Relevant bibliographies by topics / Home and school Australia

Academic literature on the topic 'Home and school Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Home and school Australia"

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English, Rebecca. "Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school." Journal of Pedagogy 12, no. 1 (June 1, 2021): 77–98. http://dx.doi.org/10.2478/jped-2021-0004.

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Abstract Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.
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Willis, Julie. "From home to civic: designing the Australian school." History of Education Review 43, no. 2 (September 30, 2014): 138–51. http://dx.doi.org/10.1108/her-02-2014-0009.

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Purpose – The purpose of this paper is to examine the design of state school buildings in Australia from the 1880s to the 1980s to establish common threads or similar concerns evident in their architecture at a national level. Design/methodology/approach – The researcher compiled a significant data set of hundreds of state schools, derived from government, professional and other publications, archival searches and site visits. Standard analytical methods in architectural research are employed, including stylistic and morphological analysis, to read the designs for meaning and intent. Findings – The data set was interrogated to draw out major themes in school design, the identification of which form the basis of the paper's argument. Four major themes, identifiable at a national level, are identified: school as house; school as civic; school as factory; and school as town. Each theme reflects a different chronological period, being approximately 1900-1920, 1920-1940, 1940-1960 and 1960-1980. The themes reflect the changing representation of aspiration for the school child and their engagement with wider society through the architecture of the school. Originality/value – The paper considers, for the first time, the concerns of educational architecture over time in Australia on a consciously national, rather than state, level.
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Richardson, Lesley. "Review of Transition from Home to School." Australasian Journal of Early Childhood 22, no. 1 (March 1997): 18–22. http://dx.doi.org/10.1177/183693919702200105.

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This paper is concerned with the transition of the child from home or preschool to the formal school environment in Australia and New Zealand. The entry age of children into school, procedures for enrolment, and the roles of teachers and parents are highlighted. All but two States in Australia have a reception full-day year in school prior to Year 1, few States have a common starting age, and different States and school systems use a variety of procedures to enrol children. All systems have advantages and disadvantages for the child and the school administration, but the need for a sense of continuity to smooth the transition and the management of stress that stems from the child's changed environment and routines is emphasised.
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Liddicoat, Anthony J., and Glenda Shopen. "What makes partnership valid? Home-school communication and parent-school partnerships." Australian Review of Applied Linguistics 22, no. 1 (January 1, 1999): 43–60. http://dx.doi.org/10.1075/aral.22.1.02lid.

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Abstract Recent work in literacy has emphasised the partnership between parents and schools in furthering children’s literacy development. This paper discusses the nature of this partnership in late primary school and early secondary school learning in Australia and the ways in which information is communicated between the partners. It is argued that, while schools devote a lot of attention to communicating with parents, this communication does not typically become true dialogue. Instead, the communication is always monodirectional with the school communicating messages to parents, but rarely receiving (or attending to) messages from parents. As such, parents come to be viewed by the schools as junior partners in their children’s literacy development and the school view of partnership focuses on moving parents into the school’s framework. At the same time some parents do not see the partnership in the same way as the school and instead locate responsibility for developing basic skills with the school. Attempts to include parents may then be seen as getting parents to do the school’s work. The study concludes that in current practice there is not actual partnership between school and home in the group investigated.
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Mander, David J., Lynne Cohen, and Julie Ann Pooley. "‘If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It’: Aboriginal Students’ Perceptions of Going to Boarding School in Western Australia." Australian Journal of Indigenous Education 44, no. 1 (April 22, 2015): 26–36. http://dx.doi.org/10.1017/jie.2015.3.

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This study explored the experiences of 32 male Aboriginal students from regional and remote towns and communities while they attended a metropolitan boarding school away from home and family in Perth, Western Australia. Using narrative interviews it specifically investigated how these Aboriginal students construct meaning around the transition experience to boarding school. Three major themes emerged from the data: (1) Decision Making and the subthemes of Choice-less Choice and Opportunity; (2) Organisational Climate and the subthemes of School Environment and Belonging, Culture Shock, Homesickness, Identity, Code Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer Relations; and (3) Relational Change and the subthemes of Family Dynamics, Friendships at Home, and Cultural Connectedness. This study emphasises the importance of conceptualising and understanding social phenomena from the perspective of those who actually undertake the experience, and the findings are discussed in terms of policy and practice relevant to Australian boarding schools.
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Mudwari, Nabaraj, Monica Cuskelly, Carol Murphy, Kim Beasy, and Nirmal Aryal. "Impact of COVID-19 on refugee-background students during school shut down in Australia: A call for action." Teachers and Curriculum 21, no. 1 (July 28, 2021): 71–76. http://dx.doi.org/10.15663/tandc.v21i1.356.

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The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students’ activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing. Keywords: COVID-19, refugee-background students, education loss, physical, mental and social wellbeing, Australia
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Wigglesworth, Gillian, and Rosey Billington. "Teaching creole-speaking children." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 234–49. http://dx.doi.org/10.1075/aral.36.3.01wig.

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There are now significant numbers of children who speak a language other than English when they enter the formal school system in Australia. Many of these children come from a language background that is entirely different from the school language. Many Indigenous children, however, come from creole-speaking backgrounds where their home language may share features with the school language whilst remaining substantially different in other ways. What often makes this situation more challenging is the tendency to view creole, rather than as a different language, as a kind of deficient version of the standard language. Children entering the school system with a creole thus often encounter considerable difficulties. In addition, teachers who are not trained in teaching creole-speaking children may not recognise these difficulties. This paper explores some of these issues in the Australian context with reference to home languages such as Kriol and Torres Strait Creole (TSC) as well as minority dialects such as Australian Aboriginal English (AAE), and discusses possible resolutions.
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van Gelderen, Ben, and Kathy Guthadjaka. "School is Home, Home as School: Yolngu '˜On Country' and 'Through Country' Place-Based Education From Gäwa Homeland." Australian and International Journal of Rural Education 29, no. 3 (November 6, 2019): 56–75. http://dx.doi.org/10.47381/aijre.v29i3.235.

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In the review of rural, regional and remote education in Australia, Halsey briefly reflected on the old conundrum of how traditional Indigenous culture and 'western' knowledge (as represented in mainstream curriculum) might be integrated in remote schooling contexts. The recommendation supplied was for 'greater opportunity in the curriculum for learning about and valuing home and Homelands knowledge and life skills' (Halsey, 2018, p. 32). But what are 'homelands' and why were they viewed as so vital by the Indigenous Elders Halsey consulted? In fact, in north-east Arnhem Land, such a (seemingly) simple recommendation rests upon a long and complex history of Indigenous negotiation with balanda (white) educational policies and practices. At the Warramiri Yolŋu homeland of Gäwa, a philosophy of education has developed to encompass a profound place-based prioritisation. Community research from Gäwa will be outlined to elucidate this localised Indigenous 'on country' and 'through country' pedagogy, and a practical demonstration of the philosophy in terms of the incorporation of a Warramiri 'turning' seasonal-cycle curriculum will also be briefly discussed.
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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.

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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Holmes, Catherine Claire. "Childhood, Play and School: A Literature Review in Australia." Magis, Revista Internacional de Investigación en Educación 13 (December 10, 2019): 1–25. http://dx.doi.org/10.11144/javeriana.m13.cpsl.

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Around age three, First Nations children in remote communities in Australia undertake a major transition from the home to formal schooling. This very important period of child development is typically monitored by non-First Nations educators. Yet these educators typically know little about First Nations child development of children aged birth to seven. The purpose of this review is to demonstrate the importance of describing the process of acquiring social and cultural practices that enable a child to become a dynamic, knowledgeable participant in a First Nations context from a strengths perspective.
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Dissertations / Theses on the topic "Home and school Australia"

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Moir, Leah. "Preparing for career without school: The experiences of home educating families in Australia." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/236548/1/Leah%2BMoir%2BThesis%282%29.pdf.

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This study explores the approaches and methods used by home educating parents to facilitate their child's transition to tertiary education and the working world. These parents provided capital through autonomy, self-exploration, and community experience. Their methods included a strong advocational element to provide opportunity for the young person. Although divergent from mainstream pathways, their methods proved sufficient to facilitate a successful transition for the young person to tertiary education and the working world.
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Malik, Ranbir Singh. "Influence of home and school environments on the academic performance of Chinese-Australian and Anglo-Australian students studying at an academically-oriented high school in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1390.

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Although minority status has been associated with low academic achievement, the “high Asian achieving syndrome" remains as one of the unresolved sociological puzzles. Consistent evidence suggests that regardless of the family status, children from the Asian migrant families, settled in the industrialised countries, tend to perform academically better than their counterparts from the dominant group. This disparity is attributed to a number of factors, which taken separately, do not address this complex issue. In Australia little research has been done to compare the home environment and school experiences of children coming from Chinese-Australian and Anglo-Australian families even though the number of children from the Southeast Asian region has steadily increased. This thesis investigates the influence of home and school on the academic performance of high school students coming from Chinese-Australian and Anglo-Australian families who resided in a predominantly middle class suburb and their children attended one particular state school in Perth, Western Australia. By studying children in their homes and classrooms I have attempted in this ethnographic study to construct some theoretically coherent explanations to understand the disparity in academic performance of Chinese-Australian and Anglo-Australian high school students. In order to capture what teachers, parents, and children say and do as a product of how they interpret the complexity of their world this study explores how macro and micro processes are linked to children's academic performance. As this study aims to understand social events from each individual's point of view it assumes that human behaviour is the result of indispensable and continuous interactions between persons and the situations they encounter. The findings of this study, with no claim to generalise beyond these families, suggest that the reason why Chinese-Australian and Anglo-Australian children have different educational outcomes is that these families socialise their children differently. From this study emerge two different models: and academic oriented Chinese-Australian model and a sports oriented Anglo-Australian model. At the start of high school there was no marked difference in ability and performance based on ethnicity. By the time they completed lower secondary school all Chinese-Australian students had improved in English and enrolled in a normal stream in English. Except for one student, they had selected TEE subjects with a university education as their main goal. At this stage, Anglo-Australians, with the exception of two students (who had selected TEE subjects), had decided to study either a mixture of TEE and TAFE subjects or easier TEE subjects. At the end of Year 12 all Chinese-Australian, except for one, had qualified to study at university. From Anglo-Australian group, only two students had qualified to study at university. This pattern of performance is consistent with the high Asian achieving syndrome and lack lustre performance of Anglo-Australian students. However, this study serves some sober reminder about the narrow focus by Chinese-Australians and lack of effort by Anglo-Australian students.
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Johnson, Bruce. "An evaluation of the use and impact of a school based child abuse prevention program /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.
Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
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Hadwen, Kate Margaret. "Leaving home: Investigating transitioning challenges faced by boarding students and their families." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1628.

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Transitioning to boarding school during the middle years of childhood impacts upon the social, emotional and academic wellbeing of young people (Bramston & Patrick, 2007; Connell & Wellborn, 1991; Deci, Vallerand, Pelletier, & Ryan, 1991; Earls & Carlson, 2001). Students who live at school as boarders, may experience greater transitional changes in all three components of wellbeing due to the extent of change experienced during this transition. While research addressing transitioning to school has indicated the importance of connectedness to school, bonding, friendships and a sense of autonomy (Eccles et al., 1993), there is limited research addressing the transitioning experiences of boarding students and their families. This mixed methodology study sought to understand how boarding students experience transitioning into boarding school, its possible association with connectedness to the boarding house, reported levels of staff support, loneliness, homesickness and help-seeking for homesickness. Focus groups and interviews were used to better understand how parents experience the transitioning of their children into boarding school. This thesis used data collected from a Healthway funded Starter Grant. The research was cross-sectional by design involving a purposeful sample of 267 students, 59% male and 41% female, aged 12 - 15 years, who lived in one of eight metropolitan and regional boarding settings in Western Australia (WA) in 2011, and 37 of their parents. Data for this project were collected from October, 2010 to September, 2011 The first research question used qualitative data to explore the experiences of boarding parents. Findings suggested parents appeared to be more affected by their children leaving home than did the majority of boarding students. The following strategies were suggested as helpful to support positive transitions: preparing both parents and their children effectively for the move; making contact with other boarding parents at least six months prior to the transition; having meaningful connections with the staff caring for their children communicating and visiting their children regularly; co-developing with their children communication and visiting plans; and, keeping busy. Research questions two to five analysed quantitative data collected through a student survey. The following transitioning activities were found to be either very helpful and / or associated with other benefits (as listed above): tour of the boarding house; sleepover with or without parents; separate information targeting students and parents sent or given to boarding families, up to date information on the Internet; Orientation Day; peer mentors; staff telephoning students prior to transition; and, boarding staff meeting with each family individually on or following Orientation Day. Homesickness was most commonly experienced during the first two weeks of boarding and when students returned after their holidays. Girls, younger students and International students reported experiencing more homesickness. Three factors: psychosomatic symptoms; separation distress; and, grief and loss, best explained how students in this study experienced homesickness. Help-seeking behaviours comprised the factors contacting parents, keeping busy and conversing with staff and students. A number of activities were associated with reductions in both psychosomatic symptoms and separation distress; however, for those students who experienced grief and loss, going on leave with their parents and knowing when their parents would next be visiting or taking them on leave appeared to be the only activities that reduced students’ grief response. Help-seeking was most evident for students who experienced psychosomatic symptoms or feelings of separation distress. Students who experienced grief and loss were less likely to report seeking help. Girls and younger students reported utilising the most help-seeking strategies. The findings of this study and the subsequent recommendations will assist families and staff to better understand the experiences of boarding students and their families as students transition into boarding.
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Hicks, June, and n/a. "An implementation of a curriculum framework : a case study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.

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A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.
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LACERDA, ANA LUIZA VALENTE MARINS DRUDE DE. "YOU WILL NOT MAKE AUSTRALIA HOME: PRACTICES OF BORDER CONTROL IN AUSTRALIA." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27635@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Diversos processos nos últimos vinte e cinco anos vêm transformando o entendimento das fronteiras e da mobilidade internacional, com um número cada vez maior de pessoas que se deslocam e de fronteiras que se multiplicam para além dos limites territoriais de cada estado. Ao lado desses processos, que alteram a velocidade do movimento, criam novos caminhos para a circulação e oferecem novas formas de vigilância e bloqueio dos indivíduos, a interpretação das fronteiras começa a ser redefinida buscando dar conta desses novos processos, tanto para facilita-los quanto para proibi-los. Seguindo essas transformações no entendimento das fronteiras e com um histórico de constantes inovações nas políticas migratórias, a Austrália em 2013 adotou a Operation Sovereign Borders, uma operação que abarca diversas dessas transformações. A Operation Sovereign Borders criou e institucionalizou novas práticas de controle da imigração, sendo permeada por uma racionalidade específica do medo da invasão e apoiada em extensas e controversas inovações legislativas. O presente trabalho apresenta as diferentes transformações das fronteiras e suas interpretações, explorando para isso o caso australiano, seu campo de controle de imigração e fronteiras, os atores desse campo, sua legislação, racionalidade e práticas.
Different processes in the last twenty-five years have transformed the understanding of borders and international mobility, with an increasing number of people on the move and borders that multiply beyond the territorial limits of the state. Alongside these processes that alter the speed of movement, create new pathways for circulation and offer new forms of surveillance and blocking of individuals, the interpretation of borders is being redefined seeking to account for these new processes, both to facilitate them and to prohibit them. Following these changes in the understanding of borders and with a history of constant innovations in immigration policies, Australia in 2013 adopted the Operation Sovereign Borders, an operation that encompasses several of these transformations in seeking greater control and by using more violence against asylum seekers. The Operation Sovereign Borders created and institutionalized new immigration control practices, being permeated by a specific rationality of the fear of invasion and supported by extensive and controversial legislative innovations. This dissertation presents the transformations of borders and their interpretations, exploring the Australian case, its field of migration and border control, the actors in this field, its legislative structure, its rationality and practices.
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Clements, Andrea D. "Home School Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7206.

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Book Summary: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
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Brescianini, Gary Joseph. "Issues in electronic in-home grocery shopping in Australia." Thesis, Queensland University of Technology, 1991. https://eprints.qut.edu.au/226973/1/T%28BS%29%2043_Brescianini_1991.pdf.

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Electronic in-home grocery shopping is an alternative shopping concept that has existed in a number of countries for some time but as yet has not been established in Australia. This paper presents an exploratory study into the major issues likely to be encountered during it's introduction into Australia. The methodology used incorporates a combination of literature review and case study techniques. The relevant issues are initially established by a literature review. The case studies of two Australian developments are then reviewed to determine the relevancy of these issues to the developments. The research problem is one of how electronic in-home grocery shopping will be marketed to those consumers involved in shopping for grocery products. The findings consist of proof of the importance of the identified issues and their role in the Australian developments in this new shopping concept. The study identifies two new systems are close to implementation in Australia. These systems will provide a major convenience benefit for Australian consumers as consumers make radical changes in their shopping habits by embracing new interactive technology. A major conclusion is that there is potential for rationalisation of the grocery retailing industry. The industry is already a dynamic, highly concentrated industry and will become one in which further concentration or fragmentation into specialised regional areas will evolve. The degree of industry rationalisation will depend upon the policy that the current major retailers will adopt in addressing these issues. Directions for future research are presented.
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Netolicky, Deborah M. "Down the rabbit hole: Professional identities, professional learning, and change in one Australian school." Thesis, Netolicky, Deborah M. ORCID: 0000-0002-5258-0890 (2016) Down the rabbit hole: Professional identities, professional learning, and change in one Australian school. PhD thesis, Murdoch University, 2016. https://researchrepository.murdoch.edu.au/id/eprint/30269/.

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This study takes researcher and reader down the rabbit hole of story with its unique approach to the phenomena of professional identity, professional learning, and school change. It examines the perspectives of 14 educators: a range of teachers and leaders in one independent Australian school and in the context of a teacher growth intervention. Set against the backdrop of the global push for teacher quality, and consequent worldwide initiatives in the arenas of teacher professional learning and school change, the study generates context-specific connections between lived critical moments of identity formation, learning, and leading. A bricolaged paradigmatic stance weaves together a social constructionist, phenomenological approach to narrative inquiry. Data were generated primarily from individual narrative-eliciting interviews, of the researcher, two teachers, and 11 school leaders. Extended literary metaphor and known literary characters operate as a symbolic and structural frame. Alice, the White Rabbit, and the Cheshire Cat, from Lewis Carroll’s Alice’s Adventures in Wonderland, are analytical tools for the presentation and analysis of the perspectives of researcher, teacher, and leader participants. While the study set out to explore the ways in which educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences, which shape professional selves and practices. School context, and the alignment of the individual with the collective, emerged as key factors for individual and school change. Transformation of educators’ identities and practices was evident in environments which were supportive, challenging, and growth focused, rather than evaluation driven. Identity formation, individual professional growth, and collective school change were revealed to be unpredictable, fluid processes in which small, unexpected moments can have far-reaching effects. The findings have implications for the theorisation of identities, and the research and implementation of professional learning and school change.
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Maddock, Mandy. "Home-school relationships : understandings of children's learning at home." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249055.

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Books on the topic "Home and school Australia"

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Fleming, Nicole. Well-being among Young Australians: Effects of work and home life for four Youth in Transition cohorts. Camberwell, Australia: Australian Council for Educational Research, 1998.

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Cairney, Trevor. Beyond tokenism: Parents as partners in literacy. Carlton, Victoria: Australian Reading Association, 1992.

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Lynne, Munsie, ed. Beyond tokenism: Parents as partners in literacy. Portsmouth, NH: Heinemann, 1995.

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Peter, Conrad. At home in Australia. New York: Thames & Hudson, 2003.

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Peter, Conrad. At home in Australia. Canberra: National Gallery of Australia, 2003.

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Webb, Charles Richard. Home school. Waterville, Me: Wheeler Pub., 2008.

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Smith, R. H. Home sweet home-school. [Aurora, MO: Stoops Pub., 1997.

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John, Marsden. Home and away. Melbourne: Hachette Livre, 2008.

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Lemer, Ali, and Kent MacCarter. Joyful strains: Making Australia home. South Melbourne, Vic: Affirm Press, 2013.

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Dave, Mearns, and Smith Maureen, eds. Home from school. Glasgow: Jordanhill College of Education, 1987.

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Book chapters on the topic "Home and school Australia"

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Willis, Linda-Dianne. "Creating New Spaces for Pre-service Teachers to Engage with Parents: An Australian Coteaching and Cogenerative Dialoguing Project." In Home-School Relations, 207–25. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_12.

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Petrou, Kirstie, and John Connell. "Home Again." In Pacific Islands Guestworkers in Australia, 297–362. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5387-3_9.

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Maloney, Danielle. "Australia." In Case Studies in Global School Health Promotion, 377–85. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-92269-0_28.

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Shanahan, Rodger. "Jihad at Home." In Islamic State in Australia, 47–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003317517-3.

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David, Miriam. "Home-School Relations." In Mothers and Education: Inside Out?, 31–58. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-23006-8_2.

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Johnson, Mitchelle. "Home-School Partnerships." In Encyclopedia of Cross-Cultural School Psychology, 517–20. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_199.

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Cusden, Phoebe E. "Home and School." In The English Nursery School, 146–50. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003328315-9.

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Smith, Sue Erica. "Buddhism in Australia." In Buddhist Voices in School, 9–18. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-416-1_2.

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Guo, Yan, and Xueqin Wu. "Home-School Relations: An Introduction." In Home-School Relations, 1–12. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_1.

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Kim, Anna. "Parent–School Partnerships in Education: New Development of the School Council in South Korea." In Home-School Relations, 175–87. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_10.

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Conference papers on the topic "Home and school Australia"

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Fraser, Katie, Tom Rodden, and Claire O'Malley. "Home-school technologies." In Proceeding of the 2006 conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1139073.1139111.

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Cheng, Britte Haugan, Serena Villalba, Daniel Schwartz, Doris Chin, Patrik Lundh, and Aasha Joshi. "Bridging school and home." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599545.

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Saslis-Lagoudakis, Georgios, Keith Cheverst, Alan Dix, Dan Fitton, and Mark Rouncefield. "Hermes@Home." In the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1228175.1228183.

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Dion, Aurelie, Jade Faucher, Anne-Marie Larocque, Genevieve Morency, and Jacynthe Roberge. "DOÜ: From School to Home." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3514489.

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"An exploration of female home ownership patterns in Australia." In 18th Annual European Real Estate Society Conference: ERES Conference 2011. ERES, 2011. http://dx.doi.org/10.15396/eres2011_344.

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Jónsdóttir, Kristín. "New Barriers in Home-School Relationship." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889804.

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Jónsdóttir, Kristín. "New Barriers in Home-School Relationship." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889804.

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Ngwenya, Elkana. "Sunday school-work times of teachers in Tasmania, Australia." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606022.

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de Klerk, Nicholas, and Arthur W. Musk. "Rate Of Malignant Mesothelioma After Home Exposure In Western Australia." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a4693.

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Zhu, Shiyang, and Haorui Zhang. "School-based Bullying Prevention Program in Australia: Safe Schools Program." In 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220401.029.

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Reports on the topic "Home and school Australia"

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Huang, Aris, Debbie Wong, Elizabeth Cassity, and Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.

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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Dix, Katherine, Rachel Felgate, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. School libraries in South Australia 2019 Census. Australian Council for Educational Research, September 2020. http://dx.doi.org/10.37517/978-1-74286-583-6.

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Agostinelli, Francesco, Morteza Saharkhiz, and Matthew Wiswall. Home and School in the Development of Children. Cambridge, MA: National Bureau of Economic Research, July 2019. http://dx.doi.org/10.3386/w26037.

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Jauhiainen, Catharine. The Home-School Connection: Parental Influences on a Child's ESL Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7252.

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Garcia, F. E., J. L. Gasch, J. W. Wenger, and B. D. Ray. Evaluation of the Pilot Program for Home School and ChalleNGe Program Recruits. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada418850.

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Rector, Shiela. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6267.

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Templeton, Patricia. College-bound cowboys: The Los Alamos Ranch School Before the wartime lab, Los Alamos was home to a boarding school. Office of Scientific and Technical Information (OSTI), July 2021. http://dx.doi.org/10.2172/1810504.

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Cunningham, Miranda. Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3083.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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