包容与国防军人员子女教育

Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-2901-0.ch003

R. Baumann, H. Rensburg

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引用次数: 1

摘要

澳大利亚国防军(ADF)成员的孩子是一个独特的学生群体。这些学生经常由于他们的ADF父母的服务要求所固有的调动(搬迁)而中断学业。本章探讨了这种流动性和辍学对教育成就的影响。教育成就包括两个关键方面:社会情感成果和学业成果。社会情感结果目前通过辩护支持导师(DSM)计划得到支持。学业成绩是通过阅读/识字测试结果和数学测试结果来检验的。受流动性和学校中断影响的ADF儿童的学业成绩在澳大利亚的背景下仍未得到充分研究。提出了一个概念框架，确定了对ADF学生学业成绩产生负面影响的潜在原因。

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Inclusivity and the Education of Children of Defence Forces Personnel

Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

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Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics

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