Academic literature on the topic '170103 Educational Psychology'

History written in hieroglyph by Dimitrie Cantemir A hieroglyphic history(1703/4-1705) was copied by Tocilescu in Russia in 1878, which is used as original script. Original script and copy include not only fantasy novel but also eight headlines, three addressing, hieroglyph-deciphering dictionary. He missed the chance to return to his country while he was taken as a hostage in Constantinople, while right-hand man Mihai Racivita of Brancoveanu of Muntenia was become a new ruler of Moldova. He dreamt a independent country free from oligarchy of Moldova and nearby superpowers and a brother country which keeps peaceful relation with Muntenia. He wrote fantasy novel based on 17 years of Moldova’s history. He depicted winged animals and walking animals using his own hieroglyph visioned the fantastic world where all animals living together peacefully. Moldova is Lion Country which is walking animal amd Muntenia is Eagle Country which is winged animal. He depicted himself as Unicorn, his rival Brancoveanu of Muntenia as Raven and Mihai Racovita as a hybrid of ostrich and camel, Ostrichcamel. Animals of two countries gathered one place to elect able leader but fought over the throne each other. Raven seemed get the upper hand over unicorn only to realize his foolishness. At that time Unicorn returned and country became peaceful. All animals paid respects to the crown of victor Unicorn.(Hankuk University of Foreign Studies)

07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 208–219.07–178Cushıon, Steve (London Metropolitan U, UK), What does CALL have to offer computer science and what does computer science have to offer CALL?Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 193–242.07–179Fidler, S. (National Education Institute, Slovenia; soca.fidler@guest.arnes.si), Awakening to languages in primary school. ELT Journal (Oxford University Press) 60.4 (2006), 346–354.07–180Gillies, Robyn M. (U Queensland, Australia), Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology (British Psychological Society) 76.2 (2006), 271–287.07–181Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–182Goh, Christine & Yusnita Taib (Nanyang U, Singapore), Metacognitive instruction in listening for young learners. ELT Journal (Oxford University Press) 60.3 (2006), 222–232.07–183Hémard, Domınıque (London Metropolitan U, UK), Design issues related to the evaluation of learner–computer interaction in a web-based environment: Activities v. tasks.Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 261–276.07–184Howard, Elizabeth R., Igone Arteagoitia, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Centre for Applied Linguistics, Washington DC, USA), The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly 40.2 (2006), 399–420.07–185Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–186Lau, Kit-ling (Chinese U Hong Kong), Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 195–209.07–187Littlemore, Jeannette & Graham Low (U Birmingham, UK), Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics (Oxford University Press) 27.2 (2006), 268–294.07–188Liu, Ping (California State U, USA), Community-based Chinese schools in Southern California: A survey of teachers. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 237–247.07–189Mackey, A. (Georgetown U, USA), Feedback, noticing and instructed second language learning. Applied Linguistics (Oxford University Press) 27.3 (2006), 405–430.07–190McPake, Joanna (U Stirling, UK) & Jo Arthur, Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 155–170.07–191Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–192Santos, Denise (U Reading, UK; d.m.d.santos@reading.ac.uk) & Branca Falabella Fabrício, The English lesson as a site for the development of critical thinking. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–193Schmid, E. Cutrim (U of Education Heidelberg, Germany), Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 47–62.07–194Stephens, Meredith (Matsuyama U, Japan), The use and abuse of Japanese in the university English class. The Language Teacher (Japan Association for Language Teaching) 30.8 (2006), 13–18.07–195Stoller, Fredricka L. (Northern Arizona U, USA), Bradley Horn, William Grabe & Marin S. Robinson, Evaluative review in materials development. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 174–192.07–196Timuçin, Metin (Sakarya U, Turkey; mtimucin@sakarya.edu.tr), Implementing CALL in an EFL context. ELT Journal (Oxford University Press) 60.3 (2006), 262–271.07–197Ward, Monıca (Dublin City U, Ireland), Using software design methods in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 129–147.

07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Australia), Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 415–433.07–94Arteagoitia, Igone, Elizabeth R. Howard, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Center for Applied Linguistics, USA), The Spanish developmental contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 541–560.07–95Branum-Martin, Lee (U Houston, USA; Lee.Branum-Martin@times.uh.edu),Paras D. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba Ortiz, Maria Carlo & David J. Francis, Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 170–181.07–96Brown, Clara Lee (The U Tennessee, Knoxville, USA), Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 337–363.07–97Callahan, Rebecca M. (U Texas, USA), The intersection of accountability and language: Can reading intervention replace English language development?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 1–21.07–98Cavallaro, Francesco (Nanyang Technological U, Singapore), Language maintenance revisited: An Australian perspective. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 561–582.07–99Cheung, Alan & Robert E. Slavin (Center for Data-Driven Reform in Education, USA), Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 244–267.07–100Courtney, Michael (Springdale Public Schools, USA), Teaching Roberto. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 475–484.07–101Creese, Angela (U Birmingham, UK), Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 434–453.07–102Davison, Chris (U Hong Kong, China), Collaboration between ESL and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 454–475.07–103de Jong, Ester (U Florida, USA), Integrated bilingual education: An alternative approach. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 22–44.07–104Domínguez, Higinio (U Texas at Austin, USA), Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 269–293.07–105Duren Green, Tonika, MyLuong Tran & Russell Young (San Diego State U, USA), The impact of ethnicity, socioeconomic status, language, and training program on teaching choice among new teachers in California. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 583–598.07–106García-Nevarez, Ana G. (California State U, Sacramento, USA), Mary E. Stafford & Beatriz Arias, Arizona elementary teachers' attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 295–317.07–107Gardner, Sheena (U Warwick, UK), Centre-stage in the instructional register: Partnership talk in Primary EAL. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 476–494.07–108Garza, Aimee V. & Lindy Crawford (U Colorado at Colorado Springs, USA), Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 598–619.07–109Hasson, Deborah J. (Florida State U, USA), Bilingual language use in Hispanic young adults: Did elementary bilingual programs help?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 45–64.07–110Helmberger, Janet L. (Minneapolis Public Schools, USA), Language and ethnicity: Multiple literacies in context, language education in Guatemala. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 65–86.07–111Johnson, Eric (Arizona State U, USA), WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 621–640.07–112Kandel, Sonia (U Pierre Mendes, France; Sonia.Kandel@upmf-grenoble.fr),Carlos J. Álvarez & Nathalie Vallée, Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 18–31.07–113Laija-Rodríguez, Wilda (California State U, USA), Salvador Hector Ochoa & Richard Parker, The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 87–106.07–114Langdon, Henriette W. (San José State U, USA),Elisabeth H. Wiig & Niels Peter Nielsen, Dual-dimension naming speed and language-dominance ratings by bilingual Hispanic adults. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 319–336.07–115Lee, Steven K. (Portland State U, USA), The Latino students’ attitudes, perceptions, and views on bilingual education. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 107–122.07–116Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.07–117Lindholm-Leary, Kathryn (San Jose State U, USA) & Graciela Borsato, Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 641–652.07–118López, María G. & Abbas Tashakkori (Florida International U, USA), Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 123–144.07–119Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.07–120MacSwan, Jeff (Arizona State U, USA) & Lisa Pray, Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 653–678.07–121Monzó, Lilia D. (U California, Los Angeles, USA), Latino parents' ‘choice’ for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 365–386.07–122Mugaddam, Abdel Rahim Hamid (U Khartoum, Sudan), Language status and use in Dilling City, the Nuba Mountains. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 290–304.07–123Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.07–124Oladejo, James (National Kaohsiung Normal U, Taiwan), Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 147–170.07–125Paneque, Oneyda M. (Barry U, USA) & Patricia M. Barbetta, A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 171–193.07–126Proctor, Patrick C. (Center for Applied Special Technology, USA), Diane August, María S. Carlo & Catherine Snow, The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 159–169.07–127Ramírez-Esparza, Nairán (U Texas, USA; nairan@mail.utexas.edu), Samuel D. Gosling, Verónica Benet-Martínez, Jeffrey P. Potter & James W. Pennebaker, Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality (Elsevier) 40.2 (2006), 99–120.07–128Ramos, Francisco (Loyola Marymount U, USA), Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 411–433.07–129Reese, Leslie (California State U, USA),Ronald Gallimore & Donald Guthrie, Reading trajectories of immigrant Latino students in transitional bilingual programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 679–697.07–130Rogers, Catherine, L. (U South Florida USA; crogers@cas.usf.edu),Jennifer J. Lister, Dashielle M. Febo, Joan M. Besing & Harvey B. Abrams, Effects of bilingualism, noise and reverberation on speech perception by listeners with normal hearing. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 465–485.07–131Sandoval-Lucero, Elena (U Colorado at Denver, USA), Recruiting paraeducators into bilingual teaching roles: The importance of support, supervision, and self-efficacy. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 195–218.07–132Stritikus, Tom T. (U Washington, USA), Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 219–227.07–133Sutterby, John A., Javier Ayala & Sandra Murillo (U Texas at Brownsville, USA), El sendero torcido al español [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 435–452.07–134 Takeuchi, Masae (Victoria U, Australia), The Japanese language development of children through the ‘one parent–one language’ approach in Melbourne. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 319–331.07–135Torres-Guzmán, María E. & Tatyana Kleyn (Teachers College, Columbia U, USA) & Stella Morales-Rodríguez,Annie Han, Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 453–474.07–136Wang, Min (U Maryland, USA; minwag@umd.edu),Yoonjung Park & Kyoung Rang Lee, Korean–English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 148–158.07–137Weisskirch, Robert S. (California State U, Monterey Bay, USA), Emotional aspects of language brokering among Mexican American adults. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 332–343.07–138You, Byeong-keun (Arizona State U, USA), Children negotiating Korean American ethnic identity through their heritage language. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 711–721.

This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.

Environmental education (EE) research has identified factors affecting people's environmental understanding and personal behaviours. However, it has been criticized for its largely individualistic, apolitical focus on school children. The present research used an action research (AR) approach to develop and test a model of community adult EE drawn from empowerment theory and practice, and health promotion in particular. Participants in two locations in Melbourne, Australia, engaged in skills training in peer leadership, grassroots group development, advocacy, and AR. Using adult education methods of guided discussion and peer interaction, participants were encouraged to establish and lead a group around an issue of personal and local concern, with the researcher acting as consultant. Empowerment-oriented activities and outcomes were documented. The research identified that the adult EE program, and the AR methodology used, was instrumental in fostering personal and collective environmental advocacy and empowerment. The research also highlighted the important sponsoring role in promoting environmental advocacy played by empowering community organizations with members of high local standing. Thirdly, the effort to protect urban heritage and amenity was recognized as a direct environmental issue. An EE incorporating environmental psychology principles could enhance residents' understanding about the meaning and sense of community they derive from their relationship with their urban environment, and inform their advocacy efforts.

This thesis draws upon the various knowledges of Sudanese students from refugee backgrounds, and upon the principles of critical pedagogy. Cross-Marked critiques current educational practices which marginalise, exclude and objectify those who are emerging from refugee pasts; seeks to re-frame refugeity as a state of being rather than a fixed identity; and foregrounds ways in which all ethnographic and pedagogical collaborators can share in an evolving criticality, using multiple and creative methodologies and contexts. The seven films (six co-participant films and my own reflexive film) and exegesis which comprise Cross-Marked comment on the complexities of the performance of identity for both the researcher and her co-participants. Taken together, the films and the exegesis seek to offer new methods and an evocative depiction of how to move further toward an engagement with 21st century intercultural collaboration, both inside and outside of the classroom.

The recent rise in wellbeing discourses in education can be situated more broadly in the rise generally of psychological and therapeutic interventions into schools in Australia. It also comes against the background of rising public concern about youth mental health. The heightened public concern, coupled with government, economic and departmental imperatives has led to a feverish rollout of wellbeing interventions, teaching strategies, documents, and research to tackle the problem of wellbeing. Within an educational context increasingly under pressure from neoliberalism, government funded secondary schooling also has often been held to democratic ideals about its purpose to produce certain kinds of young people. Wellbeing discourses have emerged in education policy, reports, and research and indicative of these discourses is a heightened focus on personal responsibility, individualised monitoring, and regulation of emotions and behaviours. Often these neoliberal forms of wellbeing subjectivity are sustained by mainstream psychological epistemologies and discourse. This project investigated the historical contingency and conditions of possibility that have given rise to neoliberal wellbeing subjectivities. Informed by historical thinking (Teo, 2015) and a critical community psychology focus (Fox et al., 2009; Kagan et al., 2011; Sloan, 2000) the project investigated the ways in which psychology as an epistemic institution co-constructs neoliberal wellbeing subjectivities that move beyond disciplinary boundaries and into policy and the Australian social imaginary to create certain human kinds (Hacking, 1986). Specifically, through post-structural critical policy analysis (Bacchi, 2009) of the key ministerial education declarations in Australia from 1989 to 2019, it is shown that certain kinds of young people are problematised as being risky citizens. It is demonstrated that wellbeing, as a problem representation in education policy, operates to individualise and responsibilise risk and to bifurcate educational success and failure according to a psychological meritocracy. Furthermore, it is demonstrated that neoliberal wellbeing obscures factors such as social class which have long been indicators of educational marginalisation and inequity. For critical community psychology to be invested in a wellbeing which is responsive to notions of fairness, inclusion and agency, it is proposed that epistemic justice needs to also be included in research and praxis. An example of enacting critical praxis is detailed through an evaluation of a student engagement program for young people from the African-Australian diaspora. Centring the young people as epistemic agents was seen to be an important way to counter the majoritarian stories (Solórzano & Yosso, 2002) of them being at-risk. Their stories offer important insights that disrupt the homogenising, acultural, class-blind neoliberal subjectivities which currently dominate and constrain the space of possibility for young people.

This exploratory study investigated the impact of participation in a three-week journey style outdoor education program upon levels of resilience attributes and coping skills of adolescents. Globalisation and modernisation has increased the social burdens of the 21st century and amplifies pressures to conform to unrealistic expectations in society, resulting in negative impacts on young people’s mental health and well-being. These life stressors, along with the excessive amount of time that young people spend using technology, is impacting their development and causing young people to experience increased amounts of psychological distress. In order to manage these stressors, young people often require the development of adaptive coping skills and resilience attributes. Schools can assist their students by supporting the development of resilience attributes and coping skills which are crucial for the future success of young people, to thrive, cope with adversity, and live at an optimal level of human functioning. Outdoor education programs are regularly delivered by schools to students worldwide as an effective method to facilitate the development and enrichment of personal and social attributes. However, this field is undermined by ad hoc theory and limited research that supports the ability to enhance levels of resilience and coping skills through outdoor education programs with adolescents in mainstream school settings. The purpose of this longitudinal study was to investigate the effects of an extended journey style outdoor education program on levels of resilience attributes and coping skills with adolescents. Specifically, the study used a mixed method approach to investigate if the resilience attributes and coping skills were context specific to the setting in which they were developed. The research is framed around particular theories including experiential learning, transactional theory, optimal arousal theory of play, the adventure experience paradigm theory, developmental theory and behaviouristic theories. This research examined two groups of Year 10 boys who were aged between 14 and 17 years (N = 111). The program group (n = 69), who participated in an extended journey-style outdoor education program, and the control group (n = 42), who did not participate in any outdoor education programs, completed the same survey measures. To identify which particular attributes of resilience and coping that were strengthened and developed through participation in the three-week program, both groups answered the Resilience Scale and the Brief COPE scale questionnaires within a similar timeframe. Post-positivist theory was used to analyse the quantitative data, and constructivist theory was used to analyse the qualitative data. The quantitative results revealed that the program group reported higher scores of resilience and resilience attributes compared with the control group following participation in the outdoor education program. Repeated measures t-tests showed significant increases in Overall Resilience and the Existential Aloneness, Perseverance and Purposeful Life subscales. A mixed-design analysis of variance model (ANOVA) revealed a main effect for group and Self-Reliance, F (1, 109) = 7.31, p = .008, and an interaction effect for both time and group was also found for Overall Resilience, F (1, 109) = 3.86, p = .043 and Existential Aloneness, F (1, 109) 9.40, p = .003. Compared to the control group, the program group showed reductions in coping skills that have the potential to undermine well-being in youth, such as Substance Use and Behavioural Disengagement, while increasing in adaptive coping skills such as Active Coping, and Planning after the program. The qualitative phase of the research addressed the question of whether the resilience attributes and coping skills developed during the program were transferred and drawn upon by the participants in their lives back at school six-months after the program. Qualitative data was collected through two means; observation data, and small group semi-structured interviews. The researcher conducted field observations of one group's experience during the three-week program. The observation data provided an insight into the goals and activities of the program and helped to inform the design of the semi-structured interview guides. Small group semi-structured interviews were conducted with the program group (n = 18) immediately after completion of the outdoor education program. Follow-up semi-structured interviews were then conducted with the same 18 participants six-months after the program. Semi-structured interviews conducted immediately after completion of the program highlighted that participants increased their capacity to demonstrate Overall Resilience, as well as Self-Reliance and Independence, Mental Strength, Determination, and various Developmental Tasks. The students also reported developing positive relationships with their peers, leaders, and the natural environment. An awareness and increased levels of appreciation was shown towards their relationships with family members and technology. A range of coping skills were also developed and applied by the boys during the program, including Putting Things into Perspective; Removing Oneself from the Stressor; Ability to Accept Social Support; Addressing the Issue; Chunking; Coming to Terms with Difficulties; Cognitive Reframing and Applying Positive Thinking; Distraction and Avoidance. Thematic analysis of researcher observations and both sets of semi-structured interview responses revealed three main themes that impacted the development and transference of resilience attributes and coping skills during and after the program. These themes included the program design, the group leader and the learner. The findings showed that most participants struggled to make links between the different contexts of learning. Some of the attributes and skills developed did transfer; however, a common finding was that most participants felt their learnings had dissipated in the six months after the program. This research supports the notion that outdoor education programs are an effective method to develop resilience attributes and coping skills in young people, however, for the transfer of learning to occur in other contexts, it is recommended that practitioners re-assess their intervention’s program design and implement more strategies to improve the transfer of learning. Overall, the findings of the thesis are discussed in terms of the development and refinement of program design of extended outdoor education programs which aim to foster the transference of resilience and positive coping skills into other contexts. Future research directions and implications of the results in relation to professional practices associated with the development of resilience and adaptive coping skills through outdoor education programs are also presented.

This thesis developed and validated the Role Strain Questionnaire for Junior Athletes (RSQ-JA), an instrument designed to measure the role strain junior elite athletes experience in their multiple life domains (e.g., school, sport, family and friendships). Results supported a 22-item five factor structure for the RSQ-JA. These factors reflected five components of role strain, namely; (i) overload in school, (ii) overload in sport and between roles, (iii) conflict, (iv) underload, and (v) ambiguity. The RSQ-JA therefore provides the first valid measure to assess the role strain associated with the dual careers of junior elite athletes.

This thesis provides an analysis of a particular approach to enhancing learning in early childhood within the family. It involves an evaluation of practice and theory in an educationally disadvantaged and multi-cultural community. The Home Instruction Program for Preschool Youngsters (HIPPY) has a 30 year history and was inttoduced into Australia in 1998 by the Brotherhood of St Laurence. It is a two-year intensive program with four and five-year-old children and their families. Current understanding of the importance of learning in the early years, and intensive adult-child communication, explain why programs such as HIPPY which engage parents as teachers of their young children can be effective. Early learning experiences are at home. Later programs in school often appear to be inadequate to redress early disadvantage because they intervene too late and lack the resources to provide the necessary adult-to-child input. The research reported here was an evaluation of the second intake of 33 children (32 families) into HIPPY in Australia. A triangulation research method involved (a) participant observation of the program, (b) interviews with stakeholders, and (c) an assessment of children in the program and in a matched comparison group. Direct testing and teacher assessment of children was undertaken in the areas of general development, literacy, numeracy and school behaviour during the children's first and second years of schooling. The research findings indicated that the program was well implemented at a number of different levels and that the overseas model can be successfully implemented in multi-cultural Australian conditions. The approach to the diverse language backgrounds of families was a major area of successful adaptation from the standard model. Both qualitative and quantitative data analysis indicated that the program enhanced children's school progress. The study identified lessons for future evaluation studies of the program in Australia. The research findings indicate an encouraging start for HIPPY in Australia. In broader terms, the study points to the potential importance to disadvantaged children of well implemented home-based early childhood education programs.

A low level of physical activity and sport participation among adolescents has been particularly evident over the past decade, and youth inactivity has become a significant public health issue that has attracted the attention of many researchers around the world (Centers for Disease Control and Prevention, 2015; World Health Organization, 2011). The purpose of this research project is to critically examine the major constraints and motivations in relation to physical activity and sport participation among male high school students who live in the city of Riyadh, Saudi Arabia. Using the hierarchical model of leisure constraints designed by Crawford, Jackson and Godbey (1991) and the motivational model developed by Frederick and Ryan (1993), this study explores the determinants of their physical activity and sport participation levels. Data were collected via a self-reported questionnaire completed by 909 male students aged 16–19 from Riyadh high schools in 2010–2011.

Nightmares have been described as the most common form of disturbed dreaming. The definition most widely accepted considers two criteria as definitive elements of nightmares, acute anxiety or fear, and awakening from sleep with full alertness. Contemporary studies suggest that nightmares are relatively common and can either be benign or malignant to the point of being compared to psychosis. Thus when nightmares become frequent and/or recurrent, they tend to become problematic and warrant treatment. The current study aimed to investigate the frequency of nightmares in a large community based sample and trial a brief story line alteration technique. More specifically, the current research was designed to conduct two related studies in order to elucidate nightmare frequency and intensity in an Australian sample and examine the efficacy of self-help nightmare treatments. The main hypotheses in the first study predicted that more than 10% of the sample would report weekly nightmares and significant gender differences in reporting nightmares would be observed. Participants in the first study were 440 university students (115 men and 325 women) aged between 18 and 34 (M = 20.41 years). Participants completed the retrospective metric/s Nightmare Frequency Questionnaire (NFQ) and Pittsburgh Sleep Quality Index (PSQI) and Addendum. The results showed that yearly, monthly and weekly nightmares were common, in particular weekly nightmares. However no significant differences between genders were found. Participants in the second study were 20 students who reported weekly nightmares aged between 18-31 (M = 21.6 years) and completed a battery of retrospective metrics including the Nightmare Effects Survey (NES), Posttraumatic Diagnostic Scale (PDS) and the Profile of Mood States (POMS-37 items). The main hypotheses in the second study predicted that the Storyline Alteration Technique (SLAT) would ameliorate nightmare frequency and waking distress overtime and achieve significantly better therapeutic outcomes in contrast to the Systematic Desensitization (SysD) technique. Results showed that the SLAT was efficacious in significantly ameliorating nightmare frequency overtime and in contrast to the SysD technique. It was concluded that weekly nightmares were more prevalent than previous retrospective findings had indicated and self-help nightmare treatments were efficacious in ameliorating nightmare frequency, associated waking distress and poor sleep.