Relevant bibliographies by topics / Children of military personnel Education Australia

Academic literature on the topic 'Children of military personnel Education Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children of military personnel Education Australia"

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Macdonald, Gail. "School-Based Support for Students with a Parent on Military Deployment." Children Australia 42, no. 1 (April 25, 2016): 57–65. http://dx.doi.org/10.1017/cha.2016.9.

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Parental deployment to a war zone brings many changes to family life. Changes in family roles and routines unsettle children and interfere with their educational engagement. Defence School Transition Aides (DSTAs) are employed in qualifying Australian schools to assist students from Australian Defence Force (ADF) families to manage transitions associated with a parental deployment to a war zone. Reported here are findings from a study that explored parents’, teachers’ and DSTAs’ perspectives of school-based support designed to assist students to cope with their changed circumstances when a parent is deployed. Results indicate that an appreciation of students’ worries by school personnel eased their distress. DSTAs facilitated processes whereby peers with deployed parents supported each other. Alerting teachers to an intended deployment was also found to be important as it allowed them to be alert to student behaviour changes and prepare ahead for possible student support needs. DSTAs reminded parents through school newsletters to pass on pertinent deployment-related information to the school so that a coordinated school–family approach for supporting students could be enacted. Further research is required to investigate the educational significance of student support offered by culturally aware key adults and student peers during major life transitions.
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Zvonenko, О., and S. Bury. "Criminological characteristics and prevention of suicide among military personnel." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 2(50) (2022): 87–90. http://dx.doi.org/10.17721/1728-2217.2022.50.87-90.

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It has been found that suicide in Ukraine is the seventh leading cause of death, which confirms the criticality of the problem and the need to solve it as soon as possible. Today, there is a need to support such categories of people as children and youth, servicemen, convicts and the elderly. The need to unite the efforts of all services that ensure the viability of military units was identified. The study of suicide in the armed forces has shown that suicide prevention is comprehensive and can only be addressed through the joint efforts of physicians, psychologists, social workers, commanders of all levels and officers of educational institutions. It has been found that suicide is usually carried out of desperation, in protest to preserve self-esteem, as a result of obscuration of the mind to avoid pain or revenge. Poverty, unemployment, loss of loved ones and problems in family relationships are also areas at risk of voluntary death and, most importantly, experts do not have the full amount of accurate statistics on the number of "successful" attempts to leave this world. The increased social danger and high latency of suicide of servicemen have been determined. It is emphasized that the criminal law subgroup consists of determinants, which, unlike most general social determinants, arise from the direct influence of some individuals on others and the main complication is that such influence is intentional, covered by cruel, immoral nature of in connection with which entails socially dangerous consequences. The main reasons and conditions that contribute to suicide are named. It is proved that suicide prevention in the Armed Forces of Ukraine should be based on knowledge of probable causes and their elimination. The basis of prevention is high morality. It is necessary to achieve the utmost respect for others, taking into account personal dignity. Conduct educational work, including religious education.
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Kalinicheva, Нalyna. "PROTECTION OF EDUCATION FROM MILITARY INTERVENTION: HISTORICAL ESSAYS AND REALITIES OF THE PRESENT." Continuing Professional Education: Theory and Practice, no. 1 (2022): 18–30. http://dx.doi.org/10.28925/1609-8595.2022.1.2.

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The urgency of the problem is determined by the war waged by the Russian Federation against Ukraine. There at more than a thousand educational institutions were destroyed or damaged, and 60% of Ukrainian children were forced to become refugees: acquire internally displaced persons in Ukraine or migrate to different countries. During the Russian military aggression in Ukraine in 2022, more than 563 children were injured, 202 children died, and more than 361children were wounded (as of April 17, 2022). Nowadays, when in some regions of Ukraine there is a real threat to life and health of citizens, and in most regions the air alarm is repeatedly announced during the day, the organization of the educational process even by distance learning or using its elements is becoming an increasing problem. The aim of the article is to highlight the historical experience of protecting education from hostilities, forming a legal framework for the protection of civilians and children as a particularly vulnerable category in armed conflict, the formation of a modern system of international humanitarian law to protect the right of children and youth to education. The author used general scientific methods of analysis, synthesis, induction, deduction, and methods of historical research: periodization, historical-comparative, historical-genetic, historical-systemic. The article presents facts from world history that testify to the protection of educational institutions, civilians and children during military conflicts. It is emphasized that in the XX-XXI centuries schools and universities were widely used by the combatants for military purposes: to house personnel or as bases and ammunition depots, detention centers and other military purposes, which affects participants in the educational process and educational staff institutions at risk. The author notes that the right of children and young people in education is violated in most countries affected by conflict or instability. The consequences of attacks on educational institutions are injuries and deaths, destruction of educational infrastructure, reduced quality of education and training, lack of social protection of participants in the educational process, which makes it impossible for countries to realize the right of children and youth to education. The article focuses on modern Ukrainian realities determined by Russian military aggression.
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Kandaurova, Tatiana. "Training of Army Reserves in the Educational Structures of Military Settlements in the First Half of the 19th Century." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija 26, no. 1 (March 2021): 53–66. http://dx.doi.org/10.15688/jvolsu4.2021.1.6.

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Introduction. The article considers the development of military educational structures of the Russian military settlement organization at various stages of their activity. In the 1810s and 1850s, training battalions, squadrons, batteries, and combat reserve units trained children of Cantonese military settlers to serve in the army as Junior and non-commissioned officers. Specialized educational institutions taught topographers, builders, doctors, veterinarians, agronomists and other training specialists to serve in the settlement districts. Methods and materials. The author explores models of developing military educational institutions on the basis of materials of complexes of legislative, statistical and reporting documents applying methods of quantitative analysis (trend models, grouping method), comparative analysis using source-oriented, problem-oriented, and system-structural approaches. Analysis. All this made it possible to trace the evolution of government policy aimed at training army personnel and noncommissioned officers based on changing historical realities (the army’s needs for trained personnel, the reform of the military settlement organization), and the results of its implementation, as well as to show the numerical corps of graduates of training units of military settlements and its growth in time and space. Results. The main stages of the development of military educational structures of settlements and periods of their quantitative growth are also defined, which resulted in the multiplication of the number of graduates for the army service. The formation and expansion of the entire educational system of settlements was carried out as the need for special-profile personnel arose in the settled regiments. In the 1820s – 1850s, new special educational institutions were integrated into it, and primary education developed along a transformed vector.
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Llewellyn, Gwynnyth, Kirsty Thompson, and Mathew Fante. "Inclusion in Early Childhood Services: Ongoing Challenges." Australasian Journal of Early Childhood 27, no. 3 (September 2002): 18–23. http://dx.doi.org/10.1177/183693910202700305.

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Inclusion for children with disabilities is well-established in Australia and receives commonwealth and state government funding. The international literature describes potential service models for which there is mounting empirical evidence. Typically these models are developed in university affiliated programs, which have access to funding and personnel not generally available in the Australian context. This paper provides a brief report of a project in which the aim was to identify the challenges for early childhood services in NSW, including children with disabilities.
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Temmerman, Nita. "Children's participation in music: connecting the cultural contexts – an Australian perspective." British Journal of Music Education 22, no. 2 (July 2005): 113–23. http://dx.doi.org/10.1017/s0265051705006091.

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The cultural contexts of home, school and community all have important parts to play in the music education of children, but at present in Australia, these three entities are insufficiently connected on a number of fronts, not the least being an understanding about the purpose(s) of young people's engagement with music. This paper puts forward two specific proposals for action aimed to help build linkages among the three cultural contexts and ensure young people's on-going engagement with music. These proposals, which call on the education sector to assume leadership for action, have implications for policy makers, school personnel, as well as parents, individual artists and community arts organisations.
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Obeng, Cecilia S., and Sean M. Bowman. "Parents’ Perspectives on Curbing Gun Violence among Children in Three Counties in Indiana." Californian Journal of Health Promotion 11, no. 1 (May 1, 2013): 15–22. http://dx.doi.org/10.32398/cjhp.v11i1.1514.

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The occurrence of fatalities associated with gun violence among children, as reported in the media, makes studying gun violence and its prevention among children a priority. The purpose of this study was to investigate parents’ views on gun violence and whether gun safety education should be provided in schools. Thematic analysis was conducted on open-ended questions and descriptive statistics for closedended questions. Of the 200 participants, 79% (n= 158) of them indicated that gun safety instructions should be taught in schools, whereas 21% (n= 42) disapproved. Forty-five percent of the 158 participants who agreed to gun safety education suggested that police/military personnel teach gun safety to children. Overall, the parents questioned believed that gun safety education would help children to understand the seriousness of this issue. Some parents were not in favor of gun safety education. However, because the overwhelming majority was in favor of it, it is important for stakeholders in schools to consider offering it as one possible way to reduce gun violence among children.
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Dybin, A. S., L. I. Menshikova, M. V. Tsizhma, P. Yu Shapovalov, and A. V. Khlopov. "QUALITY OF LIFE OF MILITARY PERSONNEL SERVING UNDER CONTRACT IN THE KOLA POLAR REGION." Marine Medicine 5, no. 4 (November 29, 2019): 66–73. http://dx.doi.org/10.22328/2413-5747-2019-5-4-66-73.

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Introduction. The paper presents the results of a research of quality of life of the military serving under the contract in the Kola Polar region. The research was conducted using the World Health Organization Quality of Life brief version questionnaire (WHOQOL-BREF). The purpose of this work was to assess the quality of life and identify the factors adversely affecting the quality of life. The sociological questionnaire study in a group of 209 servicemen serving under the contract in the Kola Polar region was made. Results of the study showed lack of dependence of the general assessment of quality of life on a military rank, income level, age, education, marital status and the number of children in family, and at the same time, statistically significant correlation in the presence of diseases or under any treatment in the last two weeks prior to the survey in a respondent. The analysis of the general assessment of quality of life revealed the highest level in the sphere of micro-social support — 12,2 points (81,3% of the maximum level), and the lowest level in the sphere of social well-being — 26,0 points (65% of the maximum level). Answers to questions concerning existence of an opportunity for rest and entertainments and about availability of medical care are scored the lowest — 2,1 and 3,1 points, respectively. Answers to questions concerning state of environment, satisfaction with monetary pay and conditions in the place of residence were also scored low — 3,3 points. Assessment of quality of life using the WHOQOL-BREF can be used in order to identify and neutralize negative factors of military service and conditions of life and also for improvement of measures for maintaining health, high performance of military work, and motivation in servicemen under the contract in the Arctic zone.
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Anae, Nicole. "“Among the Boer Children”." History of Education Review 45, no. 1 (June 6, 2016): 28–53. http://dx.doi.org/10.1108/her-12-2014-0049.

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Purpose – There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography. Design/methodology/approach – A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data. Findings – Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms. Research limitations/implications – One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity. Originality/value – The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
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Gleeson, C., D. A. Hay, C. J. Johnston, and T. M. Theobald. "“Twins in School” — An Australia-wide Program." Acta geneticae medicae et gemellologiae: twin research 39, no. 2 (April 1990): 231–44. http://dx.doi.org/10.1017/s0001566000005468.

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AbstractThe multiple birth family is more likely to have a dispute with the education system than with any other service. So many potential areas of conflict exist over the abilities and behaviour of multiples and over such issues as separation or keeping back one twin. One reason for disputes is the lack of good data to adequately reflect the different perspectives of parents and teachers and the differing needs of families: the same solution does not apply to all. To provide the first large-scale data base and building upon an initial survey of 85% of all primary school teachers in South Australia, the LaTrobe Twin Study and AMBA worked with Education Departments to set-up in each state Education Research Teams (ERTs) of parents of multiples who were also teachers. The ERTs were crucial in three phases. 1) Developing and circulating questionnaires and publicising the nationwide survey. 784 families and 1264 teachers of their children completed these questionnaires, many reporting that simply having to address the issues raised in the questionnaire was a valuable learning experience. 2) Exploring the data base. Issues arising included the very different bases on which parents and teachers judged separation desirable, with teachers emphasising the unsubstantiated claim that separation is essential to individual development. Separation became more common over the first three years of schooling but 20-25% of twins separated one year were back together the next. 3) Running regional meetings of parents, teachers and administrators to discuss the results and to pool experiences and plan policies at the local level. A need clearly exists to improve the level of consultation between families and school personnel and to ensure the widespread availability of information which identifies key issues in making decisions for that multiple birth family.
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Dissertations / Theses on the topic "Children of military personnel Education Australia"

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McCloud, Cheryl G. "Professional school counselors' perspectives on the effects of military parental deployment on school aged children and adolescents." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4980.

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This qualitative study used an exploratory phenomenological approach to examine professional school counselors' perspectives on the effects of military parental deployment on school aged children and adolescents. The voices of school counselors who work with military connected children are absent from the literature. The research site was a professional counseling conference in Germany in the fall of 2010. Participants consisted of 12 professional school counselors who work with school-aged children and adolescents who have experienced parental military deployment. Participants adopted pseudonyms though several indicated an affiliation with Department of Defense Dependent Schools (DODDS) and therefore offered their unique perspectives as school counselors living in military communities and working almost exclusively with military connected children and families. Data collection consisted of individual interviews with counselor participants. Data analysis consisted of coding meaningful words and phrases and yielded 33 preliminary categories that became new codes. Analysis of relationships between codes resulted in the emergence of four distinct themes: Military Life, Stages of Deployment, Role of the Counselor, and Children and Adolescents. Themes were supported by quotations of meaningful statements, thus participant voices provide thick, rich descriptions of the phenomenon. Validity strategies included peer debriefing, researcher positionality, and multiple examinations of the data set.
ID: 030423438; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 193-202).
Ph.D.
Doctorate
Education
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Cree, Beverly Jean. "The impact of teacher change in an overseas military child development classroom." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1455/umi-uncg-1455.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Deborah J. Cassidy; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 274-291).
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Imperial, Dorothy L. "The relationship between organizational climate and multicultural education on student achievement in elementary age children of military parents (COMP) schools /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133151767.

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Colvin, Janet D. (Janet Delores). "The Effectiveness of Institutionalization of a Curricular Change in Department of Defense Dependents' Schools." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278839/.

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In this study factors which affect the degree of implementation of a curricular change were examined to determine how well a specific curricular change was implemented in relation to the original intent. The change, Developmentally Appropriate Practice, was implemented in Department of Defense Dependents Schools, Germany Region, beginning in school year 1991-1992 in grades kindergarten through two. During school year 1993-1994, grade three began the transition to Developmentally Appropriate Practice. Several factors which influence teacher behavior during the implementation process were investigated to determine if there is a correlation between those factors and degree of implementation, the dependent variable. The independent variables in this study were school culture; administrators' leadership effectiveness; teacher concerns about the implementation; and teacher characteristics including age, years teaching experience, years experience in Department of Defense Dependents' Schools, and training. The degree of implementation, the dependent variable, was defined in terms of the extent to which teachers had changed their behavior to become congruent with behavior required by the change. Teachers were identified as high, moderate, or low implementers, based on classroom observations. One purpose of the study was to increase understanding of implementation by analyzing the factors which affect the behavior of teachers in the change process. A second purpose of the study was to add to the body of research that explains why so many educational changes fail to become established practice. To establish interobserver reliability, two observers rated teachers using the same protocol. The interobserver reliability coefficient found was reported at .9820. The participants in the study completed the Stages of Concern Questionnaire, the Administrative Effectiveness Survey, the School Culture Survey, and a demographic survey. The results were correlated with the Early Childhood Classroom Observation form. Amount of training was found to have a statistically significant positive relationship with degree of implementation (p=.006). Statistically significant positive relationships were not found between the other independent variables and degree of implementation.
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Boyce, G. R. "Training and educating the strategic corporal." Quantico, VA : Marine Corps Command and Staff College, 2008. http://handle.dtic.mil/100.2/ADA490789.

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Hairston, Kimetta R. ""Somewhere under the rainbow" the interplay of race and gender : African-American military students' experiences in Hawaii public schools /." Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=775166311&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233179753&clientId=23440.

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Books on the topic "Children of military personnel Education Australia"

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The pupil personnel guide for supporting students from military families. New York, NY: Teachers College Press, 2012.

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The teacher's guide for supporting students from military families. New York, NY: Teachers College Press, 2012.

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United States. Congress. House. Committee on the Judiciary. Edgardo, Ismael, Juan Carlos, and Edilliam Cotto Román: Report (to accompany H.R. 590). [Washington, D.C.?: U.S. G.P.O., 1991.

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Morin, René. DND dependants' schools, 1921-1983. Ottawa: Directorate of History, National Defence Headquarters, 1986.

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Morin, René. Les écoles pour les enfants des militaires canadiens, 1921-1983. Ottawa: Service historique, Quartier général de la Défense nationale, 1986.

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Judiciary, United States Congress House Committee on the. Juan Luis, Braulio Nestor, and Miosotis Ramirez: Report (to accompany H.R. 655). [Washington, D.C.?: U.S. G.P.O., 1991.

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The military family's parent guide for supporting your child in school. New York: Teachers College Press, 2012.

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Astor, Ron Avi. The military family's parent guide for supporting your child in school. New York: Teachers College Press, 2012.

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United States. Congress. Senate. Committee on Armed Services. Subcommittee on Personnel. Issues affecting families of soldiers, sailors, airmen, and Marines: Hearings before the Subcommittee on Personnel of the Committee on Armed Services, United States Senate, June 2 and October 7, 2003, and joint hearings before the Subcommittee on Personnel of the Committee on Armed Services and Subcommittee on Children and Families of the Committee on Health, Education, Labor, and Pensions, United States Senate, June 24 and December 11, 2003, One Hundred Eighth Congress, first session. Washington: U.S. G.P.O., 2005.

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The school administrator's guide for supporting students from military families. New York, NY: Teachers College Press, 2012.

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Book chapters on the topic "Children of military personnel Education Australia"

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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 106–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch007.

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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.
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Seto, Donna. "“They’re Called Bui Doi”." In Challenging Conceptions, 19—C2.P43. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197648315.003.0002.

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Abstract This chapter questions why children born of war rape (CBWR) have been missing from the study of conflict and postconflict peacebuilding initiatives, and how their lives and realities challenge and enhance these fields. The author finds that most CBWR literature focuses on the experiences of children in connection with their mothers. At the same time, she notes a dearth of literature on these children’s agency and how they navigate the complexity of discriminatory restrictions such as the lack of citizenship, access to education, and knowledge of their identity. The author then focuses on the experiences of Amerasian children who are offspring of American military personnel and civilian Vietnamese women. In doing so, the author argues that the neglect of CBWR is not an accidental occurrence. Rather, this neglect serves as a strategy to position the child as a symbolic tool to construct a stable postconflict society, while reclaiming sovereign control over a given population.
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Conference papers on the topic "Children of military personnel Education Australia"

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Brooker, Jennifer, and Daniel Vincent. "The Australian Veterans' Scholarship Program (AVSP) Through a Career Construction Paradigm." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4380.

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In Australia, 6000 military personnel leave the military each year, of whom at least 30% become unemployed and 19% experience underemployment, figures five times higher than the national average (Australian Government 2020). Believed to be one of life's most intense transitions, veterans find it difficult to align their military skills and knowledge to the civilian labour market upon leaving military service (Cable, Cathcart and Almond 2021; AVEC 2020). // Providing authentic opportunities that allow veterans to gain meaningful employment upon (re)entering civilian life raises their capability to incorporate accrued military skills, knowledge, and expertise. Despite acknowledging that higher education is a valuable transition pathway, Australia has no permanently federally funded post-service higher education benefit supporting veterans to improve their civilian employment prospects. Since World War II, American GIs have accessed a higher education scholarship program (tuition fees, an annual book allowance, monthly housing stipend) (Defense 2019). A similar offering is available in Canada, the UK, and Israel. // We are proposing that the AVSP would be the first comprehensive, in-depth study investigating the ongoing academic success of Australia's modern veterans as they study higher and vocational education. It consists of four distinct components: // Scholarships: transitioning/separated veterans apply for one of four higher education scholarship options (under/postgraduate): 100% tuition fees waived // $750/fortnight living stipend for the degree duration // 50/50 tuition/living stipend // Industry-focused scholarships. // Research: LAS Consulting, Open Door, Flinders University, over seven years, will follow the scholarship recipients to identify which scholarship option is the most relevant/beneficial for Australian veterans. The analysis of the resultant quantitative and qualitative data will demonstrate that providing federal financial support to student veterans studying higher education options: Improves the psychosocial and economic outcomes for veterans // Reduces the need for financial and medical support of participants // Reduces the national unemployed and underemployed statistics for veterans // Provides a positive return of investment (ROI) to the funder // May increase Australian Defence Force (ADF) recruitment and retention rates // Career Construction: LAS Consulting will sit, listen, guide, and help build an emotional connection around purpose, identity, education and employment opportunities back into society. So, the veteran can move forward, crystalise a life worth living, and find their authentic self, which is led by their values in the civilian world. // Mentoring: Each participant receives a mentor throughout their academic journey.
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