Relevant bibliographies by topics / Australian primary school

Academic literature on the topic 'Australian primary school'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Australian primary school"

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Lewis, Elaine, Catherine Baudains, and Caroline Mansfield. "The Impact of AuSSI-WA at a Primary School." Australian Journal of Environmental Education 25 (2009): 45–57. http://dx.doi.org/10.1017/s0814062600000392.

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AbstractThis paper presents the findings of the first stage of research on the impact of the Australian Sustainable Schools Initiative (AuSSI) at an independent primary school in Western Australia. A longitudinal (20 year) case study is being conducted, utilising data related to Education for Sustainability (EfS) at the school from 1990-2009. 2005 was a critical year for the school because it marked the beginning of participation in the Sustainable Schools Initiative pilot in Western Australia (AuSSI-WA). The research investigates elements of EfS in operation at the school pre- and post- AuSSI-WA, as well as student and teacher outcomes after involvement in the Initiative. An analysis of the initial data suggests that participation in AuSSI-WA enabled the school to engage with a growing commitment to EfS in the context of a whole - school approach.
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Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.

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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.
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Macbeth, Allison, Patricia Weerakoon, and Gomathi Sitharthan. "Pilot study of Australian school-based sexual health education: parents' views." Sexual Health 6, no. 4 (2009): 328. http://dx.doi.org/10.1071/sh09040.

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Background: Sexually transmissible infections (STIs) among young Australians increased dramatically between 1997 and 2007 with rates of chlamydia increasing by 528% and rates of gonorrhoea by 169% among 15–19 year olds. High notification rates of STIs and teenage pregnancy point to the need to investigate sexual health education (SHE) in Australian schools. This first quantitative study investigated the attitudes and experiences of parents to SHE in Australian schools. Methods: One hundred and seventeen (117) Australian parents were recruited through purposive sampling and snowballing methods to complete an online questionnaire in 2007. Results: Most respondents (97.4%) support SHE in schools and 95.7% advocate schools and parents sharing responsibility. A majority (82.9%) believe SHE should begin in primary school with discrepancy as to when specific topics should be introduced. There is consensus for a comprehensive curriculum, including topics potentially seen as controversial such as ‘masturbation’. ‘Abstinence’ was chosen by 15.4% of parents to not be included in SHE curricula. Most parents rate the SHE their children have received in school as ‘fair’ in quality, and want access to resources to help them educate their children, including workshops at schools, information about school SHE, literature, and trained sexual health educators. Conclusions: Parents generally support SHE in schools. They want programs to begin in primary school. They consider the current school programs to be ‘fair’ in quality. Parents also point out the need for a more comprehensive curriculum and they want to be involved with schools in the development and delivery of SHE.
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Burns, R. B. "Reward preferences among Australian primary school pupils." Research in Education 43, no. 1 (May 1990): 33–43. http://dx.doi.org/10.1177/003452379004300104.

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Willis, Alison, Mervyn Hyde, and Ali Black. "Juggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas." American Educational Research Journal 56, no. 6 (May 18, 2019): 2644–73. http://dx.doi.org/10.3102/0002831219849877.

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Youth mental health in Australia is concerning with 25% of young people reported as experiencing mental health issues in a 12-month period. Meanwhile, Australian schools march forward with academic improvement agendas. Survey research conducted among primary and secondary school teachers, most drawn from the Australian state of Queensland, revealed that although teachers value student well-being initiatives, they are experiencing very real tensions dealing with student mental health concerns and performance targets, which is complicated by a lack of confidence in the efficacy of well-being programs in schools. These findings raise concerns about the need for government authorities, school leaders, and teacher education providers to further investigate the need for balance between school performance improvement agendas and student well-being concerns.
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Zhao, K. "Localising Chinese language curriculum construction: A case study in an Australian primary school." Global Chinese 6, no. 2 (September 1, 2020): 263–88. http://dx.doi.org/10.1515/glochi-2020-0014.

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Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating suitable learning content. In this way, a localised Chinese curriculum is constructed in the Australian educational environment. The case study shows that the local students’ translanguaging aptitudes between English and Chinese are developing and becoming influential, as they have engaged in learning Chinese in the form of a local practice – playing chess, which is a typical instance of their daily recurring sociolinguistic activities in school. Therefore, in the process of such contextualised learning practices, not only can Chinese be made learnable for them, but also the specific vocabulary learnt can be the basis for their wider learning of Chinese in the future.
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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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Cranston, Neil. "The Impact of School-Based Management on Primary School Principals: An Australian Perspective." Journal of School Leadership 10, no. 3 (May 2000): 214–32. http://dx.doi.org/10.1177/105268460001000301.

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This article reports research on the impact of the implementation of school-based management on primary schools and their principals in Queensland, Australia. A qualitative case study approach was employed, with individual and focus group interviews being the major data collection method. The findings illustrate that, as in systems elsewhere where school-based management has been introduced, the impact on schools and principals has been significant. Increasing demands are being made on principals to lead their communities through the change process and facilitate cultural change while at the same time responding to greater accountability demands from the system. Educational leadership has largely given way to managerial activities. Implications for policy, practice, leadership theory, and further research are discussed.
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Oliver, Rhonda, Graham McKay, and Judith Rochecouste. "Lexical Variation among Western Australian Primary School Children." Australian Journal of Linguistics 22, no. 2 (October 2002): 207–29. http://dx.doi.org/10.1080/0726860022000013184.

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De Nobile, John. "The directive communication of Australian primary school principals." International Journal of Leadership in Education 18, no. 2 (July 21, 2014): 239–58. http://dx.doi.org/10.1080/13603124.2014.932437.

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Dissertations / Theses on the topic "Australian primary school"

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Chancellor, Barbara, and barbara chancellor@rmit edu au. "The Changing Face of Play in Australian Primary School Playgrounds." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080414.120725.

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This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.
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Young, Catherine Mary. "Identification of gifted students in Australian Catholic primary schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/01b2b8b2a32763aaf35541ff6ccfa950caea3adaf7ee759109aea698def025c4/2418664/0-YOUNG_2019_Appendices_Indentification_of_gifted_students.pdf.

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The research investigated the problem of identification of giftedness in primary-aged school students. The study was conducted in primary schools in a large Australian metropolitan Catholic education system, referred to in the study as the system that claims best practice and has historically provided strong support for the specific needs of students with learning difficulties. Gifted education is, however, new to the culture of this system of schools and the under-identification of gifted students has been identified as a matter of concern. The scholarly literature provides considerable research regarding teacher attitudes and their impact on gifted education and gifted students, but little research has been undertaken to investigate the impact of teachers’ knowledge, attitudes and experiences on the identification of giftedness. To address this gap in the research, the present study examined the question: How is the identification of giftedness of students in primary schools influenced by the knowledge, attitudes and experiences of principals and teachers? Using a mixed methods design within the paradigm of pragmatism, the research data were collected in two phases: the collection and analysis of quantitative data at a system level through an online survey, and case study involving analysis of school documentation and semi-structured interviews across six sites. In Phase One, the online survey was distributed across the system of 111 Catholic primary schools. The responses from the system-wide survey assisted in the selection of schools with high and low rates of identification of gifted students as case study sites for the second phase of the study. In Phase Two, a total of six principals and 44 teachers participated in the case study from across six sites selected as three successful- and three non-successful schools. Phase Three included the final synthesis and analysis of all data. The data collected sought to determine the knowledge, attitudes and experiences of teachers and leaders, and school approaches and practices of identification, and their influence on the identification of giftedness in these schools. The central findings of the study are reflected in a proposed model, which elucidates specific elements in relation to knowledge and attitudes of educators, and the approaches and practices of schools, towards gifted education and identification of giftedness that enable the effective identification of giftedness. Within knowledge, the levels of training and the significance of understanding the multidimensional nature of giftedness were identified as core to the process of identification of gifted students in the primary school setting. Positive attitudes towards giftedness, and a shared responsibility for the identification process, among the school leadership and teachers leads to effective identification. The research also found that sharpened focus on identification through leadership, embedded school-wide policy and practices, provision of resources, and ongoing professional learning are key elements of effective identification. Essential to the identification process is the involvement of teachers and leaders in early and ongoing identification practices using a range of accessible objective and subjective measures. The model highlights the complex interplay of factors that contribute to effective identification of giftedness and the significance of teacher, leader and systemic commitment to gifted education. The research findings and recommendations have significance from the perspective of educational system leaders and school-based practitioners who have the challenge of effectively identifying, and responding to, the needs of their gifted students.
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Sanderson, Donald Mark. "Food in an Australian primary school curriculum : a critical sociological study." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63618/1/Donald_Sanderson_Thesis.pdf.

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Food is a multidimensional construct. It has social, cultural, economic, psychological, emotional, biological, and political dimensions. It is both a material object and a catalyst for a range of social and cultural action. Richly implicated in the social and cultural milieu, food is a central marker of culture and society. Yet little is known about the messages and knowledges in the school curriculum about food. Popular debates around food in schools are largely connected with biomedical issues of obesity, exercise and nutrition. This is a study of the sociological dimensions of food-related messages, practices and knowledge formations in the primary school curriculum. It uses an exploratory, qualitative case study methodology to identify and examine the food activities of a Year 5 class in a Queensland school. Data was gathered over a twoyear period using observation, documentation and interviews methods. Food was found to be an integral part of the primary school's activity. It had economic, symbolic, pedagogic, and instrumental value. Messages about food were found in the official, enacted and hidden curricular which were framed by a food governance framework of legislation, procedures and norms. In the school studied, food knowledge was commodified as a part of a political economy that centred on an 'eat more' message. Certain foods were privileged over others while myths about energy, fruit, fruit juice and sugar shaped student dispositions, values, norms and action. There was little engagement with the cognitive and behavioural dimensions of food and nutrition. The thesis concludes with recommendations for a whole scale reconsideration of food in schools as curricular content and knowledge.
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Levido, Amanda. "The implementation of media arts in Australian primary schools." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211142/1/Amanda_Levido_Thesis.pdf.

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This thesis explores how primary school teachers implement the Media Arts subject strand of the Australian Curriculum: The Arts into their classrooms. The study presents three case studies that explore how teachers and students engage with the key concepts of Media Arts and what pedagogical approaches are employed to foster Media Arts learning. The thesis makes a series of recommendations, based on the findings of this study, about how to implement Media Arts in more cohesive ways into primary school classrooms.
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Dwyer, Michael, and n/a. "Discipline policies and practices in the primary school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060706.162852.

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The study attempts to investigate discipline policies and practices in primary schools since the abolition of corporal punishment. The purposes of the study were to find out who is involved in the formulation of a policy; how this procedure takes place from the initial stages to fruition; the contents of a completed policy document and to canvass opinions of teachers and students about their school policy. Information was obtained from twenty-two completed questionnaires received from public primary schools in the Belconnen region of the ACT and a more detailed case study of three of these schools. A search of the literature revealed a number of key elements of a whole school discipline policy. These included: formulation of policy; recognition of appropriate student behaviour; rules and consequences; policy procedures; responsibility for policy implementation; the abolition of corporal punishment. The study showed that there is a growing awareness of the democratic decision-making process within classrooms and that schools are producing comprehensive discipline policies, many of which are now more accurately titled 'Management of Student Behaviour'. Schools are encouraging appropriate behaviour from the students, endeavouring to develop student self-discipline and self-esteem, and are using agreed logical consequences when rule violations occur. The case study concludes with comments on the ACT Schools Authority Discussion Paper 'Policy and Procedures for the Management of Student Behaviour in ACT Public Schools' issued during 1988.
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Sloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.

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The study described in this report attempted to investigate the area of classroom discipline in the primary school. In particular the objectives were to ascertain the factors which influences teachers' knowledge of discipline procedures and the factors which influence teachers' implementation of discipline procedures. The study first examined discipline policies and practices in Australian schools generally and in Australian Capital Territory government schools in particular. A review of the literature indicated that the area of discipline in the classroom is one which seems to be increasingly important in the range of presage variables under investigation by researchers. Information was obtained from sixty completed questionnaires from primary teachers in eight primary schools. Respondents indicated that they taught over the full range of primary school years/grades. Results suggested that senior management in the schools appeared to have a relatively unimportant role in influencing classroom teachers' discipline programmes. The results indicated that the in-school influences which were perceived as the most influential on both teachers' knowledge of discipline procedures and on teachers' current discipline procedures were a) those connected with pupils and b) factors about the personal preference of teachers. The out-of-school influences which were perceived as the most influential on both teachers' knowledge of discipline and on teachers' current discipline procedures were a) those connected with professional development and b) factors about the intuitions and reactions of teachers. Results in general suggested that some primary teachers may be depending or) outdated information regarding school and classroom discipline programmes. These findings could have important ramifications for teacher training agencies regarding the allocation of resources to the area of school discipline programmes.
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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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Wenden, Elizabeth Joan. "Rising to the challenge: Exploring the transition from primary to secondary education in a Western Australian school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1714.

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The ‘Rising to the Challenge: Exploring the transition from Primary to Secondary education in a Western Australian School’ study explored the positive predictors of primary to secondary school transition of a cohort of Year 7 students (n=182) at a school in Western Australia. The transition from primary to secondary school is an important process in the lives of adolescents aged around 11-13 years old. It is a challenging and exciting time that coincides with social, emotional, physical and cognitive changes of the adolescent stage of development. Enabling a positive transition to secondary school can give adolescents the support they need to maintain their educational performance, mental health and social wellbeing during adolescence, and may also have an impact on their future adult success. The purpose of this study was therefore to follow a cohort of students through their transition into secondary school, and determine the positive predictors of transition for this cohort of students. Nancy Schlossberg’s theory entitled ‘A model for analysing human adaptation to transition’ was used to guide this research, providing a multifactorial ecological framework that describes the process of transition from the perception of the individual. The study investigated a broad range of variables around the individual, the transition situation, supports for students, and academic progress associated with primary to secondary school transition experience immediately after changing schools and again six months later. One kindergarten to Year 12 school was utilised as a case study school. Data was collected by online survey at two time points, being in the first few weeks of secondary school, and again six months later. Data pertaining to students’ academic achievement was collected from student record files. The results of this work identified many significant variables in the transition process for this cohort, while analysis of four research questions tested the applicability of each domain of Schlossberg’s model to the primary to secondary school transition process using multinomial logistic regression. Results indicated that students’ negative expectation about transition, the things they like about their secondary school, emotional peer support, loneliness, school safety, being a reliable person, levels of agitation and turmoil, and perceived academic achievement significantly influenced students’ perception of a positive transition experience. Gender and primary school of origin were also significant predictors of transition experience for this cohort, with females experiencing a poorer transition than males, and ‘continuous’ students (those who remained at the school from primary through to secondary graduation) having the easiest transition experiences. Finally, the implications of this research were discussed. Discussion of these results in conjunction with the literature shows that school transition is a complex process, with links between domains that require further investigation and an emphasis on an ecological approach to capture the nuances of the transition phenomenon. Results could not be generalised to the population of transitioning students due to sampling, but are useful for informing further research in the area. Investigation of the mechanisms of the predictor variables on transition experience is warranted given the results of the study, and the use of mixed methods research would provide depth to the analysis results. Given there is little research on transition in comprehensive K-12 schools, further research into primary school origin and the influence of gender are research foci for the future. Finally, the case study school and the school system at large should review school policies around transition and gender equality in teaching.
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Geyer, Tracy Colleen. "The occupational aspirations and gender stereotypes of South African and Australian senior primary school learners." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1239.

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Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
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Gardiner, Veronica. "Multiliteracies book club: A participatory context for Australian public primary school teachers to negotiate literacy." Thesis, Gardiner, Veronica ORCID: 0000-0002-8638-5487 (2014) Multiliteracies book club: A participatory context for Australian public primary school teachers to negotiate literacy. Masters by Research thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24853/.

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This study aimed to explore and influence how Australian public primary school teachers evolve literacy understandings and perspectives, in relation to rapidly changing twenty-first century communication. Acknowledging a variety of theoretical commentary and research literature, the study argues that Australian literacy teaching and learning is currently oriented towards standardised and print-focused approaches, inscribed on teachers' pedagogies through transmissive professional learning and print-oriented curriculum reform. As an alternative, the present research drew on a theoretical framework incorporating multiliteracies theory, community of practice theory and critical perspectives on professional learning, to explore how discourses of multiliteracies can be fostered in a teacher book club involving multimodal texts. A qualitative case study explored a small group of seven public primary school teachers' voiced perspectives about literacy and professional learning, and how they participated in facilitated multiliteracies knowledge processes, during five monthly book club meetings. To interpret teachers' evolving perspectives and knowledge/s and changing social participation in the book club, critical discourse analysis was applied to chronological transcripts of discursive data. The analysis highlighted how these seven teachers identified constraints on multiliteracies pedagogy in the wider educational context, and engaged in recursive and collaborative negotiation of multiliteracies discourse. In particular, analysis showcased four teachers' emerging orientation to self-sourced digital texts and shifts to peer-led collaborative inquiry. During final reflective discussion, three teachers associated responsive opportunities in the book club with their expanded conception of literacy and interest-driven professional learning. Findings of this study support theorised relationships between multiliteracies and community of practice processes. Additionally, interpretive discussion elaborates how these teachers shaped book club experiences around peer-relevant needs and interests, by recruiting intercontextual resources. Together, results indicate that the book club format fosters teachers' participatory professional learning for multiliteracies.
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Books on the topic "Australian primary school"

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Tony, Townsend, ed. The primary school in changing times: The Australian experience. London: Routledge, 1998.

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Bavin, Edith Laura. Language problems in primary schools: Some Australian experiences. [Waurn Ponds], Vic: Deakin University, 1988.

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Max, Angus. In the balance: The future of Australia's primary schools. Kaleen, A.C.T: Australian Primary Principals Association, 2007.

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Jenkins, Heather J. Learning languages in western Australian primary schools: A needs survey for the teaching of language other than English at the primary level in Western Australia. [Perth?]: Western Australian Multicultural Education Advisory Committee, 1986.

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Rosier, Malcolm J. The scientific literacy of Australian students: Science achievement of students in Australian primary and lower secondary schools. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1990.

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Women in primary teaching: Career contexts and strategies. London: Unwin Hyman, 1990.

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Howieson, N. The identification of creatively gifted children in primary schools in Western Australia: Research project. [Western Australia]: Western Australian College of Advanced Education, 1986.

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Clutterbuck, Peter M. The art of teaching grammar: A ready-reference and classroom activity resource for Australian primary schools. Melbourne: Longman Cheshire, 1994.

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Pratt, C. A study of student grouping practices in early childhood classes in Western Australian government primary schools. [Perth]: Education Dept. of Western Australia, 1986.

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Our world: Bardi Jaawi : life at Ardiyooloon. Broome, W.A: Magabala Books, 2010.

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Book chapters on the topic "Australian primary school"

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Mills, Kathy A., John Davis-Warra, Marlene Sewell, and Mikayla Anderson. "Indigenous ways with literacies in an Australian primary school." In Learning and Teaching Around The World, 92–102. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429491498-12.

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Petersen, Eva Bendix. "Becoming a ‘Learner’ in the Australian Primary School: An (Auto)ethnographic Exploration." In Interrupting the Psy-Disciplines in Education, 59–74. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51305-2_4.

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Billingsley, Berry, and Sharon Fraser. "Ways Children Reason About Science and Religion in Primary School: Findings from a Small-Scale Study in Australian Primary Schools." In Contemporary Trends and Issues in Science Education, 203–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17234-3_16.

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Harbon, Lesley, Ruth Fielding, and Jianlian Liang. "The Innovation and Challenge of a Content and Language Integrated Learning Approach to CFL in One Australian Primary School." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 193–211. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_11.

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Dally, Kerry. "A Teacher’s Duty: An Examination of the Short-Term Impact of Values Education on Australian Primary School Teachers and Students." In International Research Handbook on Values Education and Student Wellbeing, 503–20. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_29.

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Zhao, Dacheng. "Case Study of Sydney Primary School A1, Australia." In Mathematics Education – An Asian Perspective, 147–83. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0285-4_7.

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Zhao, Dacheng. "Case Study of Sydney Primary School A2, Australia." In Mathematics Education – An Asian Perspective, 185–211. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0285-4_8.

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Ritchie, Jenny, Robyn Bull, Whaea Carol Smith, Felicity Evans, Aunty Vera Sullivan, Andrea Marschke, and Renee Crilly(Dodd). "Indigenous Perspectives on EFS in Australia and New Zealand." In Educating for Sustainability in Primary Schools, 303–21. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-046-8_14.

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Mason, Shannon, and John Hajek. "Language Education in Australian Primary Schools: Policy, Practice, Perceptions." In Language Learning in Anglophone Countries, 135–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_8.

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Kenna, Paul, and Brett Millott. "Adapting Self Organised Learning Environments to Primary Schools in Australia." In Enquiry and Project Based Learning, 108–27. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315763309-5.

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Conference papers on the topic "Australian primary school"

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Ellis, Kirsten. "Multimedia for primary school children learning sign language." In the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1738826.1738843.

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Kralj, Marc, Rachel Felgate, Shani Sniedze-Gregory, Caithlin Power, Grant Barclay, and Darren Leech. "Using PAT data to inform teaching and learning." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-9.

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ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how PAT data ‘champions’ support staff across a primary and secondary school. Finally, we address and discuss the question many schools ask when using their data – ‘What does a year’s growth look like?’
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Howley, Peter, Ayse Bilgin, and Elena Prieto. "Engaging students and teachers through statistics towards greater connection and social responsibility." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17308.

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Arresting statistical anxiety and connecting students with statistics is critical in the big data age and for future generations to be socially responsible citizens. This paper outlines a national project-based learning activity, which facilitates interdisciplinary projects, engages students from varied backgrounds with varying areas of interest, and develops key communication, research and statistical skills aligned with national school curriculum outcomes. Allowing students to take the lead, determine the context and self-diagnose are powerful motivators. A mentoring model connecting industry, primary, secondary and tertiary educators has been invaluable to the project’s success. Australian school teachers are saying “21st Century learning at its best”, “motivates and engages students”. Mentors are saying “I was inspired by their keenness”, “provides students a unique opportunity”. Students are saying “engaging, educational and enjoyable”. Over 1000 students engaged with the competition in 2016.
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Suriyaarachchi, Hussel, Paul Denny, Juan Pablo Forero Cortes, Chamod Weerasinghe, and Suranga Nanayakkara. "Primary School Students Programming with Real-Time Environmental Sensor Data." In ACE '22: Australasian Computing Education Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3511861.3511871.

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El-Hamamsy, Laila, Barbara Bruno, Helena Kovacs, Morgane Chevalier, Jessica Dehler Zufferey, and Francesco Mondada. "A case for co-construction with teachers in curricular reform: Introducing computer science in primary school." In ACE '22: Australasian Computing Education Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3511861.3511883.

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Reports on the topic "Australian primary school"

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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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