualifications? 澳大利亚的幼儿保育和教育工作队伍：有哪些人和多少人在继续深造？

The Australian Educational Researcher Pub Date : 2024-05-05 DOI: 10.1007/s13384-024-00715-2

Sharon McKinlay, Karen Thorpe, Chrystal Whiteford, Laura Bentley, Susan Irvine

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Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning 利用人际意义资源建立关系，提高在线教师专业学习的参与度

The Australian Educational Researcher Pub Date : 2024-05-05 DOI: 10.1007/s13384-024-00713-4

Rachael Adlington, Frances Quinn, Jennifer Charteris, Nadya Rizk, Catherine Rita Volpe

{"title":"Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning","authors":"Rachael Adlington, Frances Quinn, Jennifer Charteris, Nadya Rizk, Catherine Rita Volpe","doi":"10.1007/s13384-024-00713-4","DOIUrl":"https://doi.org/10.1007/s13384-024-00713-4","url":null,"abstract":"As professional learning and development (PLD) for teachers moves online, it is increasingly important to consider what constitutes effective provision. While models of effective PLD abound, online PLD faces challenges to participant engagement. In particular, the critical need to build and maintain relationships in professional learning is complicated by the geographic and temporal distribution of online participants as well as the nuances of the technology in use. We argue that online PLD occurs in collaborative text-spaces within learning management systems, social media spaces and their attendant learning objects such as forums. As such, persistent challenges to engagement in online PLD may be met by considering the language-based interpersonal affordances of these text-spaces. We employ a small-scale corpus study and appraisal analysis to demonstrate the value of Systemic Functional Linguistics in addressing the challenges of online learning, particularly how the meaning making resources of the interpersonal metafunction can be used to improve participant engagement.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140889396","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

International doctoral students’ identity formulations through their orientations to their children’s languages as both stressors and assets 国际博士生通过将子女的语言既作为压力又作为财富的取向来形成其身份认同

The Australian Educational Researcher Pub Date : 2024-05-05 DOI: 10.1007/s13384-024-00692-6

Anna Filipi

引用次数: 0

The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs 专业学习与发展对中小学教师数字技术知识和效能信念的影响

The Australian Educational Researcher Pub Date : 2024-05-03 DOI: 10.1007/s13384-024-00716-1

Lynley Rose Stringer, Kerry Maree Lee, Sean Sturm, Nasser Giacaman

{"title":"The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs","authors":"Lynley Rose Stringer, Kerry Maree Lee, Sean Sturm, Nasser Giacaman","doi":"10.1007/s13384-024-00716-1","DOIUrl":"https://doi.org/10.1007/s13384-024-00716-1","url":null,"abstract":"To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digital technologies in professional learning and development on primary and intermediate schoolteachers’ knowledge and efficacy beliefs (value beliefs, self-efficacy beliefs and teaching efficacy beliefs). Professional learning and development were found to have a positive long-term impact on teachers’ digital technologies knowledge and efficacy beliefs, yet no one professional learning and development model was found to be more effective than another. Post professional learning and development, teachers were found to want more support on how to plan for Digital Technologies curricula implementation and fully adopt twenty-first-century pedagogical practices. School environments were shown to influence efficacy beliefs, and a lack of time in the classroom to plan for and upskill in digital technologies was reported. Limitations of the study are discussed, and areas for future research are identified.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140889210","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

‘I do plan to do that in the future, just not the near future’: rural professional experience programs and pre-service teacher graduate destination preferences 我将来确实打算这样做，但不是近期"：农村专业经验项目与职前教师毕业去向偏好

The Australian Educational Researcher Pub Date : 2024-05-02 DOI: 10.1007/s13384-024-00722-3

Tim Fish, Ondine Bradbury, Richard O’Donovan, Ana Larsen, Lyn Komarzynski

{"title":"‘I do plan to do that in the future, just not the near future’: rural professional experience programs and pre-service teacher graduate destination preferences","authors":"Tim Fish, Ondine Bradbury, Richard O’Donovan, Ana Larsen, Lyn Komarzynski","doi":"10.1007/s13384-024-00722-3","DOIUrl":"https://doi.org/10.1007/s13384-024-00722-3","url":null,"abstract":"This study examines pre-service teachers (PSTs) from two Australian universities regarding their involvement in rural professional experience (PE) placements and their potential impact on future career choices. The objective was to gain insight into the diverse teaching and learning experiences PSTs had during their rural PE, and what impact these had on their interest in working in country schools. This paper focuses on findings from urban and rural-based PSTs who undertook rural, regional and remote PE. PSTs reported that these experiences helped them develop rewarding pedagogical approaches and contributed to significant personal and professional growth. They reflected that their growth as a teacher arose from encountering diverse student cohorts, the school cultures they experienced, and the relationships they formed within the school community. However, despite these positive aspects, the PSTs’ intentions to pursue employment in rural areas remained diverse and personal. This suggests that while rural PE was highly valued, it was not sufficient to override individual circumstances and preferences when considering rural employment. It also seemed that the experiences may have inadvertently attracted PSTs open to change and adventure who utilised the support of rural mentors and communities, only to ultimately teach in metropolitan schools.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840345","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

‘Girls do this, guys do that’: how first-in-family students negotiate working-class gendered subjectivities during a time of social change 女生做这个，男生做那个"：在社会变革时期，初入家庭的学生如何协商工人阶级的性别主体性

The Australian Educational Researcher Pub Date : 2024-04-30 DOI: 10.1007/s13384-024-00717-0

Sarah McDonald, Garth Stahl

{"title":"‘Girls do this, guys do that’: how first-in-family students negotiate working-class gendered subjectivities during a time of social change","authors":"Sarah McDonald, Garth Stahl","doi":"10.1007/s13384-024-00717-0","DOIUrl":"https://doi.org/10.1007/s13384-024-00717-0","url":null,"abstract":"Despite efforts to foster a more equitable gender representation, Australia's higher education sector and workforce continue to be highly segregated. This article focusses on the gendered experiences of first-in-family (FIF) students—many who are from low-socioeconomic communities—transitioning to Australian universities. In terms of the gendered nature of widening participation, we know students who are FIF will often study disciplines which align with traditional gender norms. Drawing on the First-in-Family Project (n = 48), we present the analysis of our findings in two parts. First, we provide an overview of the cohort where we analyse the gendering of degree choice of FIF students. Second, underpinned by theoretical work focussed on student gendered and classed subjectivities, we address how FIF young people negotiated classed and gendered norms during the transition to university. Our data suggest that young people engage in ‘gender work’ and ‘class work’ which informs their identities and how they make choices about their futures. Based on our research, we argue that to achieve social justice there is a need for a renewed attention to gender within the widening participation agenda.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840344","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

Indigenous voices: reimagining Indigenous education through a discourse of excellence 原住民的声音：通过卓越论述重新构想原住民教育

The Australian Educational Researcher Pub Date : 2024-04-26 DOI: 10.1007/s13384-024-00718-z

Marnee Shay, Jodie Miller, Suraiya Hameed, Danielle Armour

{"title":"Indigenous voices: reimagining Indigenous education through a discourse of excellence","authors":"Marnee Shay, Jodie Miller, Suraiya Hameed, Danielle Armour","doi":"10.1007/s13384-024-00718-z","DOIUrl":"https://doi.org/10.1007/s13384-024-00718-z","url":null,"abstract":"The persistent deficit positioning of Indigenous students has meant that the combined terms ‘Indigenous education’ and ‘excellence in education’ have been kept separate in mainstream discourse. Excellence in education is an under-theorised concept that must consider intercultural and diverse perspectives. Consequently, this paper aims to understand excellence in education through Indigenous peoples’ perspectives regarding how excellence in Indigenous education is (or could be) enacted in schools. This paper reports on findings from a pilot study with Indigenous community members, principals, teachers, and support staff. The research aimed to address the question: How do Indigenous education practitioners define excellence in Indigenous education? This qualitative study used appreciative inquiry, which allowed for an in-depth understanding of the phenomenon and multiple contextual and localised examples from everyday community members, educational practitioners, and leaders. The data show that employing a language underpinned by strengths can change the conversation, expectations, and aspirations in Indigenous education, as framing through excellence may shift the ideology of policy and, thus, the interpretation of enactment in Indigenous education.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140802699","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