Journal articles on the topic 'Girls' education-Australia'
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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (February 26, 2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.
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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia.
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Browne, Jennifer. "Reasons for the Selection or Nonselection of Physical Education Studies by Year 12 Girls." Journal of Teaching in Physical Education 11, no. 4 (July 1992): 402–10. http://dx.doi.org/10.1123/jtpe.11.4.402.
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In Western Australia from 1984 to 1988, enrollment in Physical Education Studies by Year 12 girls decreased from 44% to 37%. The present study wanted to ascertain reasons why girls were disposed or not disposed toward selecting this subject. A questionnaire was administered to 103 girls taking Physical Education Studies and 103 girls not taking it in eight government secondary schools. Analyses revealed that girls taking Physical Education Studies liked physical activity, thought physical education classes were fun, appreciated the break from the classroom, felt it helped to keep them fit, enjoyed learning new skills, liked the sports offered, and perceived themselves as being good at physical education. The most important reasons given by girls for not selecting Physical Education Studies were that other subjects were more important to their career plans, that they could not fit it into their timetable, that they obtained enough exercise out of school, and that there was too much competitive activity.
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Georgakis, Steve. "Public and Private Spaces: Sport and the Construction of Middle Class Femininity in Sydney Independent Girls’ Schools 1880-1922." Women in Sport and Physical Activity Journal 23, no. 1 (April 2015): 19–25. http://dx.doi.org/10.1123/wspaj.2014-0003.
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This article documents the history of sport in independent girls’ schools in Sydney, Australia, from the introduction of compulsory education in 1880 until the formation of the Girls Secondary School Sports Union in 1922 to organize interschool sporting connections. While there have been many vigorous studies that have followed the history of sport in Australian independent boys’ schools, this has not been replicated in the role of sport in Australian independent girls’ schools. The Australian independent girls’ school sector, however, accounts for a significant portion of the total student population. This article demonstrates that sport was significant in Australian independent girls’ schools and became dominant to the education of middle class girls. Modeled after the English Public Schools that had embraced the educational ideology of ‘athleticism’, Australian girls’ independent schools also reinforced the ideology that sport was a part of a well-rounded education. By the early 1920s sport was part of the independent girls’ schools extracurricular accomplishments and the sporting landscape became a ‘public space’ where middle-class femininity was constructed.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Dollman, Jim, Kevin Norton, and Graeme Tucker. "Anthropometry, Fitness and Physical Activity of Urban and Rural South Australian Children." Pediatric Exercise Science 14, no. 3 (August 2002): 297–312. http://dx.doi.org/10.1123/pes.14.3.297.
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The aim of this study was to compare urban and rural South Australian primary schoolchildren on measures of anthropometry, fitness, and environmental mediators of physical activity. The sample was comprised of 445 urban and 205 rural boys and 423 urban and 158 rural girls, all age 10–11 yrs at the time of testing. After controlling for socioeconomic status and ethnicity, rural girls and boys were faster over 1.6 k than their urban counterparts while rural girls were also faster over 50 m. Rural residence independently predicted participation in organized activity, increasing involvement in club sport, and decreasing involvement in school sport. Rural children reported a greater likelihood of participating in two or more physical education classes per week. It is evident that urban and rural South Australia differ in ways which impact on fitness and physical activity patterns of upper primary age children.
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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.
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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.
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Usher, Wayne, Allan Edwards, and Laura Cudmore. "Positioning Australia’s contemporary health and physical education curriculum to address poor physical activity participation rates by adolescent girls." Health Education Journal 75, no. 8 (July 28, 2016): 925–38. http://dx.doi.org/10.1177/0017896916631379.
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Background: Given the wealth of research identifying how schools are in a strong position to promote physical activity (PA) among children, it would be reasonable to suggest that initial experiences of physical education and school sport are critical factors influencing whether a student will develop a healthy relationship to PA. However, research in Australia equally identifies how secondary school-aged young people are increasingly failing to meet national guidelines concerning PA levels and participation rates, with adolescent girls displaying the most disturbing trends. Purpose: This paper examines how the recent Australian Curriculum Assessment and Reporting Authority (ACARA) Health and Physical Education (HPE) structure aims to address such concerns as poor PA levels and participation rates by adolescent girls. Methods: A theoretical approach, consisting of document and literature analysis, was undertaken to develop insights into the current developments surrounding the ACARA HPE implementation, in an attempt to address identified socio-cultural issues within contemporary HPE practices. Such an approach is aimed at heightening effective pedagogy. Conclusion: This paper provides a vision for supporting future student inclusion in HPE, by acknowledging potential barriers to the adoption of PA by adolescent girls and identifying strategies that will collectively promote curriculum priorities and classroom practices accordingly.
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Crosnoe, Robert L., Carol Anna Johnston, and Shannon E. Cavanagh. "Maternal education and early childhood education across affluent English-speaking countries." International Journal of Behavioral Development 45, no. 3 (February 25, 2021): 226–37. http://dx.doi.org/10.1177/0165025421995915.
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Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).
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Lumby, Catharine, and Kath Albury. "Homer versus Homer: Digital Media, Literacy and Child Protection." Media International Australia 128, no. 1 (August 2008): 80–87. http://dx.doi.org/10.1177/1329878x0812800110.
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Despite growing work on the educational potential of digital media, literacy debates in Australia have remained locked in a banal opposition between serious educational aims and trivial entertainment media. To reinvigorate these debates, this article overviews progressive approaches to media literacy and case studies debates around the sexualisation of girls and young women in popular media. Ultimately, the authors — drawing on their submission to the recent Senate Inquiry on the subject — identify two ways to reset the media education and literacy agenda by incorporating a more productive engagement with digital media literacy.
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Craven, Rhonda G., Marjorie Seaton, and Alexander S. Yeung. "Attitude to Non-Violence Scale: Validity and Practical Use." Journal of Interpersonal Violence 32, no. 13 (June 16, 2015): 2018–45. http://dx.doi.org/10.1177/0886260515590785.
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This study used recent advances in attitude and self-perception research to develop an Attitude to Non-Violence Scale (ANVS). Participants were students from six high schools in Australia ( N = 727). Confirmatory factor analysis using within-construct and between-construct validation approaches found two positive attitude sub-scales: Cognitive (proactive understanding) and Affective (do not endorse violence), both showing convergent and discriminant validity. Scale equivalence tests found that the sub-scales were applicable to boys and girls and to junior and senior grades. Structural equation modeling found that boys had less supportive attitudes to non-violence cognitively, whereas female students in senior secondary classes had less positive attitudes to non-violence affectively. The ANVS can be easily administered to assess youth’s non-violence attitudes, which may direct interventions focusing on boys’ cognitive aspects while maintaining girls’ positive affective attitudes toward non-violence as they mature. The positively framed instrument is suitable for education settings especially in high-risk locations where violence is prevalent.
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Spencer, Stephanie. "Learning the rules: writing and researching school stories in history of education." History of Education Review 47, no. 1 (June 4, 2018): 2–15. http://dx.doi.org/10.1108/her-04-2017-0008.
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Purpose The purpose of this paper is to set out three dilemmas that challenge historians of education who write for both professional and academic audiences. It focuses on the example of using fiction as a source for understanding the informal education of girls in the twentieth century. It contributes to the debate over the purpose of history of education and the possibilities that intersecting and contested analytical frameworks might contribute to the development of the discipline. Design/methodology/approach The paper discusses the rules of engagement and the duties of a historian of education. It reforms current concerns into three dilemmas: audience, method and writing. It gives examples drawn from research into girls’ school stories between 1910 and 1960. It highlights three authors and stories set in Australia, England and an international school in order to explore what fiction offers in getting “inside” the classroom. Findings Developed from a conference keynote that explored intersecting and contested histories of education, the paper sets up as many questions as it provides answers but re-frames them to include the use of a genre that has been explored by historians of childhood and literature but less so by historians of education. Research limitations/implications The vast quantity of stories set in girls’ schools between 1910 and 1960 necessarily demands a selective reading. Authors may specialise in the genre or be general young people’s fiction authors. Reading such stories must necessarily be set against changing social, cultural and political contexts. This paper uses examples from the genre in order to explore ways forward but cannot include an exhaustive methodology for reasons of space. Practical implications This paper suggests fiction as a way of broadening the remit of history of education and acting as a bridge between related sub-disciplines such as history of childhood and youth, history and education. It raises practical implications for historians of education as they seek new approaches and understanding of the process of informal education outside the classroom. Social implications This paper suggests that the authors should take more seriously the impact of children’s reading for pleasure. Reception studies offer an insight into recognising the interaction that children have with their chosen reading. While the authors cannot research how children interacted historically with these stories in the mid-twentieth century, the authors can draw implications from the popularity of the genre and the significance of the legacy of the closed school community that has made series such as Harry Potter so successful with the current generation. Originality/value The marginal place of history of education within the disciplines of history and education is both challenging and full of possibilities. The paper draws on existing international debates and discusses future directions as well as the potential that girls’ school stories offer for research into gender and education.
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Judd, Barry, and Katherine Ellinghaus. "F. W. Albrecht, Assimilation Policy and the Education of Aboriginal Girls in Central Australia: Overcoming Disciplinary Decadence in Australian History." Journal of Australian Studies 44, no. 2 (April 2, 2020): 167–81. http://dx.doi.org/10.1080/14443058.2020.1754275.
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Carver, Alison, Jo Salmon, Karen Campbell, Louise Baur, Sarah Garnett, and David Crawford. "How Do Perceptions of Local Neighborhood Relate to Adolescents' Walking and Cycling?" American Journal of Health Promotion 20, no. 2 (November 2005): 139–47. http://dx.doi.org/10.4278/0890-1171-20.2.139.
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Purpose. To examine how perceptions of the local neighborhood relate to adolescents' walking and cycling. Design. Exploratory cross-sectional study. Setting. Birth cohort from the Nepean Hospital, Sydney, Australia. Subjects. Three hundred forty-seven adolescents (79.1% response rate; 49.6% boys; mean age = 13.0 ± 0.2 years) and their parents. Measures. Self-report and parental-report questionnaires. Results. Multiple linear regressions, adjusted for level of maternal education, revealed that boys who reported having many peers to hang out with locally, cycled for recreation (β = 0.242, p = .006) or for transport (β = 0.141, p = .046) more often, and walked for transport for longer (β = 0.129, p = .024) on weekdays. For girls this variable was related to cycling for recreation on weekends (β = 0.164, p = .006) and walking to school (β = 0.118, p = .002). Adolescents who waved/talked to neighbors walked for transport more often (boys, β = 0.149, p = .037; girls, β = 0.119, p = .012). Girls who perceived local roads to be safe spent more time walking for transport on weekdays (β = 0.183, p = .007) and for exercise on weekends (β = 0.184, p = .034). Parents' perception of heavy traffic was negatively associated with boys' walking for transport (β = −0.138, p = .037) and many aspects of girls' walking and cycling. Conclusion. Social interaction and road safety may be important predictors of adolescents' walking and cycling in their neighborhood. Limitations are the use of self-report and cross-sectional data. Longitudinal studies may clarify these relations.
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Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society." History of Education Review 43, no. 1 (May 27, 2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.
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Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.
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Scott, Lydia, and Anna Chur-Hansen. "The Mental Health Literacy of Rural Adolescents: Emo Subculture and SMS Texting." Australasian Psychiatry 16, no. 5 (January 1, 2008): 359–62. http://dx.doi.org/10.1080/10398560802027328.
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Objective: This study sought to explore the mental health literacy of adolescents living in a rural area in Australia through in-depth, semi-structured interviews, with a view to identifying areas for further research and making recommendations for improved education programs around mental health. Method: Nine Year 10 students (two boys and seven girls) from a rural secondary school in South Australia read two vignettes, one portraying depression and the other schizophrenia. Semi-structured individual interviews that focussed on the vignettes were audio-taped, transcribed and analysed for thematic content. Results: The data yielded a number of main themes, many of which have been previously identified in the literature. Two new findings also emerged. These were the role of Emo subculture and dealing with distress, and the value of confiding in another person through short message service (SMS) texting. Conclusions: The impact of Emo subculture and SMS texting on mental health literacy requires further exploration. It is suggested that these two findings are not confined to rural youth, but may have national and international relevance.
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Walker, Carole, and Jane L. Littlewood. "A Second Moses in Bonnet and Shawl: Caroline Chisholm, 1808–1877." Recusant History 22, no. 3 (May 1995): 409–23. http://dx.doi.org/10.1017/s0034193200001989.
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Caroline Chisholm was a Victorian philanthropist designated by the Australian Encyclopaedia as ‘the greatest of women pioneers in the history of Australia’. She was born in Northampton in 1808, the daughter of William Jones, hog-jobber of some substance. She married Archibald Chisholm in 1830, a lieutenant in the East India Company Army, ten years her senior, on the understanding that she be allowed to undertake philanthropic works. It is assumed she converted to her husband's Roman Catholic faith either just before or after the marriage. It was in Madras, where her husband was based, that her philanthropic endeavours began and she founded a ‘school of industry for the daughters of European soldiers’. The school educated the sadly-neglected girls in general education and domestic duties.
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Garaty, Janice, Lesley Hughes, and Megan Brock. "Seeking the voices of Catholic Teaching Sisters: challenges in the research process." History of Education Review 44, no. 1 (June 1, 2015): 71–84. http://dx.doi.org/10.1108/her-03-2014-0022.
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Purpose – The purpose of this paper is to encourage historical research on the educational work of Catholic Sisters in Australia which includes the Sisters’ perspectives. Design/methodology/approach – Reflecting on the experiences of research projects which sought Sisters’ perspectives on their lives and work – from archival, oral and narrative sources – the authors discuss challenges, limitations and ethical considerations. The projects on which the paper is based include: a contextual history of a girls’ school; a narrative history of Sisters in remote areas; an exploration of Sisters’ social welfare work in the nineteenth century, and a history of one section of a teaching order from Ireland. Findings – After discussing difficulties and constraints in accessing convent archives, issues in working with archival documents and undertaking a narrative history through interviews the authors suggest strategies for research which includes the Sisters’ voices. Originality/value – No one has written about the processes of researching the role of Catholic Sisters in Australian education. Whilst Sisters have been significant providers of schooling since the late nineteenth century there is a paucity of research on the topic. Even rarer is research which seeks the Sisters’ voices on their work. As membership of Catholic women’s religious orders is diminishing in Australia there is an urgent need to explore and analyse their endeavours. The paper will assist researchers to do so.
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O'Donoghue, Tom. "Christine Trimingham Jack. Growing Good Catholic Girls: Education and Convent Life in Australia. Melbourne: Melbourne University Press, 2003. 160 pp. Paper US $24.95." History of Education Quarterly 45, no. 3 (2005): 493–95. http://dx.doi.org/10.1017/s0018268000040243.
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Blanton, William E., Gary B. Moorman, Bobbie A. Hayes, and Mark L. Warner. "Effects of Participation in the Fifth Dimension on Far Transfer." Journal of Educational Computing Research 16, no. 4 (June 1997): 371–96. http://dx.doi.org/10.2190/0yaw-fyan-2t2b-0lp3.
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The Fifth Dimension is a distributed literacy consortium comprised of after-school programs located in Boys and Girls Clubs, YM & YWCAs, recreation centers, and public schools across America, Mexico, Australia, Sweden, and Russia. The Fifth Dimension is also a mixed activity system designed to continue the projection of a second psychology [1] and to instantiate cultural-historical activity theory [2]. At the macro level the Fifth Dimension is a cultural system containing rules, artifacts, divisions of labor, and outcomes that appropriate local Fifth Dimension cultures. The four overarching goals of the Fifth Dimension are: 1) to create sustainable activity systems in different institutional settings that instantiate cultural-historical activity theory, 2) provide contexts for children to master knowledge and skills and acquire practices mediating cognitive and social development, 3) deepen our understanding of how the social and individual create each other, and 4) to provide a context in which undergraduates from disciplines such as developmental psychology, communications, and teacher education have opportunities to connect theory with practice and at the same time deliver community service to children in the local community.
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Kirkman, Maggie, and Jane Fisher. "Promoting older women’s mental health: Insights from Baby Boomers." PLOS ONE 16, no. 1 (January 12, 2021): e0245186. http://dx.doi.org/10.1371/journal.pone.0245186.
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Optimal mental health underpins full social participation. As people age, they confront personal and cultural challenges, the effects of which on mental health are not fully understood. The aim of this research was to learn from women of the Baby Boomer generation (born 1946–1964) what contributes to and hinders their mental health and wellbeing. Eighteen women participated in qualitative interviews (in English); data were analysed thematically. Participants were located across Australia in rural and urban areas; not all were born in Australia. They were diverse in education, employment status, and experiences of life and ageing. The women nominated as the main contributors to poor mental health in older women Illness and disability, Financial insecurity, Maltreatment, and Loss and grief. Contributors to good mental health were identified as Social interdependence, Feeling valued, Physical activity, Good nutrition, and Having faith or belief. Women’s accounts supplied other influences on mental health, both associated with the person (Personality and Intimate relationships and sex) and with society (Constructs of ageing, Gender, and Culture). Women also specified what they needed from others in order to improve their mental health as they aged: Public education about ageing, Purposeful roles for older women in society, Adequate services and resources, and Sensitive health care. In sum, older women wanted to be treated with respect and for their lives to have meaning. It is evident from these results that circumstances throughout life can have profound influences on women’s mental health in older age. Anti-discriminatory policies, informed and inclusive health care, and social structures that support and enhance the lives of girls and women at all ages will therefore benefit older women and increase the potential for their continuing contribution to society. These conclusions have implications for policy and practice in well-resourced countries.
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Marais, Karen Lois. "From Finishing School to Feminist Academy: The Impact of the Changing Social Construction of Gender on Education in a Private Girls’ School in Western Australia 1945 – 1997." International Journal of Interdisciplinary Social Sciences: Annual Review 1, no. 2 (2006): 35–46. http://dx.doi.org/10.18848/1833-1882/cgp/v01i02/52388.
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Zarnowiecki, Dorota M., Natalie Parletta, and James Dollman. "Socio-economic position as a moderator of 9–13-year-old children’s non-core food intake." Public Health Nutrition 19, no. 1 (April 23, 2015): 55–70. http://dx.doi.org/10.1017/s1368980015001081.
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AbstractObjectiveThere is limited understanding as to why children of low socio-economic position (SEP) consume poorer diets than children of high SEP. Evidence suggests that determinants of dietary intake may differ between SEP groups. The present study aimed to determine if SEP moderated associations of personal and environmental predictors with children’s non-core food and sweetened drink intakes and unhealthy dietary behaviours.DesignChildren completed online questionnaires and parents completed computer-assisted telephone interviews to assess intrapersonal and environmental dietary predictors. Dietary intake was measured using an FFQ. Parents reported demographic information for maternal education, occupation and employment, and household income.SettingTwenty-six primary schools in South Australia, Australia.SubjectsChildren aged 9–13 years and their parents (n 395).ResultsMultiple personal and home environment factors predicted non-core food and sweetened drink intakes, and these associations were moderated by SEP. Maternal education moderated associations of girls’ sweetened drink intake with self-efficacy, cooking skills and pressure to eat, and boys’ non-core food intake with monitoring, parent’s self-efficacy and home environment. Maternal occupation and employment moderated associations of sweetened drink intake with attitudes, self-efficacy, pressure to eat and food availability, and non-core food intake with parents’ self-efficacy and monitoring. Income moderated associations with pressure to eat and home environment.ConclusionsIdentifying differences in dietary predictors between socio-economic groups informs understanding of why socio-economic gradients in dietary intake may occur. Tailoring interventions and health promotion to the particular needs of socio-economically disadvantaged children may produce more successful outcomes and reduce socio-economic disparities in dietary intake.
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Ailwood, Jo, and Bob Lingard. "The Endgame for National Girls' Schooling Policies in Australia?" Australian Journal of Education 45, no. 1 (April 2001): 9–22. http://dx.doi.org/10.1177/000494410104500102.
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Yli-Panula, Eija, Eila Jeronen, and Gabriela Rodriguez-Aflecht. "‘Nature Is Something We Can’t Replace’: Mexican Students’ Views of the Landscape They Want to Conserve." Education Sciences 10, no. 1 (December 31, 2019): 13. http://dx.doi.org/10.3390/educsci10010013.
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The primary aim of this qualitative study was to identify the landscapes that 7−12-year old Mexican students (n = 440) would like to conserve by analysing their drawings. Another aim was to determine the environmental relationship and environmental values of 5th and 6th graders (n = 152) by studying their texts. The data were analysed using mixed methods. In this study, landscape is understood as a visual experience of the environment, comprising the visible features of an area. Based on the results, all of the three main landscapes—nature, social and built—were deemed worth conserving. Beyond students’ immediate environment, the polar regions, North America, Australia and Africa were mentioned; Europe and Asia were not. The landscape drawings were realistic and carefully made, and the descriptions attached to them were clearly written. The environmental approach was mainly humanistic, and aesthetic values were appreciated by both genders. Utilitarian values were mentioned more often by boys than girls. The students’ descriptions reflected their environmental relationship, e.g., concern about nature, showing causal relationships, appreciation and affection. Concern or worry was often accompanied by the mention of human’s responsibility in the students’ texts, but they seldom considered their own activities in relation to the environment. The students depicted threats to nature, but they externalized themselves from the mechanisms threatening nature. In addition, they did not show familiarity with natural processes and scientific terminology. The study reveals that it is not only theoretically important to have distinct values, but these also need to be recognized by individuals. If the humans’ pro-environmental actions are to be promoted through education, it is important to study students’ values, as they may be important barriers to behavioral change. As students showed concern about preserving nature, teachers can discuss environmental values and different ways to take action and make changes with them, in order to avoid anxiety.
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Lougee, Carolyn C. "Schooling the Daughters of Marianne: Textbooks and the Socialization of Girls in Modern French Primary Schools. Linda L. ClarkSchools for the Boys? Co-Education Reassessed. Pat MahonyOne Foot on the Ladder: Origins and Outcomes of Girls' Secondary Schooling in South Australia. Alison MacKinnonDaughters of the State: A Social Portrait of the First Reform School for Girls in North America, 1856-1905. Barbara M. BrenzelGrowing up Female: Adolescent Girlhood in American Fiction. Barbara A. White." Signs: Journal of Women in Culture and Society 13, no. 1 (October 1987): 168–72. http://dx.doi.org/10.1086/494395.
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Law, Helen. "Why do adolescent boys dominate advanced mathematics subjects in the final year of secondary school in Australia?" Australian Journal of Education 62, no. 2 (July 23, 2018): 169–91. http://dx.doi.org/10.1177/0004944118776458.
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In Australia, many students, especially girls, choose not to study advanced mathematics in Year 12 even though their schools offer relevant subjects. Previous studies have rarely examined, using nationally representative samples of Australian students, the extent to which teenage educational experiences and occupational expectations influence gender differences in later pursuits of advanced mathematics subjects. To fill this gap, I use multilevel logistic regression models to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. My results show that students’ mathematics achievement, occupational expectations and self-assessed mathematical competence are crucial in explaining why boys are considerably more likely than girls to enrol in advanced mathematics subjects. The gender gap would decrease greatly if girls were as likely as boys to perform well in mathematics, to aspire to mathematically intensive careers and to have more confidence in their mathematical abilities when they were 15 years old.
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Carpenter, Peter, and Martin Hayden. "Girls' Academic Achievements: Single-Sex Versus Coeducational Schools in Australia." Sociology of Education 60, no. 3 (July 1987): 156. http://dx.doi.org/10.2307/2112273.
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Wardah, Cut, Donal Nababan, Mido Ester J. Sitorus, and Elsarika Damanik. "DETERMINAN KESIAPSIAGAAN SISWA DALAM IMPLEMENTASI PENGURANGAN RISIKO BENCANA MELALUI PENDIDIKAN FORMAL DI SMAN UNGGUL SIGLI KECAMATAN PIDIE KABUPATEN PIDIE." PREPOTIF : Jurnal Kesehatan Masyarakat 5, no. 1 (April 20, 2021): 282–93. http://dx.doi.org/10.31004/prepotif.v5i1.1539.
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Background: Indonesia is an archipelago and it is located between the Pacific Ocean and Indian Ocean.
Geographically, it is located in a series of tectonic plates of Australia, the Eurasian Pacific and the
Philippines, which makes Indonesia vulnerable to geographical changes. Due to those reasons, Indonesia
becomes one of the countries that has areas prone to disasters including earthquakes and
tsunamis.Purpose: This study aims to analyze the relationship between knowledge and attitude variables,
emergency response plans, early warning systems, and mobility of resources on student preparedness in
implementing disaster risk reduction through formal education at SMA Negeri Unggul Sigli, Pidie Regency
in 2020. Method: This was an analytical study with a cross-sectional design. The population in this study
were 140 of students at SMA Negeri Unggul Sigli by using Stratified Random Sampling, 104 of students
consisting of 50 boys and 90 girls. This research was conducted from Oktober - December 2020.
Univariate, bivariate and multivariate data analysis with Chi-square test and Logistic Regression test were
used in this study. Results: Based on the results of the bivariate analysis with the Chi-square statistical
test, there was a significant relationship between With variables; Knowledge and attitude with a p value
of 0.022; Emergency response plan with p value of 0.002; Early warning system with p. value: in the amount
of 0.000; and Resource mobility with p. value of 0.006. on student preparedness in implementing disaster
risk reduction (p≤.0, 05). The results of multivariate analysis with multiple logistic regression tests obtained
variables that had a significant effect on student preparedness in implementing disaster risk reduction
(PRB), namely: the Resource mobility variable with a coefficient of B. 0,512 and Exp (B) of 5,99. This
means that students who get an the resource mobility well have a greater chance of being ready to
implement disaster risk reduction 5,99 than students who do not get an the Resource mobility properly.
Conclusion: obtained variables that had a significant effect on student preparedness in implementing
disaster risk reduction (PRB), namely: the Resource mobility variable.
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Macdonald, Kirstin, Nikki Milne, Rodney Pope, and Robin Orr. "Directly Observed Physical Activity of Year 1 Children during School Class Time: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 18, no. 7 (April 1, 2021): 3676. http://dx.doi.org/10.3390/ijerph18073676.
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Providing physical activity opportunities to children throughout the school day may be beneficial for children’s health and learning. Existing practices regarding the frequency, type and context of physical activity opportunities being provided to children in the early years of primary school remains largely unknown. The aim of this study was to observe Year 1 children’s physical activity and its contexts during school class time and identify opportunities to incorporate additional activity. A cross-sectional study was conducted with 34 Year 1 children (20 boys, 14 girls; mean age = 6.36 ± 0.34 years) from one primary school in Queensland, Australia. A modified version of the Observational System for Recording Physical Activity in Children—Elementary School was used to assess children’s physical activity and its contexts during class time. Observational data were collected over a four-week period. The frequencies (and percentages) of intervals of children’s activity observed in sedentary, light and moderate-to-vigorous intensities during different instructional and social contexts and physical settings were recorded and calculated. Pearson’s chi-square test of association was conducted to evaluate whether social context (group composition) was related to incidental physical activity. A total of 5305 observation intervals (i.e., 5 s observation interval followed by a 25 s recording interval) were available for analysis (~44 h of observation). Year 1 children were sedentary for the majority (86%) of observed intervals during school class time. Children spent limited time performing light (12% of intervals) and moderate-to-vigorous physical activity (2% of intervals). Organised physical activity observed during class time included physical education/school sport (5.9% of intervals) and classroom-based physical activity (2.8% of intervals). When children completed activities in small groups, they were significantly more likely to engage in incidental physical activity than when they completed activities as a whole class (χ2 = 94.73 p < 0.001). Incorporating movement into academic lessons or during transitions between lessons and classrooms may encourage children to be more active. Incidental physical activity may also be promoted through small group activities. Schools should ideally be encouraged and supported to employ a whole-of-school approach to physical activity promotion, which includes identifying and implementing opportunities for children to be active during class time.
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Taylor, Sandra. "Teenage Girls and Economic Recession in Australia: some cultural and educational implications." British Journal of Sociology of Education 7, no. 4 (December 1986): 379–95. http://dx.doi.org/10.1080/0142569860070403.
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Bolaji, Stephen, Sulay Jalloh, and Marilyn Kell. "It Takes a Village: Listening to Parents." Education Sciences 10, no. 3 (February 29, 2020): 53. http://dx.doi.org/10.3390/educsci10030053.
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The study was premised on the concern of the migrant African parents about their children’s lack of aspiration for higher education after completing their secondary education in the Northern Territory (NT), Australia. There appears to be little understanding of, or confusion around, the different pathways available to higher education in Australia. The reports and anecdotes around African youths in the NT demonstrating antisocial behaviors, including, but not limited to drug offences, teen pregnancies and suicides prompted this research. These troubling behaviors have culminated in the death of two young boys in the African community in Darwin 2016 and another girl in 2019 in Kathrine. The study comprises of African parents who migrated to NT in Australia from different demographics in Africa. This study used a questionnaire and semi-structured interviews to investigate African parents’ perception of their child’s post-secondary school aspiration. The outcome of this investigation revealed a lack of understanding of the NT Australian school systems and reporting strand on their children performance and the different pathways through which their children can access higher education in Australia. This study provided four recommendations to help African parents understand the NT Australian government policies and programs on education.
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Theobald, Marjorie R. "Book Review: Learning to Lead: A History of Girls and Boys Corporate Secondary Schools in Australia." Australian Journal of Education 32, no. 3 (November 1988): 407–9. http://dx.doi.org/10.1177/000494418803200312.
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Allen, Margaret. "Book Review: One Foot on the Ladder: Origins and Outcomes of Girls Secondary Schooling in South Australia." Australian Journal of Education 31, no. 2 (August 1987): 207–8. http://dx.doi.org/10.1177/000494418703100208.
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Hancock, Kirsten, David Lawrence, Francis Mitrou, David Zarb, Donna Berthelsen, Jan Nicholson, and Stephen Zubrick. "The association between playgroup participation, learning competence and social-emotional wellbeing for children aged four–five years in Australia." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 72–81. http://dx.doi.org/10.1177/183693911203700211.
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DATA FROM Growing Up in Australia: The Longitudinal Study of Australian Children is used to examine the associations between playgroup participation and the outcomes for children aged four to five years. Controlling for a range of socioeconomic and family characteristics, playgroup participation from birth to three years was used to predict learning competence and social-emotional functioning outcomes at age four–five years. For learning competence, both boys and girls from disadvantaged families scored three–four per cent higher if they attended playgroup at ages birth–one year and two–three years compared to boys and girls from disadvantaged families who did not attend playgroup. For social and emotional functioning, girls from disadvantaged families who attended playgroup at ages birth–one year and two–three years scored nearly five per cent higher than those who did not attend. Demographic characteristics also showed that disadvantaged families were the families least likely to access these services. Despite data limitations, this study provides evidence that continued participation in playgroups is associated with better outcomes for children from disadvantaged families.
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Hattie, John, and Donald Fitzgerald. "Sex Differences in Attitudes, Achievement and Use of Computers." Australian Journal of Education 31, no. 1 (April 1987): 3–26. http://dx.doi.org/10.1177/000494418703100101.
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While there is much literature suggesting reasons why there are differences between males and females with respect to computer usage, achievement and attitudes, there is a paucity of empirical research. This study discusses a meta-analysis or synthesis of empirical studies and finds small differences in attitude and no differences in achievement between males and females. Two Australian studies are then reported. One study investigated differences between male and female students, parents, and teachers in 32 schools that have been involved with computers for some time. The second study was based on a representative sample of 1000 schools throughout Australia. The research supported the conclusion of small differences in attitudes, but pointed to a polarity in that as many males as females liked computers, but many more girls ardently disliked computers. There were no differences between primary male and female students in usage and attitudes towards computers, but as the students progressed through secondary schools, the differences became marked. Various reasons for these findings are evaluated and some strategies suggested to encourage girls to use computers.
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Harrison, Scott D. "A perennial problem in gendered participation in music: what's happening to the boys?" British Journal of Music Education 24, no. 3 (November 2007): 267–80. http://dx.doi.org/10.1017/s0265051707007577.
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Despite three decades of research, gendered participation in music continues to be problematic. While many aspects of Western society maintain a patriarchal stance in the workplace, it is apparent that girls have made some significant changes in their musical choices. Males, it seems, are maintaining the same preferences for instruments as they did 100 years ago, avoiding ‘gentler pursuits’ like singing and playing the flute. This paper seeks to investigate the continued existence of stereotyping of musical participation and to discover some of the underlying reasons for this in the musical choices for boys through the literature. Furthermore, themes arising from existing research are investigated through fieldwork recently conducted in Australia.
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McKnight, Lucinda. "Still in the LEGO (LEGOS) room: female teachers designing curriculum around girls’ popular culture for the coeducational classroom in Australia." Gender and Education 27, no. 7 (October 21, 2015): 909–27. http://dx.doi.org/10.1080/09540253.2015.1096920.
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Lee, Libby. "Young Gifted Girls and Boys: Perspectives through the Lens of Gender." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 383–99. http://dx.doi.org/10.2304/ciec.2002.3.3.6.
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In contemporary society we have become highly dependent on a technological, scientific and mathematically literate population. There has been considerable debate for many years about the lack of talented people entering professions associated with these literacies and about the level of understanding of science and technology in the general community. Since perceptions of and interest in mathematics, science and technology begin in early childhood, teachers of very young children play an important role in fostering and supporting these interests. The research problem investigated in this article emerged when the researcher became aware that teachers in Brisbane, Australia nominated as many as five times more boys than girls for a mathematics and science enrichment programme for gifted young children. Hence, teachers' conceptions of what it means to have high ability in mathematics and science in early childhood appeared to be influenced by teacher beliefs about gender. Single in-depth interviews were conducted with 16 early childhood teachers who nominated children for the above mentioned enrichment programme. Based on interview data, a model of teachers' conceptions of giftedness was developed, comprising seven categories of description or ways that teachers see the phenomenon of giftedness in relation to young children. A latter interpretative analysis of this model found that teachers' conceptions of giftedness are indeed gendered and that each of the seven categories of giftedness guides teacher behaviours or actions that directly disadvantage girls. This article explores this latter analysis and concludes that gender is a significant influence on teachers' conceptions of giftedness in young children.
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Veblen, Kari K., Nathan B. Kruse, Stephen J. Messenger, and Meredith Letain. "Children’s clapping games on the virtual playground." International Journal of Music Education 36, no. 4 (May 14, 2018): 547–59. http://dx.doi.org/10.1177/0255761418772865.
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This study considers children’s informal musicking and online music teaching, learning, playing, and invention through an analysis of children’s clapping games on YouTube. We examined a body of 184 games from 103 separate YouTube postings drawn from North America, Central and South America, Europe, Africa, Asia, Australia, and New Zealand. Selected videos were analyzed according to video characteristics, participant attributes, purpose, and teaching and learning aspects. The results of this investigation indicated that pairs of little girls aged 3 to 12 constituted a majority of the participants in these videos, with other participant subcategories including mixed gender, teen, adult, and intergenerational examples. Seventy-one percent of the videos depicted playing episodes, and 40% were intended for pedagogical purposes; however, several categories overlapped. As of June 1, 2016, nearly 50 million individuals had viewed these YouTube postings.
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Liem, Gregory Arief D., Andrew J. Martin, Elizabeth Nair, Allan B. I. Bernardo, and Paulus Hidajat Prasetya. "Cultural Factors Relevant to Secondary School Students in Australia, Singapore, the Philippines and Indonesia: Relative Differences and Congruencies." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 161–78. http://dx.doi.org/10.1375/ajgc.19.2.161.
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AbstractWaldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n= 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.
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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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Septi, Katarina, and Ribut Basuki. "PROJECT: SCREENPLAY GOING HOME." K@ta Kita 5, no. 1 (July 18, 2017): 90–94. http://dx.doi.org/10.9744/katakita.5.1.90-94.
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This paper explained the process and the result of my final project which is a screenplay entitled Going Home. The screenplay is about Dahlia, a thirteen-year-old girl who was born and grew up in Australia. Then, she has to return to Jakarta, Indonesia and continue her education in Indonesia. She has an assignment about history of Indonesia. She needs to write one of heroic history of Indonesia with her own words and write her reflection about it. Once, she goes to Surabaya for a holiday and stays at Majapahit Hotel Surabaya. In the hotel, she experiences the past life about several historical moments by going back and forth to a past life and present life. After experiencing it, she can feel and understand the spirit of the Indonesian revolutionary heroes. She respects Indonesia heroes more. Also, she can encourage her friends to love Indonesia better and to blend in diverse group of ethnics as strong and one Indonesian who support to improve Indonesia. I would like to show that young generations are now lack the spirit to build their country. They forget to become one; One Land, One Nation, One Language. This creative work focuses on how history of Indonesia can help young generations to gain the spirit of Indonesian revolutionary heroes to love and improve Indonesia. To put this issue into a form of entertainment, I decided to make a screenplay which type of genre is adventure fantasy.
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Kelly, Claire M., Anthony F. Jorm, and Bryan Rodgers. "Adolescents' Responses to Peers with Depression or Conduct Disorder." Australian & New Zealand Journal of Psychiatry 40, no. 1 (January 2006): 63–66. http://dx.doi.org/10.1080/j.1440-1614.2006.01744.x.
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Objective: To determine how young people are likely to respond to a peer with mental illness, or who has severe behavioural problems. Method: A mental health literacy survey was conducted with 1137 adolescents in years 8, 9 and 10 in South Australia and the Australian Capital Territory. Respondents were presented with a vignette of either a 16-year-old boymeeting criteria for conduct disorder or a 16-year-old girl meeting criteria for major depression. As part of the survey, respondents were asked to write in words what they would do if the person in the vignette was a friend of theirs and they wished to help. Responses were coded into categories. Results: Over half the sample (53%) described positive social support as the only action they would take to help. A further 23% said they would engage an adult such as a parent, teacher or school counsellor to help with the situation. Those responding to the conduct disorder vignette were more likely to describe engaging an adult to help and males were more likely to say they would do nothing. Female students tended to answer differently to the conduct disorder and depression vignettes, while male students responded similarly to the two vignettes. Conclusions: Many adolescents do not respond to friends' distress in ways which are likely to facilitate appropriate help. Mental health education in schools should include skills for offering help and encouraging peers to seek help.
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Velardo, Stefania, and Murray Drummond. "Qualitative insight into primary school children’s nutrition literacy." Health Education 119, no. 2 (February 4, 2019): 98–114. http://dx.doi.org/10.1108/he-08-2018-0039.
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Purpose Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives. Design/methodology/approach The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques. Findings Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy. Originality/value This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.
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Bobongie, Francis. "Family+Stories=Research." Qualitative Research Journal 17, no. 4 (November 13, 2017): 345–55. http://dx.doi.org/10.1108/qrj-11-2016-0069.
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Purpose The purpose of this paper is to draw on the author’s research involving girls who leave their Torres Strait Island communities for boarding colleges in regional Queensland, Australia, and the academic, social and cultural implications that impede the transition process between community and school. While this paper discusses some of the research outcomes, its main focus is the unique indigenous research paradigm “Family+Stories=Research”, devised for and utilised within this project. This paradigm centres on the Australian indigenous kinship system and was implemented in two specific phases of the research process. These were: the preliminary research process leading up to the implementation of the research project; and the data collection phase. In turn, both phases enable the cultural significance of the kinship system to be better understood through the results. Because observations and storytelling or “yarning” were primarily used through both phases, these results also endorse the experience of the participants, and the author – both professionally and personally – without requiring further analysis. Design/methodology/approach The indigenous research paradigm and methodology unique to this research project implements the kinship system, allowing the researcher to access the appropriate resources and people for the project. Prior to the data collection phase, contact with significant community members in both boarding colleges and the Torres Strait Region was made. The methodology implemented for the research project was ethnographic and used observations, individual interviews and focus groups. The views and experiences of 26 past and present students, and 15 staff, both indigenous and non-indigenous, across three different boarding colleges were recorded. Findings Through both phases of the research project, the kinship system played a significant role in the ethnographic research process and data collection phase, which focussed on two key areas encompassed within the kinship system: “business” and the “care of children”. Stories from the researcher and the participants confirm the significant role that the kinship system can play within the indigenous research paradigm: Family+Stories=Research. Originality/value The paper introduces an indigenous research paradigm and methodology designed around two factors: family and stories. This paper brings to light the impact of the kinship system used within communities of the Torres Strait Islands and explains how this system advantaged the research process and the data collection phase by enabling the researcher to freely access stories specific to the research project.
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Bussel, James B., Michael D. Tarantino, Victor S. Blanchette, Ashok Raj, Jenny Despotovic, Donald Beam, John Roy, Xuena Wang, Bhakti Mehta, and Melissa Eisen. "Safety and Efficacy of Long-Term Open-Label Dosing of Subcutaneous (SC) Romiplostim in Children with Immune Thrombocytopenia (ITP)." Blood 128, no. 22 (December 2, 2016): 3738. http://dx.doi.org/10.1182/blood.v128.22.3738.3738.
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Abstract Background: Children with ITP for ≥6 months who completed a romiplostim phase 1/2 or phase 3 parent study could enroll in an open-label long-term extension study, data from which is presented here. Methods: Patients enrolled at 28 sites in the US, Canada, Spain, and Australia. All patients received SC romiplostim once weekly. The initial dose was the final dose from the parent study or 1 µg/kg for patients previously receiving placebo, adjusted from 1−10 µg/kg to target platelet counts of 50−200×109/L. Incidence of adverse events (AEs) was the primary endpoint. Results: As of 24 Feb 2016, 66 patients entered the extension study; 65 received romiplostim for up to 6.2 years. At baseline, median (min-max) age was 11 (3-18) years; 56% were female; 61% were white, 14% African American, 14% Hispanic/Latino, 9% Asian, and 3% other; 9.1% had prior splenectomy. Median (min-max) baseline platelet count was 27.5 (2-458)×109/L. Median (min-max) treatment duration was 100 (5-321) weeks. Median (min-max) average weekly romiplostim dose was 4.8 (0.1-10.0) µg/kg, which included escalation to a stable dose; 19 patients started on 1 μg/kg. After ~week 200 (n ≤8 patients), the median dose was observed to fluctuate. All 65 patients received their doses per protocol >90% of the time; 18 patients missed ≥1 dose due to noncompliance for a total of 41 times. Reasons for discontinuing treatment (n = 22, 33%) included consent withdrawn (n = 8), required other therapy (n = 4), noncompliance (n = 3), administrative decision (n = 3), treatment no longer needed (n = 1), per protocol (n = 1), and AE (n = 2) (asthenia, headache, dehydration, and vomiting in one patient and anxiety in the other, per investigator, none of the AEs were treatment-related); 43 (65%) patients continued in the study. Fifty-two serious AEs occurred in 17 patients, 3 deemed treatment-related (anemia, epistaxis, and thrombocytopenia). Bleeding AEs occurred in 56 patients; 5 deemed treatment-related (gingival bleeding, petechiae, injection site bruising, injection site hematoma, and epistaxis). Bleeding AEs occurring in ≥10 patients included contusion (n = 30), epistaxis (n = 29), petechiae (n = 19), and gingival bleeding (n = 12). No thrombotic events were reported. There were no peripheral blood abnormalities to warrant a bone marrow examination. After sporadic platelet responses and negative antibody (Ab) results in the parent study, a patient left the extension due to a need for other therapies and was then identified to have anti-romiplostim neutralizing Ab which were not present on retesting 3 and 6 months later. No patients had anti-TPO neutralizing Ab. From week 2 on, median platelet counts remained >50×109/L; platelet counts were >100×109/L at most timepoints, despite an observed decrease in the median dose from 4-5 μg/kg to 2-3 μg/kg around week 160 (Figure). For 15 patients (23%), the first study week was the first week receiving romiplostim (previously these patients received placebo). Nearly all (94%, 61/65) patients had a platelet response (median platelet counts for a month ≥50×109/L); the mean (SD) % of months with a platelet response was 77% (33%). Most (72%, 47/65) patients had a platelet response ≥75% of the time and over half (58%, 38/65) of patients had a platelet response ≥90% of the time. Nine (14%) patients entered remission (Table), defined here as platelet counts ≥50×109/L for 24 weeks with no ITP treatments; these patients, 5 boys and 4 girls, none with prior splenectomy, had ITP for a median (min-max) of 5 (2-10) years and had received romiplostim for a median (min-max) of 1.6 (0.7-6.2) years. Fifty-eight (89%) patients (or caregivers) self-administered romiplostim. Twenty-three (35%) patients received rescue medications. Conclusion: Over 6 years of data from this ongoing open-label extension study of romiplostim in children with ITP show that >90% of children achieved a platelet response with romiplostim, most responding ≥75% of the time. The safety profile was overall tolerable, similar to that in past studies. Some children (9/66) with longstanding ITP entered remission after receiving romiplostim. Table Table. Figure 1 Figure 1. Figure 2 Figure 2. Disclosures Bussel: Symphogen: Membership on an entity's Board of Directors or advisory committees; Physicians Education Resource: Speakers Bureau; Immunomedics: Research Funding; Cangene: Research Funding; UpToDate: Patents & Royalties; Boehringer Ingelheim: Research Funding; Eisai: Membership on an entity's Board of Directors or advisory committees, Research Funding; Protalex: Membership on an entity's Board of Directors or advisory committees, Research Funding; Prophylix Pharma: Membership on an entity's Board of Directors or advisory committees, Research Funding; Momenta Pharmaceuticals: Membership on an entity's Board of Directors or advisory committees; Novartis: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; Genzyme: Research Funding; Sysmex: Research Funding; Shionogi: Membership on an entity's Board of Directors or advisory committees; Ligand: Membership on an entity's Board of Directors or advisory committees, Research Funding; BiologicTx: Research Funding; Rigel Pharmaceuticals: Membership on an entity's Board of Directors or advisory committees, Research Funding; GSK: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; Amgen: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding. Tarantino:Biogen: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Grifols: Membership on an entity's Board of Directors or advisory committees, Research Funding, Speakers Bureau; Baxalta: Membership on an entity's Board of Directors or advisory committees; Novo Nordisk: Membership on an entity's Board of Directors or advisory committees, Research Funding; Pfizer: Membership on an entity's Board of Directors or advisory committees. Blanchette:Novo Nordisk: Honoraria, Membership on an entity's Board of Directors or advisory committees; Bayer Healthcare: Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; Baxter: Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: Data safety monitoring boards , Research Funding; Pfizer: Honoraria, Membership on an entity's Board of Directors or advisory committees; Octapharma: Other: Data safety monitoring boards . Wang:Amgen Inc.: Employment, Equity Ownership. Mehta:Amgen Inc.: Employment, Equity Ownership. Eisen:Amgen Inc.: Employment, Equity Ownership.
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Anjali, Anjali, and Manisha Sabharwal. "Perceived Barriers of Young Adults for Participation in Physical Activity." Current Research in Nutrition and Food Science Journal 6, no. 2 (August 25, 2018): 437–49. http://dx.doi.org/10.12944/crnfsj.6.2.18.
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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.
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Xu, Wen, and Garth Stahl. "Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia." Discourse: Studies in the Cultural Politics of Education, April 22, 2021, 1–13. http://dx.doi.org/10.1080/01596306.2021.1918061.
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Mahadevan, Renuka, and Maneka Jayasinghe. "Home away from home: Examining adolescent refugees’ well-being in Australia." Journal of Refugee Studies, May 5, 2021. http://dx.doi.org/10.1093/jrs/feab065.
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Abstract This article examines the correlation of post-migration factors and in particular parental mental health with post-traumatic stress disorder (PTSD) and happiness levels of adolescent refugee migrants in Australia, with a special emphasis on associated age and gender differences. Data were sourced from the child module in the 2015–2016 Building a New Life in Australia data set. Results indicate that factors associated with happiness are quite different from those associated with PTSD and this varies across gender and the age groups of 11–14 and 15–17. For example, discrimination related to religion/culture and language have different correlation with boys’ and girls’ well-being measures. While father’s education and mental state have no significant association with any well-being measure, mothers’ education plays some role. Of concern is the intergenerational correlation of mother’s PTSD with their daughters. The results in this study caution against a one-size-fits-all approach to intervention and suggest that a targeted focus on older and younger adolescents further differentiated by gender is likely to be more effective.