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1
Le, Anh T., and Paul W. Miller. "High School Graduation in Australia: Do Schools Matter?" Scottish Journal of Political Economy 51, no. 2 (May 2004): 194–208. http://dx.doi.org/10.1111/j.0036-9292.2004.00302.x.
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Gurr, David, Lawrie Drysdale, Simon Clarke, and Helen Wildy. "High-need schools in Australia." Management in Education 28, no. 3 (June 30, 2014): 86–90. http://dx.doi.org/10.1177/0892020614537666.
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Jagger, Robert G., Vinny Vaithianathan, and Daryll C. Jagger. "A Pilot Study of the Prevalence of Orofacial and Head Injuries in Schoolboy Cricketers at Eight Private Schools in England and Australia." Primary Dental Care os16, no. 3 (July 2009): 99–102. http://dx.doi.org/10.1308/135576109788634359.
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Aims The aims of this pilot study were to determine the prevalence of head, face and dental injuries sustained by schoolboys while playing cricket and to compare the prevalence of those injuries in England and Australia. Methods A questionnaire that determined distribution and prevalence of orofacial injuries sustained when playing cricket was distributed to all players (n=411) who played cricket in four private schools in England and four private schools in Australia. There was a 100% response rate. Results Fifty subjects (24.1%) from English schools and 52 subjects (25.5%) from Australian schools reported injury/injuries to the head, face and teeth. Australian cricketers reported more injuries per player. The distribution of injuries between the two countries was similar. Sixteen players had sustained loosened or broken teeth. Two players reported avulsed teeth. Conclusion It was concluded that there was a high prevalence of head and orofacial injuries among the schoolboy cricketers but relatively few dental injuries. The distribution of types of head, face and dental injury in England and Australia were similar.
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Fernandes, Venesser. "Exploring leadership influence within data-informed decision-making practices in Australian independent schools." Studia paedagogica 26, no. 4 (February 14, 2022): 139–59. http://dx.doi.org/10.5817/sp2021-4-7.
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There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.
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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.
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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.
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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.
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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
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Grant, V. J. "Bioethics in High Schools in Australia, Japan and New Zealand." Journal of Medical Ethics 23, no. 3 (June 1, 1997): 198. http://dx.doi.org/10.1136/jme.23.3.198.
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Roberts, Tamsin. "The Learner-Lead Curriculum in Aboriginal Schools." Australian Journal of Indigenous Education 20, no. 5 (November 1992): 3–13. http://dx.doi.org/10.1017/s0310582200005447.
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My students live in three remote Aboriginal community. It is my job to teach them English and the other Primary school subjects. My aim is to produce bi-lingual and bi-cultural individuals. By giving them the ways and means to access white Australian society, they are more able to make an informed decision about the life-style they want and feel confident to interact with white Australia. Many students rarely do more than one or two years at the high school in Alice Springs so there primary education is very important. Students from remote communities rarely do well academically.
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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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Mergler, Amanda G., and Rebecca Spooner-Lane. "Assessing the Personal and Emotional Developmental Outcomes of High-School Students." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 4–16. http://dx.doi.org/10.1375/aedp.25.2.4.
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AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.
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Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.
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Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public education in these jurisdictions nominated schools which have had a relatively high degree of autonomy for at least two years; have achieved high levels of student achievement, or have shown noteworthy improvement; and are able to explain how the link between autonomy and achievement had been made. The four schools chosen from these nominations represented different types as far as level and location were concerned. Triangulation of sources was a feature of the studies. Findings The findings reveal that the schools were able to explain the links and that it was possible to map the cause-and-effect chain. Schools used their autonomy to select staff and allocate funds in their budgets, each being capacities that came with a higher level of autonomy. Leadership was important. Research limitations/implications The paper cautions against generalizing the findings. Originality/value There is international interest in the extent to which granting public schools a higher level of autonomy than has traditionally been the case in various national settings has had an impact on student achievement. These case studies go part of the way in describing what schools do when they successfully take up a higher level of authority and responsibility as one strategy in efforts to raise levels of achievement.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "How accessible is IB schooling? Evidence from Australia." Journal of Research in International Education 16, no. 1 (March 15, 2017): 65–79. http://dx.doi.org/10.1177/1475240917696037.
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This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
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Campbell, Marilyn A. "Identification of “At-risk” Students for Prevention and Early Intervention Programs in Secondary Schools." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 65–77. http://dx.doi.org/10.1017/s1037291100002673.
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Recent epidemiological studies in Australia have found that adolescent mental health issues are an important public health problem (Sawyer et al., 2001). These problems are often manifested in the classroom. As many as one in five Australian children aged from 4 to 17 have significant mental health concerns (Zubrick, Silburn, Burton, & Blair, 2000). However, only one in four of these young people receive professional help (Sawyer et al., 2001). To assist in preventing these problems, schools in Australia have been trialling innovative strategies in mental health promotion, prevention and intervention such as the Gatehouse Project and MindMatters. When selected or indicated prevention strategies are employed there is a need for identification of those students either at-risk or who have mild symptoms of a disorder. This process needs to be efficient and effective, using multiple informants and multi-methods. This article reports on the process utilised by two Australian high schools that trialled an identification process for at-risk students for anxiety/depression using indicated prevention programs. The benefits of using teachers, support staff and student self-identification are discussed.
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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.
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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.
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McQuillan, Paul. "Youth Spirituality - A Reality in Search of Expression." Journal of Youth and Theology 3, no. 2 (February 17, 2004): 8–25. http://dx.doi.org/10.1163/24055093-90000214.
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The disaffection of youth with institutional church in both Australia and the U.K. has been well documented. A number of writers in the field point to a remarkable level of spirituality amongst youth. This paper examines the conflicts apparent between young people and church as a means of expression of their spirituality. Some research findings in Australian High Schools are presented. A research survey was designed to determine the level of recognition among senior students of the types of experiences to which some might give a religious interpretation. The level of experiential spirituality among the groups was remarkably high while church allegiance remained low. Some comparisons between youth culture in Australia and the U.K. are made by reference to reports published in each country.
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Box, Gerri, and Val House. "A Report of a Mentoring Program in Western Australia." Australian Journal of Career Development 6, no. 2 (July 1997): 6–8. http://dx.doi.org/10.1177/103841629700600203.
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Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.
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Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, no. 1 (May 1, 2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.
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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level, students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations for these patterns of outcomes are put forward, and directions for future research are explored.
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Seaton, Marjorie, Herbert W. Marsh, Alexander Seeshing Yeung, and Rhonda Craven. "The Big Fish down under: Examining Moderators of the ‘Big-Fish-Little-Pond’ Effect for Australia's High Achievers." Australian Journal of Education 55, no. 2 (November 2011): 93–114. http://dx.doi.org/10.1177/000494411105500202.
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Big-fish-little-pond effect (BFLPE) research has demonstrated that academic self-concept is negatively affected by attending high-ability schools. This article examines data from large, representative samples of 15-year-olds from each Australian state, based on the three Program for International Student Assessment (PISA) databases that focus on different subject domains: reading (2000), mathematics (2003) and science (2006). The overarching research question is whether the size or direction of the BFLPE is moderated by any of a total of 67 moderators (for example ability, study methods, motive, social constructs and Australian states) that were considered. The data showed consistent support for the BFLPE across all Australian states for all three databases. None of the constructs examined moderated the BFLPE and this finding was consistent across states. In conclusion, the BFLPE is remarkably robust in Australia and the study findings generalised well across Australian states and across all moderators investigated.
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O'Connor, Mike. "The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 58–75. http://dx.doi.org/10.47381/aijre.v31i1.289.
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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schools’ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence. ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)
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Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (March 1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.
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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia in October 1985. The following article is based on Sir Anthony's lecture.
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Stone, Cathy, Sharron King, and Chris Ronan. "They just give us the shiny picture, but I want to know what it's really like: Insights from regional high schools on perceptions of university outreach in South Australia." Australian and International Journal of Rural Education 32, no. 3 (November 18, 2022): 73–89. http://dx.doi.org/10.47381/aijre.v32i3.321.
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Across Australia, students at regional, rural and remote high schools are considerably less likely to go to university than their metropolitan counterparts. One of the ways in which universities try to help to bridge this gap is to organise visits to such schools, with the purpose of familiarising students with the idea of university and encouraging them to consider going on to university after school. These visits range in purpose, from direct marketing to a genuine effort to widen access to university more generally. The key purpose of university visits is not always made explicit to the schools or the students, leading to a mismatch between university intentions and school and student expectations. Recent research with regional high schools in South Australia, using a mixed-methods approach, reveals the impact of this mismatch, with university visits being regarded by students and schools as, at best, disappointing and, at worst, as nothing more than marketing exercises and hence to be treated with suspicion. These research findings are discussed, and recommendations made for ways in which university visits may be more effectively geared towards meeting the needs of students, schools and parents. This paper recommends that universities work more closely with regional schools, parents and communities more broadly, with a greater emphasis on providing useful, practical information about what ‘going to university’ entails. We argue that, through this, more regional students may consider university as a viable post-school option.
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Tsuzuki, Miho, Yukiko Asada, Shiro Akiyama, and Darryl Macer. "Animal experiments and bioethics in high schools in Australia, Japan, and New Zealand." Journal of Biological Education 32, no. 2 (June 1998): 119–26. http://dx.doi.org/10.1080/00219266.1998.9655607.
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Odden, Allan, and Eleanor Odden. "Applying the High Involvement Framework to Local Management of Schools in Victoria, Australia." Educational Research and Evaluation 2, no. 2 (June 1996): 150–84. http://dx.doi.org/10.1080/1380361960020202.
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Mazzone, J. A. "SCHOOL-INDUSTRY LINKS: A VALUE ADDING PROCESS." APPEA Journal 35, no. 1 (1995): 836. http://dx.doi.org/10.1071/aj94061.
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The establishment of links between SAGASCO Resources Limited (SAGASCO) and secondary schools in the city and country regions of South Australia has provided benefits to both the petroleum industry and to the students and teachers at the schools. Links between Penola High School in the southeast of South Australia and Hamilton Secondary School in Adelaide began in 1993 and have continued to the present. Feedback from the schools has been positive and significant. The two schools have overwhelmingly endorsed the links and have benefited both in curriculum development and in gaining a glimpse of industry operations that is not found in textbooks. The benefits from the link process has also revealed a cascade effect in which students and teachers have utilised information on the petroleum industry and incorporated it into reports, publications and texts that have been further used by the schools and the community, thus enhancing the original link process. Links with schools require stronger support by the petroleum industry to meet the needs of schools and to provide balance to the often negative profile of our industry in the community both in the immediate and longer term.
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Pereira, Amiee-Jade, and Julie Ann Pooley. "A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia." Australian Journal of Education 51, no. 2 (August 2007): 162–77. http://dx.doi.org/10.1177/000494410705100205.
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This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academic focus of Years 11 and 12, and maintaining the schools' current pre-transition preparation that introduces the students to the new school environment.
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Martin, Karen, Michael Rosenberg, Iain Stephen Pratt, Margaret Miller, Gavin McCormack, Billie Giles-Corti, Anthea Magarey, Fiona Bull, and Amanda Devine. "Prevalence of overweight, obesity and underweight in Western Australian school-aged children; 2008 compared with 2003." Public Health Nutrition 17, no. 12 (November 20, 2013): 2687–91. http://dx.doi.org/10.1017/s136898001300311x.
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AbstractObjectiveDue to rising rates of obesity globally, the present study aimed to examine differences in overweight and underweight prevalence in Western Australian schoolchildren in 2008 compared with 2003.DesignCross-sectional study at two time points; using two-stage stratified sampling, primary and secondary schools in both metropolitan and non-metropolitan Western Australia; sample selected was representative of the State's population figures.SettingsSeventeen primary and thirteen secondary (2008) and nineteen primary and seventeen secondary (2003) schools. Government and non-government funded schools in metropolitan and non-metropolitan (regional/rural) Western Australia were recruited.SubjectsHeight and weight were measured for 1708 (961 primary and 747 secondary) students in 2008 and 1694 (876 primary and 817 secondary) students in 2003.ResultsOverweight and obesity prevalence in primary students was similar in 2008 (22·9 %) to 2003 (23·2 %; P > 0·05). In secondary girls overweight and obesity prevalence dropped from 23·1 % (2003) to 15·9 % (2008; P = 0·002). Secondary boys showed a slight decrease in overweight and obesity prevalence; however, this was not statistically significant (P = 0·102). Higher proportions of underweight in primary girls were observed in 2008 (9·9 %) compared with 2003 (4·2 %; P < 0·001) and in secondary girls in 2008 (9·4 %) compared with 2003 (5·5 %; P < 0·001).ConclusionsPrevalence of overweight and obesity in Western Australian primary students was stable; however, it declined in secondary students. Both primary and secondary girls showed an increase in underweight prevalence. Public health interventions are needed for the high percentage of youth still overweight, whereas the observed increase in underweight girls warrants attention and further investigation.
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Kronborg, Leonie, and Claudia A. Cornejo-Araya. "Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–14. http://dx.doi.org/10.11144/javeriana.upsy17-5.gepg.
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This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry Accelerated Learning programs, select entry high schools, specialized high schools. The identification of students’ advanced intellectual and academic needs and the implementation of effective provisions for these students are strongly related to the level of knowledge and attitude that teachers have towards gifted and highly able students. The implications of the current educational provisions are discussed to reflect and promote better guidelines and more research in the field.
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Maxwell, Jacinta. "Teachers, Time, Staff and Money: Committing to Community Consultation in High Schools." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 120–30. http://dx.doi.org/10.1017/jie.2012.31.
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State and Federal education departments have increasingly recognised the importance of community consultation in the development of school curricula, and the requirement for teachers to consult with Indigenous communities is explicit in many curriculum documents. This article reports the findings of research into how teachers of senior Aboriginal and Torres Strait Islander Studies are engaging with consultation as part of their work. As Australia moves towards full implementation of a national curriculum that requires the embedding of Indigenous perspectives across all subjects, an understanding of how teachers are currently experiencing community consultation is particularly important.
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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.
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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Challenges impacting student learning in the International Baccalaureate Middle Years Programme." Journal of Research in International Education 19, no. 3 (December 2020): 183–201. http://dx.doi.org/10.1177/1475240920976228.
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While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
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Black, Stephen, Jan Wright, and Ken Cruickshank. "The struggle for legitimacy: language provision in two ‘residual’ comprehensive high schools in Australia." Critical Studies in Education 59, no. 3 (June 20, 2016): 348–63. http://dx.doi.org/10.1080/17508487.2016.1197139.
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Lokan, Jan, Marianne Fleming, and Bryan Tuck. "Career-Related Information." Australian Journal of Career Development 2, no. 1 (March 1993): 14–19. http://dx.doi.org/10.1177/103841629300200106.
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The provision of comprehensive, well-organised information on educational courses, jobs and career opportunities has been recognised as a key component of careers services in schools since the inception of such services. Recent position papers on desirable career education programs and training programs for careers teachers/coordinators in Australia have reinforced the important role of adequate information resources. Some of the recommendations of these papers are summarised and recent Australian research on adolescents' life concerns and the perceived value of a range of potential sources of career-related information is reviewed. Findings related to information seeking by over 5000 high school students in some new research are described and discussed.
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Beames, Joanne R., Lara Johnston, Bridianne O'Dea, Michelle Torok, Helen Christensen, Katherine M. Boydell, and Aliza Werner-Seidler. "Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study." Journal of Medical Internet Research 23, no. 8 (August 27, 2021): e26223. http://dx.doi.org/10.2196/26223.
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Background Digital prevention programs that are delivered in a school environment can inoculate young people against depression. However, little is known about the school-based factors that help and hinder the implementation of these programs. Staff members are integral for supporting mental health programs in schools and are likely to have a wealth of expertise and knowledge about the factors that affect implementation. Objective The primary objective of this study was to explore the barriers and facilitators to implementing a digital depression prevention program in Australian secondary schools with teachers, counselors, and principals. The secondary objective was to explore variations in these factors across different school contexts, including the school type (government or nongovernment), location (capital city, regional/or rural areas), and socioeconomic status (SES) (low, medium, high). Methods This quantitative cross-sectional survey study assessed the barriers and facilitators to implementing a hypothetical digital prevention program in Australian schools. The survey was taken by 97 teachers (average age 38.3 years), 93 counselors (average age 39.5 years), and 11 principals (average age 50.9 years) across Australia between November 2017 and July 2018. Results A range of barriers and facilitators relating to logistics and resources, staff support, and program factors were endorsed by the surveyed staff. Consistent with prior research, common barriers included a lack of time and resources (ie, staff and rooms). These barriers were particularly evident in government, rural/regional, and low socioeconomic schools. Other barriers were specific to digital delivery, including privacy issues and a lack of clarity around staff roles and responsibilities. Facilitators included upskilling staff through training, embedding the program into the curriculum, and other program factors including universal delivery, screening of students’ mental health, and clear referral pathways. Knowledge about the program efficacy was also perceived as important by a large proportion of the respondents. Conclusions The digital depression prevention program was perceived as suitable for use within different schools in Australia, although certain factors need to be considered to enable effective implementation. Logistics and resources, support, and program factors were identified as particularly important for school-based implementation. To maximize the effectiveness in delivering digital programs, implementation may need to be tailored to the staff roles and school types.
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Mitchell, Andrew, Anna Rothbart, Greta Frankham, Rebecca N. Johnson, and Linda E. Neaves. "Could do better! A high school market survey of fish labelling in Sydney, Australia, using DNA barcodes." PeerJ 7 (June 14, 2019): e7138. http://dx.doi.org/10.7717/peerj.7138.
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Background Processed seafood products are not readily identifiable based on physical characteristics, which leaves the industry vulnerable to high levels of product mislabelling (globally estimated at 5–30% mislabelled). This is both a food safety issue and a consumer protection issue as cheaper species could be substituted for more expensive species. DNA barcoding is proving to be a valuable tool for authentication of fish products. We worked with high school students to perform a market survey and subsequent species assessment via DNA barcoding to investigate the accuracy of fish product names used by retailers in Sydney, Australia. Methods Sixty-eight fish samples, sold under 50 different common names, were purchased anonymously from two retailers in Sydney. Each product name was recorded and reconciled with the Australian Fish Names Standard (AFNS). Samples were DNA barcoded and resulting sequences were deposited in the online Barcode of Life Data system using the simplified Student Data Portal interface. Results Forty percent of the fish names did not comply with the AFNS, however, half of these were either spelling errors or vendors supplied more information than the standard requires. The other half of the non-compliant samples were given common names not listed on the AFNS. Despite this lack of standardization, DNA barcode data confirmed the retailers’ identifications for 93% of samples and 90% of species sampled. Discussion The level of mislabelling we report for Sydney retailers (7% of samples or 10% of species) compares favorably with the global rates of 5–30%, but unfavorably with the only previous DNA barcode fish authentication study for Australia, which found no confirmed mislabelling in Hobart. Our study sampled mostly Australian produce, only two retailers and no restaurants. Results of our limited sample suggest that although many Sydney fish retailers attempt to implement the voluntary fish name standards, the standards are inadequate. As Australia imports 75% of its seafood, and in other countries restaurants generally show lower levels of compliance than retailers, broader surveys are needed before generalizing these results. DNA barcoding is a powerful yet simple method supported by accessible online analytical tools. Incorporation of fish barcoding into high school science classes provided students with valuable firsthand experience in scientific research and drew together different strands of the NSW curriculum relating to genetics and sustainability. Given the techniques, equipment, and reagents are now readily accessible, we expect to see greater uptake of DNA barcoding technology by high schools, citizen scientists and consumer groups in Australia in future. However, there remains much scope for further development of DNA barcode diagnostics (both data and analytical methods) for commercial fish species.
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Peddell, Lewes, David Lynch, Richard Waters, Wendy Boyd, and Royce Willis. "How do Principals of High Performing Schools Achieve Sustained Improvement Results?" IAFOR Journal of Education 8, no. 4 (November 27, 2020): 133–49. http://dx.doi.org/10.22492/ije.8.4.08.
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Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, “transparent” relationships to encourage teacher buy-in. Importantly, these findings identified “organisational readiness”, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.
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Abu-Rayya, Hisham M., Maram H. Abu-Rayya, Fiona A. White, and Richard Walker. "Comparative Associations Between Achieved Bicultural Identity, Achieved Ego Identity, and Achieved Religious Identity and Adaptation Among Australian Adolescent Muslims." Psychological Reports 121, no. 2 (August 3, 2017): 324–43. http://dx.doi.org/10.1177/0033294117724448.
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This study examined the comparative roles of biculturalism, ego identity, and religious identity in the adaptation of Australian adolescent Muslims. A total of 504 high school Muslim students studying at high schools in metropolitan Sydney and Melbourne, Australia, took part in this study which required them to complete a self-report questionnaire. Analyses indicated that adolescent Muslims’ achieved religious identity seems to play a more important role in shaping their psychological and socio-cultural adaptation compared to adolescents’ achieved bicultural identity. Adolescents’ achieved ego identity tended also to play a greater role in their psychological and socio-cultural adaptation than achieved bicultural identity. The relationships between the three identities and negative indicators of psychological adaptation were consistently indifferent. Based on these findings, we propose that the three identity-based forces—bicultural identity development, religious identity attainment, and ego identity formation—be amalgamated into one framework in order for researchers to more accurately examine the adaptation of Australian adolescent Muslims.
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.
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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.
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Nathie, Mahmood. "Are Australian Islamic schools elitist?" Journal for Multicultural Education 15, no. 2 (June 8, 2021): 184–200. http://dx.doi.org/10.1108/jme-07-2020-0069.
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Purpose The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is often administered through costly tuition fees. Design/methodology/approach Quantitative analysis is used to examine four distinct elitist markers associated with Islamic schools, as they appeal to a market prescribed by faith, preference and demand. Data is sourced from selected government and independent school databases including the index of community socio-educational advantage (ICSEA) database. Findings The findings indicate that Islamic schools do not fit any of these markers partly because these schools are positioned predominantly in middle to lower socio-economic communities and areas where the measure of educationally advantaged backgrounds is only marginally above the ICSEA threshold of 1,000. Further, their enrolment criteria are not premised on high fee-based structures nor on exclusivist selection and enrolment practices that would tag them as elitist. Research limitations/implications It is quite possible that parental and community perceptions of Islamic schools using qualitative measures may identify some schools as elitist. This, however, has yet to be tested empirically in further studies relying on surveys, interviews and focus group sessions. Practical implications Islamic schools should not market nor portray themselves as elitist or exclusivist for that may undermine the very purpose of their function as faith-based institutions. Social implications Perceptions of elitism levelled against some Islamic schools must be weighed against a number of distinct social markers. The examination of four markers in this study does not support such perceptions. Elitist perceptions may abound within communities and amongst parents when vying for student placements in these schools. The basis for such observations, however, is at best anecdotal or outright conjectural in the absence of empirical evidence. Originality/value This is the first and only study that examines the issue of elitism amongst Islamic schools in Australia and elsewhere.
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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Assessment of Child and Adolescent Migrants to Australia: A Crosscultural Comparison." Behaviour Change 19, no. 4 (December 1, 2002): 220–35. http://dx.doi.org/10.1375/bech.19.4.220.
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AbstractThis study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustment (Bicultural Involvement Questionnaire), anxiety and trauma (Revised Children's Manifest Anxiety Scale, Trauma Symptom Checklist), self-esteem (Coopersmith Self-Esteem Inventory, Rosenberg Self-Esteem Scale), and coping ability (Coping Scale for Children and Adolescents). The main findings from this study indicate that culturally diverse groups residing in Australia vary in their experience of cultural adaptation, level of self-esteem, and symptoms of emotional distress, illustrating culture-specific strengths and weaknesses among young non-English speaking (NESB) students. This study reveals information on how culturally diverse migrants acculturate, the type and severity of symptoms they experience, and their capacity to cope in stressful situations. The need for culture-specific early intervention and prevention programs is discussed.
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Fan, Cynthia. "Family Relationship, Stress Level, and Academic Achievement of Chinese Immigrant Girls in Australia." Australian Educational and Developmental Psychologist 13, no. 2 (November 1996): 63–73. http://dx.doi.org/10.1017/s0816512200027528.
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AbstractThe adjustment of Chinese adolescent immigrant girls in Australia was the focus of this study. Specifically, stress level, parent-child conflict, and academic achievement of these girls were examined in the light of factors such as length of residence in Australia, country of origin, and ethnic identification. A questionnaire administered to 99 Chinese immigrant girls attending Melbourne high schools showed that adjustment was related to degree of Chinese identification, length of residence in Australia, and countries of origin. Length of residence in Australia was related to academic achievement. Degree of Chinese identification was related to stress level and parent-child conflict. Auspices of immigration were related to both academic achievement and stress level. The study suggests that Chinese immigrant girls are not a homogeneous group and, therefore, that service providers must be responsive to the needs of diflerent groups.
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Caudal, Sandra. "Australian Secondary Schools and the Teacher Crisis: Understanding Teacher Shortages and Attrition." Education and Society 40, no. 2 (November 1, 2022): 23–39. http://dx.doi.org/10.7459/es/40.2.03.
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The current teacher shortages in Australia are crippling the education sector. Schools have great difficulties in recruiting teachers and retaining the existing workforce. An unmanageable workload is to blame for teacher attrition as well as unsafe working conditions, high stress and burnout. The only way out of this crisis is a significant alleviation of the workload, and a review of the education system that mirrors the realities of a changing world.
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Bagshaw, Dale. "What adolescents say about conflict in secondary schools." Children Australia 23, no. 3 (1998): 17–22. http://dx.doi.org/10.1017/s1035077200008701.
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During 1997 researchers at the University of South Australia conducted qualitative and quantitative research with 663 students from a diverse range of secondary schools in the Adelaide metropolitan area. The research focussed on how 13 to 15 year old adolescents view and handle conflict with their peers and conflict with adults at school, such as teachers and counsellors. This paper reports on Phase 1 of the research, and on comments gathered from adolescents in Focus Groups about their experiences of conflict. Comments about the high level of aggression and violence in some secondary schools would indicate that broader, community-centred approaches may be needed before conflict management strategies, such as peer mediation, can work.
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Ylimaki, Rose M., Stephen L. Jacobson, and Lawrie Drysdale. "Making a Difference in Challenging, High-Poverty Schools: Successful principals in the USA, England, and Australia." School Effectiveness and School Improvement 18, no. 4 (December 2007): 361–81. http://dx.doi.org/10.1080/09243450701712486.
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Lummis, Geoffrey William, Julia Elizabeth Morris, and Graeme Lock. "The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education." History of Education Review 45, no. 1 (June 6, 2016): 115–30. http://dx.doi.org/10.1108/her-12-2014-0045.
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Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.
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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.
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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The target sample will be 960 year 7 and 8 students from 24 secondary schools in Australia, of which approximately 40% (384/960) will identify as Aboriginal or Torres Strait Islander. The study design is a 2-group, parallel cluster randomized controlled trial with allocation concealment. Recruited schools will be block randomized (ratio 1:1), stratified by geographical remoteness, by an independent statistician. Schools will be randomized to receive Strong & Deadly Futures, a web-based alcohol and drug prevention and social and emotional well-being program that delivers curriculum-aligned content over 6 lessons via an illustrated story, or health education as usual (control). Control schools will be supported to implement Strong & Deadly Futures following trial completion. Surveys will be administered at baseline, 6 weeks, 12 months, and 24 months (primary end point) post baseline. Primary outcomes are alcohol use (adapted from the National Drug Strategy Household Survey), tobacco use (Standard High School Youth Risk Behavior Survey), and psychological distress (Kessler-5 Psychological Distress Scale). Secondary outcomes are alcohol and drug knowledge and intentions, alcohol-related harms, binge drinking, cannabis use, well-being, empowerment, appreciation of cultural diversity, and truancy. Results The trial was funded by the National Health and Medical Research Council in January 2019, approved by the Human Research Ethics Committee of the University of Sydney (2020/039, April 2020), the Aboriginal Health and Medical Research Council of New South Wales (1620/19, February 2020), the Western Australian Aboriginal Health Ethics Committee (998, October 2021), and the ethics committees of each participating school, including the New South Wales Department of Education (2020170, June 2020), Catholic Education Western Australia (RP2020/39, November 2020), and the Queensland Department of Education (550/27/2390, August 2021). Projected dates of data collection are 2022-2024, and we expect to publish the results in 2025. A total of 24 schools have been recruited as of submission of the manuscript. Conclusions This will be the first cluster randomized controlled trial of a culturally inclusive, school-based alcohol and drug prevention program for Aboriginal and Torres Strait Islander youth; therefore, it has significant potential to address alcohol and other drug harms among Aboriginal and Torres Strait Islander youth. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620001038987; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380038&isReview=true International Registered Report Identifier (IRRID) PRR1-10.2196/34530
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Zhao, K. "Localising Chinese language curriculum construction: A case study in an Australian primary school." Global Chinese 6, no. 2 (September 1, 2020): 263–88. http://dx.doi.org/10.1515/glochi-2020-0014.
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Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating suitable learning content. In this way, a localised Chinese curriculum is constructed in the Australian educational environment. The case study shows that the local students’ translanguaging aptitudes between English and Chinese are developing and becoming influential, as they have engaged in learning Chinese in the form of a local practice – playing chess, which is a typical instance of their daily recurring sociolinguistic activities in school. Therefore, in the process of such contextualised learning practices, not only can Chinese be made learnable for them, but also the specific vocabulary learnt can be the basis for their wider learning of Chinese in the future.
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Bhat, Christine Suniti. "Proactive Cyberbullying and Sexting Prevention in Australia and the USA." Journal of Psychologists and Counsellors in Schools 28, no. 1 (July 3, 2017): 120–30. http://dx.doi.org/10.1017/jgc.2017.8.
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Middle and high school students interact via powerful social media platforms such as Facebook, Instagram, and Snapchat. Social media platforms are sometimes misused, resulting in cyberbullying and sexting that could adversely affect many in the school community. School counsellors, school psychologists, and educators are uniquely positioned to proactively address cyberbullying and sexting in schools with targeted educational and preventative programming. Attention to four facets is recommended: school climate initiatives, policy development and implementation, training in empathy and decision making in the context of online disinhibition, and challenges to use technology positively. Resources for cyberbullying and sexting prevention in Australia and the United States are highlighted.
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Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.
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This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.