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1
Fan, Cynthia. "Family Relationship, Stress Level, and Academic Achievement of Chinese Immigrant Girls in Australia." Australian Educational and Developmental Psychologist 13, no. 2 (November 1996): 63–73. http://dx.doi.org/10.1017/s0816512200027528.
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AbstractThe adjustment of Chinese adolescent immigrant girls in Australia was the focus of this study. Specifically, stress level, parent-child conflict, and academic achievement of these girls were examined in the light of factors such as length of residence in Australia, country of origin, and ethnic identification. A questionnaire administered to 99 Chinese immigrant girls attending Melbourne high schools showed that adjustment was related to degree of Chinese identification, length of residence in Australia, and countries of origin. Length of residence in Australia was related to academic achievement. Degree of Chinese identification was related to stress level and parent-child conflict. Auspices of immigration were related to both academic achievement and stress level. The study suggests that Chinese immigrant girls are not a homogeneous group and, therefore, that service providers must be responsive to the needs of diflerent groups.
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Casella, Antonietta, and Judith Kearins. "Cross-Cultural Comparison of Family Environments of Anglo-Australians, Italian-Australians, and Southern Italians." Psychological Reports 72, no. 3 (June 1993): 1051–57. http://dx.doi.org/10.2466/pr0.1993.72.3.1051.
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Differences in academic achievement have been noted in children from various ethnic backgrounds. In Australia, differences in educational attainment between Anglo-Australian and Italian students have been documented, Italian students performing more poorly. Since the influence of environmental factors on students' achievement is well supported in the literature, the present study compared the family environments of Anglo-Australians ( n = 25), Italian-Australians ( n = 29), and Southern Italians ( n = 29) via administration of the Family Environment Scale to mothers. Significant differences were found, the Anglo-Australian sample scoring higher on the Active-Recreational subscale and lower on the Organisation subscale than both Italian groups. Differences between the Anglo-Australian and Southern Italian groups showed the Anglo-Australians scoring significantly lower on the Achievement Orientation subscale and higher on the Intellectual-Cultural Orientation subscale. There were no significant differences between the Italian groups. These findings suggest preservation of Italian cultural values within Australian society, which may contribute to a restriction of learning opportunities for Italian children and possibly affect their educational achievements in later years.
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Ho, Ngai Kwan Nicole, Robert D. Schweitzer, and Nigar G. Khawaja. "Academic Achievement Among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress." Journal of Psychologists and Counsellors in Schools 27, no. 1 (March 17, 2016): 24–36. http://dx.doi.org/10.1017/jgc.2016.4.
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Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The results indicated that school belonging, interestingly, was negatively associated with academic achievement. Perceived social support and acculturative stress were not significantly associated with academic achievement. The findings provide insights into risk and protective factors influencing academic achievement of Chinese migrants. Implications of the findings are discussed.
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Jha, Nikhil, and Cain Polidano. "Long-Run Effects of Catholic Schooling on Wages." B.E. Journal of Economic Analysis & Policy 15, no. 4 (October 1, 2015): 2017–45. http://dx.doi.org/10.1515/bejeap-2014-0108.
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Abstract Previous studies have linked Catholic schooling to higher academic achievement. We add to the literature on Catholic schooling by examining its effect on long-term wages in Australia, independent of effects on academic achievement. Using panel data from the Household Income and Labour Dynamics Australia (HILDA) survey and fixed effects estimation, we find that during the prime-age of a career, wages for Catholic school graduates progress with labor market experience at a greater rate, on average, than wages for public school graduates. Importantly, we find no evidence to suggest that these benefits are peculiar to Catholic schooling, with similar benefits estimated for graduates of independent private schools. These findings suggest that private schooling may be important in not only fostering higher academic achievement but also in better preparing students for a working life.
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O'Brien, John M. "The Collective Organization of Australian Academic Staff 1949-1983." Journal of Industrial Relations 35, no. 2 (June 1993): 195–220. http://dx.doi.org/10.1177/002218569303500201.
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This paper examines the development of the collective organization of academic staff in the Australian higher education sector. This examination tests the relevance of the claim that the arbitration system largely rendered powerless those organizations designed to 'bring comfort, security, peace of mind' to society as well as to union members. The paper argues that the development of academic unionism was both a reflection of shifts in state policy on higher education and the changing consciousness of academic staff. Further, industrial registration was sought because it was perceived that it would strengthen the organizational effectiveness of academic unionism. Finally, the paper contests the view that the achievement of federal registration by academic staff organizations represented the beginning of the adoption of an industrial relations model in institutions of higher education in Australia.
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Perry, Laura B., and Andrew Mcconney. "Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (April 2010): 1137–62. http://dx.doi.org/10.1177/016146811011200401.
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Background/Context It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study This study examines the relationship between school SES and student outcomes in more detail by asking two research questions. First, how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for students from higher SES backgrounds? Second, how does the association vary across schools with different socioeconomic compositions? In other words, are increases in school socioeconomic composition consistently associated with increases in student academic achievement? Population/Participants/Subjects This study uses data from the Australian 2003 Programme for International Student Assessment (PISA). The sample includes over 320 secondary schools and more than 12,000 students from Australia. Research Design This study is a secondary analysis of data from the Australian 2003 PISA. Descriptive statistics are used to compare the average reading, mathematics, and science achievement of secondary school students from different SES backgrounds in a variety of school SES contexts. Conclusions The two main findings of the study are that increases in the mean SES of a school are associated with consistent increases in students’ academic achievement, and that this relationship is similar for all students regardless of their individual SES. In the Australian case, the socio-economic composition of the school matters greatly in terms of students’ academic performance.
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Blackmore, Conner, Kathryn Hird, and Ryan S. Anderton. "An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs." International Journal of Higher Education 10, no. 1 (September 23, 2020): 76. http://dx.doi.org/10.5430/ijhe.v10n1p76.
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Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709 secondary school students entering undergraduate health science courses between 2012 and 2015 at an Australian university were investigated. Completion of Mathematics 3C3D, Physics, Chemistry and Physical Education Australian Tertiary Admission Rank (ATAR) subjects were significantly associated with GPA. In a subset of 458 students, longitudinal analysis revealed completion of secondary school Mathematics 3C3D was a significant predictor of academic performance over the duration of the tertiary health science courses. The results suggest that completion of advanced secondary school mathematics, but not physical sciences, is predictive of student achievement. This outcome further supports the need for improved uptake and completion of advanced mathematics in secondary school.
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Freire, Melissa Renee, and Kristen Pammer. "Reading Between the Lines: Neurocognition and Reading Acquisition in Remote Indigenous Australia." Journal of Cross-Cultural Psychology 50, no. 3 (February 7, 2019): 460–78. http://dx.doi.org/10.1177/0022022119827380.
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Successful academic progression relies on a child’s ability to develop proficient reading skills. In Australia, the majority of children achieve this milestone during elementary schooling. Yet Australian Indigenous children, particularly those living in remote and rural regions of Australia, consistently struggle to meet national benchmarks for reading, as evidenced by national benchmark data. There has been extensive debate about whether sociocultural factors impinge on academic achievement for Indigenous Australians, but little discussion regarding the possible role of neurocognitive factors. In this review, we consider limited available research on neurocognitive mechanisms associated with reading for Indigenous populations and argue for an urgent need to consider the relationship between neurocognitive and sociocultural development when examining reading acquisition outcomes for this population. We also discuss the plausibility of targeting the potential neurocognitive strengths of certain Indigenous populations to scaffold reading acquisition and identify opportunities for furthering this line of research.
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Edwards, Roger. "Predicting Academic Achievement and Counselling for Course Selection: An Examination of the Effectiveness of the Differential Aptitude Tests in Forecasting Year 12 Success." Australian Journal of Career Development 3, no. 2 (September 1994): 31–36. http://dx.doi.org/10.1177/103841629400300210.
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There is increasing tendency to use the Differential Aptitude Tests (DAT) for course and career counselling with students in independent schools in Australia. The OAT profile and explanatory notes may also be forwarded to students and/or parents and it is of particular concern that the full explanation of means of interpreting the profile is often not clear to the naive client. Many clients view the profile as a combination of IQ report and predictor of future academic success. To provide professional counsellors with unequivocal evidence to support their explanations to such clients, and as entry to tertiary and to many TAPE courses in Australia, is by academic achievement score, the present study examined the predictive value of the DAT for academic achievement at the end of Year 12. It was concluded that the DAT may have some value in predicting marginal variations in academic achievement, over and above that predicted by measures of general mental ability, but that individual counselling on the nature of the DAT profile is needed to demonstrate to the naive client both the distorting effect of the CSA subtest and the inappropriateness of the view that any of the DAT measures may be seen as predictors of Tertiary Entrance Score.
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White, Sonia L. J., Joanne M. Wood, Alexander A. Black, and Shelley Hopkins. "Vision screening outcomes of Grade 3 children in Australia: Differences in academic achievement." International Journal of Educational Research 83 (2017): 154–59. http://dx.doi.org/10.1016/j.ijer.2017.03.004.
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Huang, Gary G. "Mathematics Achievement by Immigrant Children." education policy analysis archives 8 (May 30, 2000): 25. http://dx.doi.org/10.14507/epaa.v8n25.2000.
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In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born childrenpresumably children of indigenous groupsthan among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.
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Murray-Harvey, Rosalind. "Relationship influences on students’ academic achievement, psychological health and well-being at school." Educational and Child Psychology 27, no. 1 (2010): 104–15. http://dx.doi.org/10.53841/bpsecp.2010.27.1.104.
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A generally accepted indicator of the quality of a student’s experience of school is academic performance but other indicators that include psychological health and social/emotional adjustment have also been shown to have an impact. For this study, data were collected from both students and teachers about students’ social/emotional adjustment and academic achievement and motivation. Data were obtained for 888 students across Years 5 to 9 from 58 classes in 21 South Australia schools. Students reported through a questionnaire on the extent to which they perceived relationships with family, peers and teachers as sources of stress or support at school; their psychological health; feelings about and sense of belonging to school; and their academic performance. Teachers reported on randomly selected students in each of their classes regarding their Academic Achievement and Motivation, and their Social/Emotional Adjustment to school. The significant associations revealed from correlation analysis between the Relationship, Psychological Health, and Social Adjustment variables, and Academic Performance were further investigated using path analysis. This analysis confirmed the strength of the connection between the student’s social/emotional and academic experience of school, and highlighted that both academic and social/emotional outcomes are unambiguously influenced by the quality of the relationships between teachers and students which, when compared with that of family and peers, exert the strongest influence, on well-being and achievement outcomes for students.
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Salmon, M., F. Skelton, K. A. Thurber, L. Bennetts Kneebone, J. Gosling, R. Lovett, and M. Walter. "Intergenerational and early life influences on the well-being of Australian Aboriginal and Torres Strait Islander children: overview and selected findings fromFootprints in Time, the Longitudinal Study of Indigenous Children." Journal of Developmental Origins of Health and Disease 10, no. 1 (May 2, 2018): 17–23. http://dx.doi.org/10.1017/s204017441800017x.
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AbstractFootprints in Time: The Longitudinal Study of Indigenous Children (LSIC) is a national study of 1759 Australian Aboriginal and Torres Strait Islander children living across urban, regional and remote areas of Australia. The study is in its 11th wave of annual data collection, having collected extensive data on topics including birth and early life influences, parental health and well-being, identity, cultural engagement, language use, housing, racism, school engagement and academic achievement, and social and emotional well-being. The current paper reviews a selection of major findings fromFootprints in Timerelating to the developmental origins of health and disease for Australian Aboriginal and Torres Strait Islander peoples. Opportunities for new researchers to conduct further research utilizing the LSIC data set are also presented.
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Reinke, Nicole B. "Promoting student engagement and academic achievement in first-year anatomy and physiology courses." Advances in Physiology Education 43, no. 4 (December 1, 2019): 443–50. http://dx.doi.org/10.1152/advan.00205.2018.
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Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students’ academic self-regulation and the use of remedial chemistry classes when learning physiology.
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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement." Educational and Developmental Psychologist 34, no. 1 (June 13, 2017): 31–47. http://dx.doi.org/10.1017/edp.2017.5.
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School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by National Assessment Program — Literacy and Numeracy (NAPLAN) scores. A stratified sample of 287 secondary schools in Victoria, Australia was analysed using two language analytic approaches: qualitative emergent coding and supervised lexical analysis. The highest academic scores occurred when mental health promotion was included, though results depended to some extent on the analytic approach and the level of aggregation. Results do suggest that explicitly prioritising both academic performance and mental health is beneficial. Further, the study provides an approach for using language analysis to investigate multilevel constructs in schools.
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Walker, Sue, and Donna Berthelsen. "Gender Differences in Early Literacy and Mathematics Achievement and Self-regulatory Behaviours in the First Year of School: An Australian Study." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 70–78. http://dx.doi.org/10.23965/ajec.42.1.08.
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THIS PAPER PRESENTS ANALYSES of gender differences in classroom behaviours (e.g. attentiveness and task persistence) and early academic outcomes. Data is drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for the Kindergarten Cohort are used. A sample of 2315 children who were in Year 1 of school at Wave 2 data collection are the focus for the analyses reported. The analyses draw on teacher ratings of children's literacy and language competence and mathematical thinking in Year 1 of school; as well as ratings of children's self-regulatory behaviour in the classroom and level of problem behaviours. Girls were rated by their teachers as having better literacy and language outcomes that were predicted by more positive classroom behaviours. Results are discussed with respect to the influence of children's classroom behaviours on academic learning at the beginning of formal schooling.
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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.
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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
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Jacobs, Kate E., and Shane Costello. "An Initial Investigation of an Australian Adaptation of the Multidimensional Aptitude Battery — II." Australian Educational and Developmental Psychologist 30, no. 1 (July 2013): 84–102. http://dx.doi.org/10.1017/edp.2013.9.
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The Cattell-Horn-Carroll (CHC) theory of cognitive abilities has helped advance understanding regarding the relations between specific cognitive abilities and academic achievement in definite domains. However, questions over the generalisability of this research, as well the moderating effect age has on the strength of cognitive-achievement relations, means that further research is needed. This study therefore investigated the capacity for using the Multidimensional Aptitude Battery — II (MAB-II), a group-administered test of cognitive ability, to further CHC-driven research in Australia. After adapting the MAB-II verbal subtests to be suitable for use with an Australian sample, 179 adults completed the measure. Results were analaysed using both classical test and item response theory. Findings indicated that despite the MAB-II not being developed using CHC theory, the structure of the test appeared to conform to this model. Further, while an adequate number of subtests hypothesised to measure the CHC domains of Comprehension-knowledge (Gc) and Visual processing (Gv) were found to perform well psychometrically, the Arithmetic, Picture Arrangement, and Digit Symbol subtests returned questionable results. Given the advantages a group-administered test of CHC cognitive abilities would provide to CHC-driven research in Australia, suggestions for future modifications and adaptations of the test are provided.
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Nelson, Karen, and Tracy Creagh. "Volume 10 Issue 2 2019." Student Success 10, no. 2 (August 9, 2019): i—iii. http://dx.doi.org/10.5204/ssj.v10i2.1301.
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We were pleased to hold the 2019 Students, Transitions, Achievement, Retention and Success (STARS) Conference in Melbourne, Australia as a celebration of the fifth anniversary of one of Australasia’s most welcoming and collegial academic communities of practice. This year’s Conference confirmed that STARS is now firmly established as a collaborative and inclusive annual event for tertiary educators and leaders. Delegates —a mix of professional, academic and administrative practitioners and leaders—attended and participated in a range of presentations and activities which included, refereed papers, Good Practice Reports and Emerging Initiatives, along with Poster presentations and the STARS Network meetings.
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Tomaszewski, Wojtek, Ning Xiang, Yangtao Huang, Mark Western, Brianna McCourt, and Ian McCarthy. "The Impact of Effective Teaching Practices on Academic Achievement When Mediated by Student Engagement: Evidence from Australian High Schools." Education Sciences 12, no. 5 (May 20, 2022): 358. http://dx.doi.org/10.3390/educsci12050358.
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Previous research has proposed a conceptual framework indicating the mediating role of student engagement on the relationship between effective teaching practices and student academic outcomes. This study is the first internationally to empirically test this conceptual framework for the key aspects of teaching practice—effective learning time and expectations for success—using robust, linked longitudinal survey–administrative data from 6825 public school students in Australia. Drawing on a system of structural equations, we demonstrate that effective learning time has a direct effect on students’ performance and an indirect effect via improved positive behavior, attendance and homework behavior. Expectations for success, in contrast, have a largely indirect effect, affecting students’ academic performance through improved positive behavior, attendance and homework behavior.
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Bostwick, Keiko C. P., Rebecca J. Collie, Andrew J. Martin, and Tracy L. Durksen. "Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics." Zeitschrift für Psychologie 225, no. 2 (April 2017): 107–16. http://dx.doi.org/10.1027/2151-2604/a000287.
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Abstract. The majority of educational research on the associations between growth constructs and academic outcomes has adopted a somewhat piecemeal approach, focusing on either growth mindset (implicit beliefs about intelligence) or growth goals. We explore an integrative approach to analyzing the impact of well-established and emerging growth constructs (viz. growth mindset, self-based growth goals, task-based growth goals) on academic outcomes in mathematics. Our participants were secondary school students (n = 4,411) in grades 7–9 from 19 schools in Australia. We used confirmatory factor analysis (CFA) and structural equation modeling (SEM) to test the measurement and substantive hypotheses in our study. We found that growth mindset, self-based growth goals, and task-based growth goals were well represented by an underlying growth orientation factor. Additionally, after controlling for five student background factors (e.g., sex, socioeconomic status [SES]), students’ growth orientation positively predicted mathematics engagement and achievement. These results contribute to the growing literature on educational growth constructs and academic success.
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Rigney, Lester, Robyne Garrett, Megan Curry, and Belinda MacGill. "Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling." Education and Urban Society 52, no. 8 (January 2, 2020): 1159–80. http://dx.doi.org/10.1177/0013124519896861.
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Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically diverse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.
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George, Joanne M., Alex M. Pagnozzi, Samudragupta Bora, Roslyn N. Boyd, Paul B. Colditz, Stephen E. Rose, Robert S. Ware, et al. "Prediction of childhood brain outcomes in infants born preterm using neonatal MRI and concurrent clinical biomarkers (PREBO-6): study protocol for a prospective cohort study." BMJ Open 10, no. 5 (May 2020): e036480. http://dx.doi.org/10.1136/bmjopen-2019-036480.
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IntroductionInfants born very preterm are at risk of adverse neurodevelopmental outcomes, including cognitive deficits, motor impairments and cerebral palsy. Earlier identification enables targeted early interventions to be implemented with the aim of improving outcomes.Methods and analysisProtocol for 6-year follow-up of two cohorts of infants born <31 weeks gestational age (PPREMO: Prediction of Preterm Motor Outcomes; PREBO: Prediction of Preterm Brain Outcomes) and a small term-born reference sample in Brisbane, Australia. Both preterm cohorts underwent very early MRI and concurrent clinical assessment at 32 and 40 weeks postmenstrual age (PMA) and were followed up at 3, 12 and 24 months corrected age (CA). This study will perform MRI and electroencephalography (EEG). Primary outcomes include the Movement Assessment Battery for Children second edition and Full-Scale IQ score from the Wechsler Intelligence Scale for Children fifth edition (WISC-V). Secondary outcomes include the Gross Motor Function Classification System for children with cerebral palsy; executive function (Behavior Rating Inventory of Executive Function second edition, WISC-V Digit Span and Picture Span, Wisconsin Card Sorting Test 64 Card Version); attention (Test of Everyday Attention for Children second edition); language (Clinical Evaluation of Language Fundamentals fifth edition), academic achievement (Woodcock Johnson IV Tests of Achievement); mental health and quality of life (Development and Well-Being Assessment, Autism Spectrum Quotient-10 Items Child version and Child Health Utility-9D).AimsExamine the ability of early neonatal MRI, EEG and concurrent clinical measures at 32 weeks PMA to predict motor, cognitive, language, academic achievement and mental health outcomes at 6 years CA.Determine if early brain abnormalities persist and are evident on brain MRI at 6 years CA and the relationship to EEG and concurrent motor, cognitive, language, academic achievement and mental health outcomes.Ethics and disseminationEthical approval has been obtained from Human Research Ethics Committees at Children’s Health Queensland (HREC/19/QCHQ/49800) and The University of Queensland (2019000426). Study findings will be presented at national and international conferences and published in peer-reviewed journals.Trial registration numberACTRN12619000155190p.Web address of trialhttp://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?ACTRN=12619000155190p
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Scott, Wayne. "The Impact of Aboriginal Education Assistants (AEAS) in New South Wales Public Schools." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 44–53. http://dx.doi.org/10.1017/s1326011100600479.
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A considerable amount of research attests to the difficulties experienced by Aboriginal students in the school system of New South Wales. Coker (1981) states that Aboriginal students more than any other identificable group in Australia score consistently lower in basic skills tests involving reading, writing and mathematics. McConnochie (1973) suggests that the failure of Aboriginal students at school is primarily the fault of the school system and not the student. Institutions tend to debase the student’s self-concept and the group with whom they identify. This process contributed to the students’ low self-esteem and further contributed to low vocational aspirations and academic achievement.
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Shulruf, Boaz, Gary Mayer Velan, and Sean Edward Kennedy. "Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study." Journal of Educational Evaluation for Health Professions 19 (November 28, 2022): 31. http://dx.doi.org/10.3352/jeehp.2022.19.31.
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Purpose: The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.Methods: Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables.Results: Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%).Conclusion: The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.
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He, Vincent Yaofeng, Georgie Nutton, Amy Graham, Lisa Hirschausen, and Jiunn-Yih Su. "Pathways to school success: Self-regulation and executive function, preschool attendance and early academic achievement of Aboriginal and non-Aboriginal children in Australia’s Northern Territory." PLOS ONE 16, no. 11 (November 11, 2021): e0259857. http://dx.doi.org/10.1371/journal.pone.0259857.
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Background With the pending implementation of the Closing the Gap 2020 recommendations, there is an urgent need to better understand the contributing factors of, and pathways to positive educational outcomes for both Aboriginal and non-Aboriginal children. This deeper understanding is particularly important in the Northern Territory (NT) of Australia, in which the majority of Aboriginal children lived in remote communities and have language backgrounds other than English (i.e. 75%). Methods This study linked the Australian Early Development Census (AEDC) to the attendance data (i.e. government preschool and primary schools) and Year 3 National Assessment Program for Literacy and Numeracy (NAPLAN). Structural equation modelling was used to investigate the pathway from self-regulation and executive function (SR-EF) at age 5 to early academic achievement (i.e. Year 3 reading/numeracy at age 8) for 3,199 NT children. Result The study confirms the expected importance of SR-EF for all children but suggests the different pathways for Aboriginal and non-Aboriginal children. For non-Aboriginal children, there was a significant indirect effect of SR-EF (β = 0.38, p<0.001) on early academic achievement, mediated by early literacy/numeracy skills (at age 5). For Aboriginal children, there were significant indirect effects of SR-EF (β = 0.19, p<0.001) and preschool attendance (β = 0.20, p<0.001), mediated by early literacy/numeracy skills and early primary school attendance (i.e. Transition Years to Year 2 (age 5–7)). Conclusion This study highlights the need for further investigation and development of culturally, linguistically and contextually responsive programs and policies to support SR-EF skills in the current Australian education context. There is a pressing need to better understand how current policies and programs enhance children and their families’ sense of safety and support to nurture these skills. This study also confirms the critical importance of school attendance for improved educational outcomes of Aboriginal children. However, the factors contributing to non-attendance are complex, hence the solutions require multi-sectoral collaboration in place-based design for effective implementation.
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Callcott, Deborah. "Retained primary reflexes in preprimary-aged Indigenous children: The effect on movement ability and school readiness." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 132–40. http://dx.doi.org/10.1177/183693911203700218.
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THE RESEARCH REPORTED IN this paper links children's movement skills with learning difficulties, particularly school readiness, in the early years. The aim of the research project was to (a) determine the prevalence and severity of retained reflexes, predominantly the Asymmetrical Tonic Neck Reflex (ATNR), and (b) investigate the movement skill ability of preprimary-aged Indigenous children in the Kimberley region of Western Australia. This provided an important first step in understanding and addressing movement skill deficits that may compromise the acquisition of foundation school readiness skills in young Australian Indigenous children. This project challenged the stereotypical assumption (by non-Indigenous Australians) that the majority of Indigenous Australian children have well-developed or even above-average movement skill development, based on their being more likely than non-Indigenous children to engage in regular physical activity and perform well in sport. It was important to test this assumption if a comprehensive picture of the developmental challenges and educational disadvantages faced by Indigenous Australian children, particularly those in remote regional areas, was to be established. Sixty-five per cent of the sample of Indigenous children were found to have retained moderate to high levels of the Asymmetrical Tonic Neck Reflex (ATNR) which in previous research has been linked to developmental delay, not only in movement skills but also in areas strongly related to academic achievement.
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Claessens, Amy, and Rachel Garrett. "The role of early childhood settings for 4–5 year old children in early academic skills and later achievement in Australia." Early Childhood Research Quarterly 29, no. 4 (2014): 550–61. http://dx.doi.org/10.1016/j.ecresq.2014.06.006.
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Edwards, Peter. "Science and Aboriginal Education." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 33–41. http://dx.doi.org/10.1017/s0310582200005940.
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In our society success in science is important for students as a means to full participation, empowerment, and access to career/further study options. Science in schools is an area of concern for Aboriginal education because of the low number of Aboriginal students who experience this success. Goal 3 of the Common And Agreed National Goals For Schooling In Australia (May, 1989) speaks of “equality of educational opportunities” and providing for “groups with special learning requirements”. For Aboriginal students, academic success and cultural identity are twin priorities: achievement and success need to go hand in hand with a strengthening and deepening of cultural identity. Students' Aboriginality must not be denied by learning programs which define science purely in terms of the dominant Western culture.
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Russell, Kylie P., and Tracey H. Coventry Coventry. "Transition to practice: Supporting first year nurses within a collaborative faith based graduate program." Journal of Nursing Education and Practice 11, no. 5 (December 31, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n5p1.
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Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital; and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.
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Wotherspoon, Jane, Koa Whittingham, Roslyn N. Boyd, and Jeanie Sheffield. "Randomised controlled trial of a novel online cognitive rehabilitation programme for children with cerebral palsy: a study protocol." BMJ Open 9, no. 6 (June 2019): e028505. http://dx.doi.org/10.1136/bmjopen-2018-028505.
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IntroductionCerebral palsy (CP) is the most common cause of physical disability in children, with an estimated 600–700 infants born with CP in Australia each year. CP is typically associated with motor impairments, but nearly half of all children with CP also experience cognitive impairment, potentially impacting educational and vocational achievement. This paper reports the protocol for a randomised controlled trial of a computerised cognitive training intervention based on behavioural principles: Strengthening Mental Abilities through Relational Training (SMART). The study aims to investigate SMART’s effect on fluid reasoning, executive function and academic achievement in children with CP.Methods and analysisSixty children with mild to moderate CP (Gross Motor Function Classification Scale I–IV) aged between 8 years and 12 years will be recruited. Participants will be randomly allocated to two groups: SMART cognitive training and waitlist control. Families will access the programme at home over a 4-month period. Assessments will be administered at baseline, 20 weeks and at 40 week follow-up for retention. The primary outcome will be fluid intelligence, while academic achievement, executive function and social and emotional well-being will be secondary outcomes.Ethics and disseminationThis study has approval from the Children’s Health Queensland Hospital and Health Service Research Ethics Committee (HREC/14/QRCH/377) and The University of Queensland (2017001806). If the computerised cognitive training programme is found to be effective, dissemination of these findings would assist children with CP by providing an accessible, cost-effective intervention that can be completed at home at the individual’s own pace.Registration detailsThe study was registered prospectively on 10 November 2017 to present. Recruitment is now under way, and we aim to complete recruitment by June 2019, with data collection finalised by March 2020.Trial registration numberACTRN12617001550392; Pre-results.
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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.
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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany, Hungary, India, Italy, Malaysia, New Zealand, Pakistan, Philippines, Sweden, the United Arab Emirates, the United Kingdom, Ukraine, and the United States of America. The necessary data for this study were collected from participants' first-semester academic reports to measure the degree of academic achievement, academic IELTS certificates to determine the language proficiency of candidates, as well as International Personality Item Pool Big-Five inventory to identify the participants’ personality traits. The data were gathered via different communication tools. The correlational analyses showed that there were significant relationships amongst personality traits and Iranian foreign students’ language proficiency. Neuroticism was the only psychological trait, negatively correlated with both language proficiency and academic success of Iranian foreign students. The study also revealed that there was a high correlation between the scores on IELTS and academic success of Iranian foreign students. Finally, multiple regression analysis indicated the causality among the Big-Five personality traits, English language proficiency score on IELTS, and academic success of Iranian foreign students. These bear testimony to the idea of cognitive approach in that one’s underlying mental processes are in charge of second language learning process.
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Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.
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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.
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Stone, Julia E., Joshua Wiley, Evangelos Chachos, Anthony J. Hand, Sinh Lu, Monika Raniti, Elizabeth Klerman, et al. "The CLASS Study (Circadian Light in Adolescence, Sleep and School): protocol for a prospective, longitudinal cohort to assess sleep, light, circadian timing and academic performance in adolescence." BMJ Open 12, no. 5 (May 2022): e055716. http://dx.doi.org/10.1136/bmjopen-2021-055716.
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BackgroundDuring adolescence, sleep and circadian timing shift later, contributing to restricted sleep duration and irregular sleep-wake patterns. The association of these developmental changes in sleep and circadian timing with cognitive functioning, and consequently academic outcomes, has not been examined prospectively. The role of ambient light exposure in these developmental changes is also not well understood. Here, we describe the protocol for the Circadian Light in Adolescence, Sleep and School (CLASS) Study that will use a longitudinal design to examine the associations of sleep-wake timing, circadian timing and light exposure with academic performance and sleepiness during a critical stage of development. We also describe protocol adaptations to enable remote data collection when required during the COVID-19 pandemic.MethodsApproximately 220 healthy adolescents aged 12–13 years (school Year 7) will be recruited from the general community in Melbourne, Australia. Participants will be monitored at five 6 monthly time points over 2 years. Sleep and light exposure will be assessed for 2 weeks during the school term, every 6 months, along with self-report questionnaires of daytime sleepiness. Circadian phase will be measured via dim light melatonin onset once each year. Academic performance will be measured via national standardised testing (National Assessment Program-Literacy and Numeracy) and the Wechsler Individual Achievement Test—Australian and New Zealand Standardised Third Edition in school Years 7 and 9. Secondary outcomes, including symptoms of depression, anxiety and sleep disorders, will be measured via questionnaires.DiscussionThe CLASS Study will enable a comprehensive longitudinal assessment of changes in sleep-wake timing, circadian phase, light exposure and academic performance across a key developmental stage in adolescence. Findings may inform policies and intervention strategies for secondary school-aged adolescents.Ethics and disseminationEthical approval was obtained by the Monash University Human Research Ethics Committee and the Victorian Department of Education. Dissemination plans include scientific publications, scientific conferences, via stakeholders including schools and media.Study datesRecruitment occurred between October 2019 and September 2021, data collection from 2019 to 2023.
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Ersozlu, Zara, Muhammet Usak, and Damian Blake. "Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia." Journal of Ethnic and Cultural Studies 9, no. 1 (December 14, 2021): 1. http://dx.doi.org/10.29333/ejecs/987.
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Mathematics anxiety is well known and studied concept. Most of the studies have been focused on the effects of mathematical anxiety on students’ academic achievement, especially from the viewpoint of analysing large national and international data sets. We aim to bring a different perspective to the existing research on mathematics anxiety and resilience by considering the measurement equivalence across cultures, so they can be compared fairly. We used Multi Group Invariance analysis with this purpose. Our findings suggested that full metric and partial scalar model invariance were confirmed which advise that the mathematics anxiety scale can be compared across two countries. We also ran multiple regression using Fisher’s Z to understand the reciprocal relationship among the variables across two samples. Preliminary results revealed that the perceived mathematics anxiety and perceived mathematics ability predict the measured mathematics anxiety equally well for both Australia and Russia.
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Ali, Agus, Nurwadjah Ahmad EQ, and Andewi Suhartini. "Sejarah dan Perkembangan Pesantren Modern Ummul Quro Al-Islami Bogor." Tarbiatuna: Journal of Islamic Education Studies 2, no. 1 (February 8, 2022): 72–87. http://dx.doi.org/10.47467/tarbiatuna.v2i1.868.
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This article aims to discuss the history and development of the modern Islamic boarding school Ummul Quro Al-Islami Bogor including: history, founder profile, goals, vision and mission. By using a descriptive qualitative method. Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) The history of the modern Islamic boarding school Ummul Quro Al-Islami Bogor was founded by KH. Helmi Abdul Mubin, Lc with a capital of 250 thousand rupiah, was motivated by the arrival of a delegation from Australia to the Islamic boarding school where he taught to find an ustadz who was good at English to teach religion in the Australian Muslim community (2) KH. Helmi Abdul Mubin, Lc as the founder of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is a Madurese son born on March 23, 1956, the first of four children of the late Abdul Mubin and Musyaroh, who spent his childhood in Prenduan Madura, after graduating from Pragaan Elementary School in Sumenep last continued his education at the modern Gontor boarding school in Ponorogo, East Java. (3) The purpose of establishing the modern Islamic boarding school Ummul Quro Al-Islami Bogor is to participate in building a just and prosperous society and republic of Indonesia and receive the pleasure of Allah SWT, forming a generation of Muslims who excel in academic and non-academic achievements as a provision to continue to higher education. and or live independently, produce a generation of Muslims who are polite in speech and behavior, create a generation of Islam with a social spirit (serving the community) and grow a generation of Muslims who are diligent in carrying out mandatory and sunnah worship based on the understanding of ahlussunnah wal jama'ah. The vision of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is the realization of a generation of Muslims who excel in achievement, have noble character, do good deeds and diligently worship according to the teachings of Islam Ahl as-Sunnah wa al-jama'ah, as for the mission of the modern Islamic boarding school Ummul Quro Al-Islami Bogor namely providing quality education in achieving academic and non-academic achievements, preparing cadres of ulama and community leaders who are mutafaqqih fi ad-diin with the understanding of Ahl as-Sunnah wa al-jama'ah, preparing competent Islamic generations (science, skills, social behavior, sincere faith) to take part in the international world and educate generations of Islam who are obedient to Allah and His Messenger and have a sense of responsibility towards themselves, their family, society and country.
Keyword: History, Development and Modern Islamic Boarding School
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Ali, Agus, Nurwadjah Ahmad EQ, and Andewi Suhartini. "Sejarah dan Perkembangan Pesantren Modern Ummul Quro Al-Islami Bogor." Mimbar Kampus: Jurnal Pendidikan dan Agama Islam 21, no. 1 (January 5, 2022): 1–13. http://dx.doi.org/10.47467/mk.v20i1.869.
Full textAbstract:
This article aims to discuss the history and development of the modern Islamic boarding school Ummul Quro Al-Islami Bogor including: history, founder profile, goals, vision and mission. By using a descriptive qualitative method. Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) The history of the modern Islamic boarding school Ummul Quro Al-Islami Bogor was founded by KH. Helmi Abdul Mubin, Lc with a capital of 250 thousand rupiah, was motivated by the arrival of a delegation from Australia to the Islamic boarding school where he taught to find an ustadz who was good at English to teach religion in the Australian Muslim community (2) KH. Helmi Abdul Mubin, Lc as the founder of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is a Madurese son born on March 23, 1956, the first of four children of the late Abdul Mubin and Musyaroh, who spent his childhood in Prenduan Madura, after graduating from Pragaan Elementary School in Sumenep last continued his education at the modern Gontor boarding school in Ponorogo, East Java. (3) The purpose of establishing the modern Islamic boarding school Ummul Quro Al-Islami Bogor is to participate in building a just and prosperous society and republic of Indonesia and receive the pleasure of Allah SWT, forming a generation of Muslims who excel in academic and non-academic achievements as a provision to continue to higher education. and or live independently, produce a generation of Muslims who are polite in speech and behavior, create a generation of Islam with a social spirit (serving the community) and grow a generation of Muslims who are diligent in carrying out mandatory and sunnah worship based on the understanding of ahlussunnah wal jama'ah. The vision of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is the realization of a generation of Muslims who excel in achievement, have noble character, do good deeds and diligently worship according to the teachings of Islam Ahl as-Sunnah wa al-jama'ah, as for the mission of the modern Islamic boarding school Ummul Quro Al-Islami Bogor namely providing quality education in achieving academic and non-academic achievements, preparing cadres of ulama and community leaders who are mutafaqqih fi ad-diin with the understanding of Ahl as-Sunnah wa al-jama'ah, preparing competent Islamic generations (science, skills, social behavior, sincere faith) to take part in the international world and educate generations of Islam who are obedient to Allah and His Messenger and have a sense of responsibility towards themselves, their family, society and country.
Keyword: History, Development and Modern Islamic Boarding School
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Rudd, James R., Laura O’Callaghan, and Jacqueline Williams. "Physical Education Pedagogies Built upon Theories of Movement Learning: How Can Environmental Constraints Be Manipulated to Improve Children’s Executive Function and Self-Regulation Skills?" International Journal of Environmental Research and Public Health 16, no. 9 (May 10, 2019): 1630. http://dx.doi.org/10.3390/ijerph16091630.
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Physical education in schools has been marginalised across the globe, and as a result, children are missing out on opportunities to develop and acquire the foundation skills needed to lead a physically active life. The squeeze on physical education in schools, particularly in some western countries (United Kingdom, Australia and America), has been justified on the grounds that core subjects such as English and mathematics need more curriculum time, as this will lead to higher cognitive and academic performance. The aim of this paper is to highlight how physical education lessons in early childhood, underpinned by either of two major theories of motor learning, can support teachers in the creation of learning environments, as well as guide their pedagogical practice to facilitate children’s development of key cognitive skills, in particular executive function and self-regulation skills. These skills are crucial for learning and development and have been found to be a higher predictor of academic achievement than IQ. They also enable positive behaviour and allow us to make healthy choices for ourselves and others, therefore providing further evidence that the development of movement skills has the potential to secure positive attitudes and outcomes towards physical activity across the lifespan.
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Martinez, Magdalena, and Creso Sá. "Highly Cited in the South: International Collaboration and Research Recognition Among Brazil’s Highly Cited Researchers." Journal of Studies in International Education 24, no. 1 (November 18, 2019): 39–58. http://dx.doi.org/10.1177/1028315319888890.
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For researchers in the global South, international recognition in science arguably involves engaging with the norms, ideas, and people leading research activity in the global North. This article explores the relationship between international research collaboration and the publication activity of highly cited researchers in Brazil, a country that exerts regional leadership in scientific production in Latin America, but remains relatively peripheral to global science. This study examined the career trajectories and publication patterns of highly cited researchers based in Brazilian universities, using Web of Science and CV data. Our findings show a pattern of international mobility among the Brazilian highly cited researchers from the early stages of their careers. With few exceptions, engagement with the academic Anglosphere is central to their achievement of highly cited status, which is derived from co-authored publications with collaborators from the United States, the United Kingdom, and Australia in large teams.
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Gale, Mary-Anne. "AnTEP Comes of Age." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 17–25. http://dx.doi.org/10.1017/s1326011100002210.
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Walking across that stage, no-one can take that feeling away because it's really special to you. You feel really, really proud — even though it took a long time to do it and to get there.(Ruth Anangka, one of the first AnTEP graduates, Pers. Comm., 1995)With permed hair, academic gowns and proud smiles of achievement, two more groups of Aboriginal women have walked the length of the red carpet on the stage of the Adelaide Festival Theatre during university graduation ceremonies. Amid hoots and cheers from University staff seated on the stage (also wearing gowns and smiles of pride) on the 29th May 1995, six more women from the far north west of South Australia, and one from Alice Springs, were awarded the Associate Diploma of Education. Six months later, on the 6th October 1995, two more women from the north west were presented with the Diploma of Teaching.
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Veldman, Sanne L. C., Rachel A. Jones, Rebecca M. Stanley, Dylan P. Cliff, Stewart A. Vella, Steven J. Howard, Anne-Maree Parrish, and Anthony D. Okely. "Promoting Physical Activity and Executive Functions Among Children: A Cluster Randomized Controlled Trial of an After-School Program in Australia." Journal of Physical Activity and Health 17, no. 10 (October 1, 2020): 940–46. http://dx.doi.org/10.1123/jpah.2019-0381.
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Background: The aim of this study was to examine the efficacy of an embedded after-school intervention, on promoting physical activity and academic achievement in primary-school-aged children. Methods: This 6-month, 2-arm cluster randomized controlled trial involved 4 after-school centers. Two centers were randomly assigned to the intervention, which involved training the center staff on and implementing structured physical activity (team sports and physical activity sessions for 75 min) and academic enrichment activities (45 min). The activities were implemented 3 afternoons per week for 2.5 hours. The control centers continued their usual after-school care practice. After-school physical activity (accelerometry) and executive functions (working memory, inhibition, and cognitive flexibility) were assessed pre- and postintervention. Results: A total of 60 children were assessed (7.7 [1.8] y; 50% girls) preintervention and postintervention (77% retention rate). Children in the intervention centers spent significantly more time in moderate to vigorous physical activity (adjusted difference = 2.4%; 95% confidence interval, 0.6 to 4.2; P = .026) and scored higher on cognitive flexibility (adjusted difference = 1.9 units; 95% confidence interval, 0.9 to 3.0; P = .009). About 92% of the intervention sessions were implemented. The participation rates varied between 51% and 94%. Conclusion: This after-school intervention was successful at increasing moderate to vigorous physical activity and enhancing cognitive flexibility in children. As the intervention was implemented by the center staff and local university students, further testing for effectiveness and scalability in a larger trial is required.
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Díaz, Adriana R., Hugo Hortiguera, and Marcia Espinoza Vera. "Quality Assurance and Foreign Languages - Reflecting on oral assessment practices in two University Spanish Language Programs in Australia." Journal of University Teaching and Learning Practice 12, no. 3 (July 1, 2015): 4–19. http://dx.doi.org/10.53761/1.12.3.2.
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In the era of quality assurance (QA), close scrutiny of assessment practices has been intensified worldwide across the board. However, in the Australian context, trends in QA efforts have not reached the field of modern/foreign languages. This has largely resulted in leaving the establishment of language proficiency benchmarking up to individual institutions and programs of study. This paper discusses the findings of a cross-institutional collaborative research project focused on the comparative analysis and review of assessment practices in the Spanish language majors at the University of Queensland (UQ) and Griffith University (GU), both members of the Brisbane Universities Languages Alliance (BULA). The project had a two-pronged focus; on the one hand, establishing comparable student academic achievement standards, specifically for oral assessment in intermediate level courses; and, on the other hand, providing tools and resources to train teachers (continuing and sessional staff) in consensus moderation (CM) practices through an online platform. The results presented here offer practical pedagogical suggestions to support planning and review of oral assessment, thus contributing to QA management in languages other than English.
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Whatnall, Megan C., Melinda J. Hutchesson, and Amanda J. Patterson. "Predictors of Food Insecurity among Australian University Students: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 1 (December 19, 2019): 60. http://dx.doi.org/10.3390/ijerph17010060.
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Food insecurity is much higher among university students than the general population, and is linked with poorer mental health, diet and academic achievement. The aim of this study was to explore the level of food insecurity among a sample of Australian university students and determine which socio-demographic and student characteristics predict food insecurity. An online cross-sectional survey with students from the University of Newcastle, Australia was conducted in 2017–2018. Food insecurity was assessed using the 6-item US Department of Agriculture Food Security Survey Module, and socio-demographic (e.g., age, living situation) and student characteristics (e.g., undergraduate/postgraduate student) were captured. Multivariate logistic regression was used to determine the odds of food insecurity for each of the socio-demographic and student characteristics, and included characteristics of significance in bivariate analyses as potential confounders. Data for 366 students were analysed (mean age 27.3 ± 10.4 years, 27.3% male). Forty-eight percent of participants were food insecure. The odds of food insecurity were higher among students living in rental accommodation compared with their parents’ home (OR = 2.39, 95% CI 1.41, 4.06), and undergraduate compared with postgraduate students (OR = 3.50, 95% CI 1.83, 6.69). Commencing university and moving away from parents may be key times for intervention. Strategies that can provide longstanding benefit are needed to address the high level of food insecurity among university students.
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Andrade, Maureen Snow, and Shaylana Davis. "Business School International Alumni: A Story of Grit." International Journal of English and Cultural Studies 4, no. 1 (September 8, 2020): 1. http://dx.doi.org/10.11114/ijecs.v4i1.4975.
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Business is a top choice of study for international students in countries such as the U.S., UK, Australia, and Canada; however, knowledge about the post-graduation experiences of international business school graduates varies across hosting countries and is somewhat limited. Few business schools in the U.S. survey alumni to determine how their learning experiences have impacted their professional success. Fewer still have explored the role of English language proficiency for these graduates. This study collected data from online surveys to examine the on-campus and post-graduation experiences of international alumni to determine factors that impacted their academic and professional success, with an emphasis on English language development. Findings identified five themes—achievement-oriented, long-term commitment, involvement, sense of belonging, and experiential learning. Although participant success was largely due to their own grit, schools of business and their professors could do more to contribute to this success, particularly in the areas of curriculum and pedagogy.
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Taranto, Daniella, and Michael T. Buchanan. "Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach." Discourse and Communication for Sustainable Education 11, no. 1 (June 1, 2020): 5–15. http://dx.doi.org/10.2478/dcse-2020-0002.
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AbstractSustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar & Yurdakul, 2017). Schools’ philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students’ achievement has been drastically compromised throughout the Organisation for Economic Co-operation and Development (OECD) countries. Furthermore, some countries, such as Australia, are facing a concerning decline in academic achievement in science, reading, and mathematics (PISA, 2018). The purpose of this conceptual paper is to explore Self-Regulated Learning (SRL) theory for its potential to enhance students’ sustainable abilities enabling them to engage in lifelong learning. An exploration of SRL theory posits the need for empirical research of effective SRL implementation in schools. The theoretical foundations of SRL are outlined, along with its impact on students’ learning and development in the 21st century. This article explores elements of SRL implementation that support educational bodies in fostering competent learners and sustainable education, including pre-service teachers’ training, teachers’ self-efficacy, a whole-school approach to SRL, and ongoing professional development in SRL.
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Loban, Ekaterina, Cathie Scott, Virginia Lewis, and Jeannie Haggerty. "Measuring partnership synergy and functioning: Multi-stakeholder collaboration in primary health care." PLOS ONE 16, no. 5 (May 28, 2021): e0252299. http://dx.doi.org/10.1371/journal.pone.0252299.
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In primary health care, multi-stakeholder partnerships between clinicians, policy makers, academic representatives and other stakeholders to improve service delivery are becoming more common. Literature on processes and approaches that enhance partnership effectiveness is growing. However, evidence on the performance of the measures of partnership functioning and the achievement of desired outcomes is still limited, due to the field’s definitional ambiguity and the challenges inherent in measuring complex and evolving collaborative processes. Reliable measures are needed for external or self-assessment of partnership functioning, as intermediate steps in the achievement of desired outcomes. We adapted the Partnership Self-Assessment Tool (PSAT) and distributed it to multiple stakeholders within five partnerships in Canada and Australia. The instrument contained a number of partnership functioning sub-scales. New sub-scales were developed for the domains of communication and external environment. Partnership synergy was assessed using modified Partnership Synergy Processes and Partnership Synergy Outcomes sub-scales, and a combined Partnership Synergy scale. Ranking by partnership scores was compared with independent ranks based on a qualitative evaluation of the partnerships’ development. 55 (90%) questionnaires were returned. Our results indicate that the instrument was capable of discriminating between different levels of dimensions of partnership functioning and partnership synergy even in a limited sample. The sub-scales were sufficiently reliable to have the capacity to discriminate between individuals, and between partnerships. There was negligible difference in the correlations between different partnership functioning dimensions and Partnership Synergy sub-scales. The Communication and External Environment sub-scales did not perform well metrically. The adapted partnership assessment tool is suitable for assessing the achievement of partnership synergy and specific indicators of partnership functioning. Further development of Communication and External Environment sub-scales is warranted. The instrument could be applied to assess internal partnership performance on key indicators across settings, in order to determine if the collaborative process is working well.
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Garvis, Susanne. "What is going on in early years music planning? A study of early years teachers' weekly plans." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 122–26. http://dx.doi.org/10.1177/183693911203700216.
Full textAbstract:
ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.
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Awojobi, Oladayo Nathaniel. "Health Inequalities and Social Determinants of Indigenous Peoples’ Health in Australia, Canada, and the United States: Causes and Policies Options." Health Economics and Management Review 3, no. 1 (2022): 8–18. http://dx.doi.org/10.21272/hem.2022.1-01.
Full textAbstract:
The author of the paper investigates the issue of Indigenous health inequalities. The main purpose of the research is to assess the causes of health inequalities among Indigenous people and policy options to reduce the health gaps. Systematization of the literary sources shows that there are health disparities between Indigenous people and non-Indigenous people and approaches for solving the problem come in different forms. The methodological basis of this study is a comparative analysis that used secondary data to capture health inequalities among the Indigenous populations in Australia, Canada, and the United States. These countries have adopted different policy options to reduce these inequalities. The paper presents the results of a comparative analysis that contributes to knowledge by articulating what is not known about Indigenous health inequalities and social determinants of health and policy response. The study contributes to understanding by articulating what is not known about Indigenous health inequalities and social determinants of health and policy response. Aside from the study being useful to policymakers, politicians, development experts and the academic environments, the study provides the opportunity to assess some of the policy interventions. When necessary, it provides ample opportunity if there is a need to reform the social and health policies meant to reduce health inequalities among Indigenous populations. The author found that both grey and academic studies have examined policy options and governance meant to reduce health inequalities among Indigenous people in Australia, Canada, and the U.S. However, there is a lack of quality studies that have evaluated these policy options, limiting the strength to determine achievement associated with such policy options and governance. Further, there is limited information on whether these policy options are suitable for the Indigenous population to enhance their health status. With these limitations, future studies need to assess the effectiveness of these policy options and determine if the policy options are culturally suitable to reduce Indigenous people’s health inequalities.
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Hand, A., E. J. Stone, S. Lu, E. Chacos, A. M. Carskadon, W. S. Lockley, F. J. Wiley, et al. "O044 The association of the sleep regularity index with subjective cognitive function and academic skills in adolescents." SLEEP Advances 3, Supplement_1 (October 1, 2022): A18. http://dx.doi.org/10.1093/sleepadvances/zpac029.043.
Full textAbstract:
Abstract High-level cognitive function is essential for academic performance in adolescents. While obtaining sufficient sleep duration has been shown to support cognitive function less is known about the role of sleep regularity in cognitive function. We investigated how sleep regularity relates to self-report cognitive function in 179 Year 7 students (M±SD=12.81±0.41 years, 56% females) in Australia. Sleep/wake timing was measured via wrist actigraphy and daily sleep diaries over two-school-weeks. Sleep regularity was measured using the Sleep Regularity Index (SRI) calculated via actigraphy measured sleep (SRI range = 58-95). Self-report cognitive function was measured using the PROMIS Paediatric Cognitive Function questionnaire, which requires participants to self-report cognitive performance over the last four-weeks. Academic skills were measured using two-subtests (reading comprehension and numerical operations) from the Weschler Individual Achievement Test – Third Edition (WIAT-III). We found that adolescents with more regular sleep self-reported better subjective cognitive function (β = .39, p = .001), even when controlling for age, sex, circadian phase assessed using DLMO, and total sleep time. In contrast, average total sleep time (range = 5.78-11.30 hours) alone was not associated with subjective cognitive function (β = .06, p = .99). Higher self-reported cognitive function was also associated with improved reading and numerical ability on the WIAT-III (β = .42, p =.04; β = .37, p =.02, respectively). The SRI did not predict performance on the WIAT (p >.05). Our findings suggest regular sleep may be important in supporting optimal cognitive functioning. These results have important implications for learning adolescence.
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Tsigeman, Elina, Sebastian Silas, Klaus Frieler, Maxim Likhanov, Rebecca Gelding, Yulia Kovas, and Daniel Müllensiefen. "The Jack and Jill Adaptive Working Memory Task: Construction, Calibration and Validation." PLOS ONE 17, no. 1 (January 27, 2022): e0262200. http://dx.doi.org/10.1371/journal.pone.0262200.
Full textAbstract:
Visuospatial working memory (VSWM) is essential to human cognitive abilities and is associated with important life outcomes such as academic performance. Recently, a number of reliable measures of VSWM have been developed to help understand psychological processes and for practical use in education. We sought to extend this work using Item Response Theory (IRT) and Computerised Adaptive Testing (CAT) frameworks to construct, calibrate and validate a new adaptive, computerised, and open-source VSWM test. We aimed to overcome the limitations of previous instruments and provide researchers with a valid and freely available VSWM measurement tool. The Jack and Jill (JaJ) VSWM task was constructed using explanatory item response modelling of data from a sample of the general adult population (Study 1, N = 244) in the UK and US. Subsequently, a static version of the task was tested for validity and reliability using a sample of adults from the UK and Australia (Study 2, N = 148) and a sample of Russian adolescents (Study 3, N = 263). Finally, the adaptive version of the JaJ task was implemented on the basis of the underlying IRT model and evaluated with another sample of Russian adolescents (Study 4, N = 239). JaJ showed sufficient internal consistency and concurrent validity as indicated by significant and substantial correlations with established measures of working memory, spatial ability, non-verbal intelligence, and academic achievement. The findings suggest that JaJ is an efficient and reliable measure of VSWM from adolescent to adult age.