Journal articles on the topic 'Home and school Australia'
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1
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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Johnson, Brittany J., Dorota Zarnowiecki, Claire L. Hutchinson, and Rebecca K. Golley. "Stakeholder Generated Ideas for Alternative School Food Provision Models in Australia Using the Nominal Group Technique." International Journal of Environmental Research and Public Health 17, no. 21 (October 29, 2020): 7935. http://dx.doi.org/10.3390/ijerph17217935.
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Good nutrition is important for children’s learning, growth, and development, yet food intake during school hours does not align with recommendations. In Australia, most school children currently bring a packed lunch from home, but what if there was a different way? This project aimed to engage a diverse range of stakeholders to (1) generate, refine and prioritize ideas for novel models of food provision to Australian children within school hours, and (2) to determine and rank the potential barriers and facilitators to changing the school food provision system. This study used nominal group technique virtual workshops—three idea generation workshops (n = 21 participants) and one consensus workshop (n = 11 participants). School lunch prepared onsite was the top ranked food provision model option based on impact and achievability. Potential barriers (n = 26) and facilitators (n = 28) to changing the school food system were generated. The top ranked barrier and facilitator related to government support. This study highlights that there is an opportunity to explore partnerships and utilize existing skills and infrastructure to introduce a universal school-provided lunch model in Australia. The next steps should focus on building the business case capturing the social value of investing in school lunches, including considering parent-paid and subsidized options.
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Strnadová, Iva, and Therese M. Cumming. "The importance of quality transition processes for students with disabilities across settings: Learning from the current situation in New South Wales." Australian Journal of Education 58, no. 3 (July 16, 2014): 318–36. http://dx.doi.org/10.1177/0004944114543603.
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This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.
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Zhang, Hongzhi, and Philip Wing Keung Chan. "Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders." Social Sciences 10, no. 10 (October 11, 2021): 377. http://dx.doi.org/10.3390/socsci10100377.
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Greater demand for quality post-secondary education has been seen in Asia, particularly in China. Many Western countries have seen a rise in international education. Increasingly, schools in Australia are embracing internationalisation policies, leading to an increase in international student enrolment before the COVID-19 pandemic in 2020. International students in school education are something of a little-understood issue for educational scholars, policy makers and the general public. Leadership is seen as pivotal in the success of schools’ internationalisation program. By applying a mixed-method approach to collect data from an online Qualtrics survey and semi-structured interviews with independent school leaders in Australia, this paper reports how school leaders understand Confucian Heritage Culture (CHC) international students’ linguistic, cultural and educational contributions to schools, and their experience in supporting the international students to adapt into the new educational environments through various programs and strategies. This article also advocates that it is vital to respect the international students’ educational subjectivities generated in their “home” countries when providing support programs to help them engage with new educational contexts in “host” nations.
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Gerber, Rod, and Tammy Kwan. "Adolescent Students' Conceptions of Different Environments Through Photographs." Australian Journal of Environmental Education 17 (2001): 9–18. http://dx.doi.org/10.1017/s081406260000238x.
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AbstractPhotographs of familiar and unfamiliar environments are used extensively in studies about areas around the world. The study reported here describes a pilot investigation of how 27 Australian secondary school adolescent students understood and interpreted a familiar environment (represented by Australia) and unfamiliar environments (represented by Singapore and Hong Kong) through 18 coloured photographs. Few of these adolescent students had visited Singapore or Hong Kong, but most of them have travelled in their home country, Australia. They have viewed more of the Australian environment than the Asian environments through media such as television.The results from this pilot study revealed considerable variation in their understanding of Australian as opposed to Asian environments. The familiar Australian environments were described in physical and human terms whereas the less familiar Asian environments were described in human and cultural terms. Qualitatively different conceptions were also derived from the adolescent students' interpretation of land use and environment from these photographs.
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McKay-Brown, Lisa, Rebecca McGrath, Leah Dalton, Lorraine Graham, Alison Smith, Judy Ring, and Kathy Eyre. "Reengagement With Education: A Multidisciplinary Home-School-Clinic Approach Developed in Australia for School-Refusing Youth." Cognitive and Behavioral Practice 26, no. 1 (February 2019): 92–106. http://dx.doi.org/10.1016/j.cbpra.2018.08.003.
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HEYWORTH, J. S., P. BAGHURST, and K. A. McCAUL. "Prevalence of gastroenteritis among 4-year-old children in South Australia." Epidemiology and Infection 130, no. 3 (June 2003): 443–51. http://dx.doi.org/10.1017/s0950268803008288.
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The aim of this study was to determine the prevalence of gastroenteritis among children aged 4 years in South Australia. A cross-sectional survey of 9543 South Australian children aged 4 years was undertaken. Parents completed a questionnaire on behalf of their child who had attended a pre-school health check in 1998. The questionnaire covered gastrointestinal and respiratory symptoms experienced by the child in the previous 2 weeks and other risk factors for gastroenteritis. The 2-week prevalence of gastroenteritis among 4-year-old children was 14·2%. The major risk factors for gastroenteritis were presence of persons who had gastroenteritis inside the home, contact with persons who had gastroenteritis outside the home, antibiotic use and sore throat. Medical attention was sought for 20% of children who had gastroenteritis. Gastroenteritis is a significant cause of morbidity among young children and presents a considerable burden on the community. A substantial proportion of these occurrences of highly credible gastrointestinal symptoms may be manifestations of respiratory infections.
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Mander, David J. "Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia." Australian Journal of Indigenous Education 44, no. 2 (September 28, 2015): 173–83. http://dx.doi.org/10.1017/jie.2015.21.
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This study explored the experience of having a child educated away from home at boarding school for Aboriginal parents living in regional and remote communities in Western Australia (WA). In-depth interviews were conducted with 11 participants and thematic analysis found the following major themes emerged from the data: (1) Access, Standards and Quality, and the subthemes of Declining Local Schools, Opportunity, and Worldliness; (2) Parental Agency and the subthemes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings and; (3) Cultural Heritage and the subtheme of Maintenance and Transmission. The findings are described and then discussed in terms of practice implications relevant to boarding schools in WA. Limitations of the current study are acknowledged and directions for future research are proposed.
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Plotnikoff, Ronald C., Klaus Gebel, and David Revalds Lubans. "Self-Efficacy, Physical Activity, and Sedentary Behavior in Adolescent Girls: Testing Mediating Effects of the Perceived School and Home Environment." Journal of Physical Activity and Health 11, no. 8 (November 2014): 1579–86. http://dx.doi.org/10.1123/jpah.2012-0414.
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Background:According to social-cognitive theory (SCT), self-efficacy affects health behavior both directly and indirectly by influencing how individuals perceive their environment. This study examines whether perceptions of home and school environment mediate the association between self-efficacy and physical activity (PA) and sedentary behavior in adolescent girls.Methods:Baseline data from the Nutrition and Enjoyable Activity for Teen Girls (NEAT) was used for this study. Grade 8 female students (n = 357) were recruited from 12 secondary schools located in low-income communities in the Hunter Region, New South Wales, Australia. PA was assessed using accelerometers, and sedentary behavior by self-report and accelerometers. Self-reported measures were used for perceived home and school environment and self-efficacy. Multilevel regression models were calculated to determine if the perceived environment mediated the relationship between self-efficacy with both PA and sedentary behavior.Results:The perceptions of the school and home environment did not mediate the relationship between PA self-efficacy and PA behavior or sedentary behavior.Conclusion:The mediated models were not supported for PA or sedentary behavior. However, other results of this paper may be helpful for future theory development and practice. More research is needed to understand behaviors in unique populations such as this.
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Goh, Edmund, Sandy Nguyen, and Rob Law. "Marketing private hotel management schools in Australia." Asia Pacific Journal of Marketing and Logistics 29, no. 4 (September 11, 2017): 880–89. http://dx.doi.org/10.1108/apjml-09-2016-0183.
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Purpose The purpose of this paper is to explore the perceptions of 46 hotel management students from four leading private hotel management schools (PHMS) in Australia on their decision in choosing a PHMS over a traditional public university. Design/methodology/approach Employing the theory of planned behaviour as a theoretical framework, the qualitative interview data identified ten key attitudes, four reference groups and four perceived difficulties as potential motivators of students deciding to enrol in PHMS. Findings This paper identified reputation of school and industry placement opportunities as key attitudinal items shaping students’ decision-making process. With regards to important social groups, education agents and family were key reference groups. In relation to perceived difficulties, students reported tuition and living costs, and far distance from home as key barriers in their decision to study at PHMS. Research limitations/implications The sample draws upon students from a single state, New South Wales, Australia and this limits the generalisability of the authors’ findings. This study also excluded students from Australian public universities who may hold different perceptions towards studying at a PHMS. Practical implications The findings have important implications for hotel schools to improve their curriculum designs and embed practical hands on the learning experience of their students. Marketing agencies can also use these motivational attributes in developing effective marketing campaigns to increase enrolment figures. Originality/value This framework has proven to be useful in helping marketers understand various underlying motivational factors to attract prospective students to enrol in private hotel management schools.
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Cousley, Alex, Peter Siminski, and Simon Ville. "The Effects of World War II Military Service: Evidence from Australia." Journal of Economic History 77, no. 3 (August 21, 2017): 838–65. http://dx.doi.org/10.1017/s0022050717000717.
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Outside of the United States, few studies have estimated the effects of World War II service. In Australia, general war-time conscription and minimal involvement in the Korean War led to large cohort differences in military service rates, which we use for identification. We find a small, temporary negative effect on employment and a substantial positive effect on post-school qualifications, but not at the university level. While service increased home ownership slightly, it greatly reduced outright home ownership, consistent with the incentives provided by veterans' housing benefits. We also find a positive effect on marriage, but only from 1971.
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Spears, Barbara, Phillip Slee, Larry Owens, and Bruce Johnson. "Behind the Scenes and Screens." Zeitschrift für Psychologie / Journal of Psychology 217, no. 4 (January 2009): 189–96. http://dx.doi.org/10.1027/0044-3409.217.4.189.
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This qualitative study explores the human dimension of two subtypes of bullying in an Australian schooling context. Individuals’ knowledge, understanding, and experiences of covert (behind the scenes) and cyber (behind the screens) bullying were explored through stories of what has actually been occurring in and around their schools. Participants were adolescent students (n = 20), teachers (n = 10) and school counselors (n = 6) from a variety of schools across Adelaide, South Australia. They recounted stories about covert and cyberbullying from their social networks and schooling contexts, giving authentic “voice” to these behaviors. Each narrative was uploaded to a dedicated website, contributing to an online “storybook,” and providing information rich cases that enabled “issues of central importance” ( Patton, 1987 ) to emerge. Narrative and thematic analyses revealed that covert and cyberbullying have much in common, but that cyberbullying in particular evoked strong negative feelings and emotions which included fear, as well as disruption to and dislocation from the participants’ relationships. Participants indicated that the power differential was clearly understood and there was a clear sense of helplessness associated with cyberbullying. In particular, cyberbullying was found to operate both covertly and overtly via e-technologies, across school and home boundaries.
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Rowntree, Margaret R., and Carole Zufferey. "Lesbians’ embodied and imagined homes: ‘It’s an internal journey’." Sexualities 20, no. 8 (December 29, 2016): 943–58. http://dx.doi.org/10.1177/1363460716677483.
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This article explores how nine lesbian women in Australia embody and imagine ‘home’. Using visual methodology, each woman was invited to bring along an artefact and tell a story about how it represents home for her. The methods for producing the data involved a focus group and individual interviews. Following a school of thought known as the sociology of emotions, the data were analysed for insights connected to participants’ emotions. The study highlights the importance of the internal journey in how these women primarily embody and imagine home.
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Macknight, Vicki. "So, you want to feel at home? Domesticating Australia in 1950s primary school education1." Journal of Australian Studies 34, no. 1 (March 2010): 49–61. http://dx.doi.org/10.1080/14443050903522051.
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Maadad, Nina, and Marizon Yu. "Conceptualising Refugee Girls’ Perspectives on Education, Child Marriage and Life in Lebanon, Australia and Sweden." Education and Society 40, no. 1 (July 1, 2022): 5–23. http://dx.doi.org/10.7459/es/40.1.02.
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This article explores the education experiences of Syrian and Iraqi refugee children, specifically girls, enrolled in high schools in Australia, Lebanon and Sweden. Symbolic interactionism frames the analysis of in-depth interviews, demonstrating the adolescent girls’ ability to take perspectives on their home environment, school, community and life experiences. Influenced by socialisation to these environments, the article asserts that refugee girls have defined their situations, developed their own personal perspectives and adjusted their behaviour in line with others. Additionally, this paper reinforces the analytical framework regarding refugee girls’ schooling experiences through critical pedagogy by recognising the nature of their educational disadvantage.
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Jayatilaka, Jennifer. "Family Literacy: Schools and Families of Young Children Working Together." Australasian Journal of Early Childhood 26, no. 2 (June 2001): 20–24. http://dx.doi.org/10.1177/183693910102600205.
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This paper examines ways in which schools and their communities might work together to support young children's literacy development as they make the transition from home to school. Recent research in the area of family literacy is discussed and the terms ‘literacy’ and ‘family literacy’ defined. Implications and recommendations for schools are discussed in terms of a participatory, empowering model of family literacy. This model is illustrated by examples from a recent family literacy initiative conducted by the author. Jenny Jayatilaka completed this research as part of her Masters degree at Edith Cowan University, Western Australia. She has been an early childhood educator for more than 20 years.
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Salter, Claire. "Conducting communication assessments with school aged aboriginal children in the Kimberley region of Australia." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 316–34. http://dx.doi.org/10.1075/aral.36.3.06sal.
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Speech pathology assessment within cross-cultural contexts, where the assessor and client differ in their cultural backgrounds, can create many challenges for assessment usage and implementation. With Australia being home to people from many cultures, this isa particular challenge for speech pathologists working in this country. This paper outlines the development of an assessment specifically for Aboriginal children living in a discrete region of the Kimberley in Western Australia. This assessment was developed in collaboration with local language experts as well as speech pathologists experienced in the area of assessment with Indigenous children. Nearly all parts of the assessment were administered by a local co-worker in the children’s first language, Kimberley or Fitzroy Valley Kriol. The paper outlines the specific components of the assessment as well as the approaches taken to ensure fair and accurate assessment of children’s communication skills. It highlights the benefits of collaborating with local co-workers and provides those working with Indigenous children in Australia with practical activities to consider.
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Hay, Ian, and Monica Cuskelly. "School Counsellors and Young People in Care." Australian Journal of Guidance and Counselling 16, no. 1 (July 1, 2006): 106–18. http://dx.doi.org/10.1375/ajgc.16.1.106.
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AbstractProtocols recently introduced by state education authorities require guidance and school counsellors to collaborate with other school personnel to developIndividual Education Support Plansfor students in the care of the state. Of the more than 20,000 young people in care in Australia, the majority are in foster home placements due to previous maltreatment or neglect by their parents. Young people in care are a diverse, vulnerable and, at times, challenging cohort of students who typically have academic, psychological, behavioural, social, and friendship difficulties — and for some, ongoing mental health issues. This article reviews the characteristics allied with young people in care as well as procedures and strategies school counsellors can consider that facilitate more positive outcomes for these students.
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Iryanti, Heni Dwi, and Suwarsih Madya. "Intercultural language learning in a sister school partnership between Indonesia and Australia." LingTera 5, no. 2 (October 31, 2018): 133–43. http://dx.doi.org/10.21831/lt.v5i2.15487.
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This case study aimed to: (1) reveal how intercultural language learning occurred within a sister school partnership in an Indonesian public high school in Yogyakarta, and (2) describe student behaviours perceived to be indicative of intercultural language learning. Using an ethnographic approach through observations and dialogues, this study investigated real life interactions occurring among the research participants within the uniqueness of the partnership between an Indonesian public high school in Yogyakarta and its Australian school partner. The results showed that intercultural language learning occurred in the forms of learning experiences which engaged the students in interaction, observation and reflection with the target community. A number of indicators of intercultural language learning were revealed in the students behaviours within four authentic language experiences including exploring language and culture, noticing verbal and non-verbal cultural behaviours, making connections between home and the target language and culture, and reflecting on the development of a third or intermediate personal position between cultures.
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Mudwari, Nabaraj, Kim Beasy, Carol Murphy, and Monica Cuskelly. "Views of Adolescent Bhutanese Refugees on Home Learning During School Shutdown Across the Period of COVID-19." Journal of Ethnic and Cultural Studies 8, no. 4 (October 10, 2021): 286. http://dx.doi.org/10.29333/ejecs/828.
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The coronavirus (COVID-19) pandemic is now a global crisis, resulting in the intermittent closure of many schools, worldwide. The school closures are believed to have affected adolescents’ education, particularly for vulnerable adolescents including those from a refugee-background. The study explores the home learning experiences of adolescent Bhutanese refugees in Tasmania, Australia and draws on social capital theory to interpret findings. Interviews with adolescent Bhutanese refugees revealed four overarching themes: disengagement from learning, the experience of isolation, the complexity of family relationships and motivation through relationships. This article makes an important practical and theoretical contribution to home learning through challenging Putnam’s binary distinction between bonding and bridging and suggesting alternative conceptualisations based on the role of bonding in the creation of bridging social capital. These findings have potential implications for the development of mitigation measures to support refugee-background students under extraordinary circumstances.
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Cotterell, J. L. "Parent Participation in Education: Ways of Fostering School-Home Co-operation." Australian Journal of Indigenous Education 13, no. 5 (November 1985): 22–33. http://dx.doi.org/10.1017/s0310582200014036.
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Those involved in educational programs with Aboriginal children have noted that the parents have little contact with the schools, and feel that they are unable to help their children with their school work, even where they express interest in their children’s school progress.In her comprehensive study of the Aboriginal Secondary Grants Scheme, Watts (1976) reported that fewer than 40% of parents said that they helped their children with their schoolwork, and the main reason they gave for not helping was that they did not feel able to. Furthermore, the majority of Aboriginal parents had little contact with the school: 70% stated that they had not met their children’s teachers. These figures refer to parents of high school children, but it seems unlikely that the pattern would be greatly different if home-school contacts at the primary level were investigated. Watts (1975:48) commented that schools have done little to involve parents in a meaningful way in the education of their children, and so parents remain unaware of the practical ways in which they could help their children and support them in their schooling. A great gulf is fixed between the home and the school, to the disadvantage of many children in Australian society.
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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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Jackson, Glenda M., and Rebecca Maree English. "Australian home educated students on self-regulation opportunities at home and in school." Cogent Education 3, no. 1 (July 1, 2016): 1203514. http://dx.doi.org/10.1080/2331186x.2016.1203514.
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Bulfin, Scott, and Sue North. "Negotiating Digital Literacy Practices Across School and Home: Case Studies of Young People in Australia." Language and Education 21, no. 3 (May 15, 2007): 247–63. http://dx.doi.org/10.2167/le750.0.
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Barblett, Lennie, Caroline Barratt-Pugh, Marianne Knaus, and Trudi Cooper. "Supporting Aboriginal families’ and children’s developing sense of belonging at KindiLink." Australasian Journal of Early Childhood 45, no. 4 (October 22, 2020): 309–21. http://dx.doi.org/10.1177/1836939120966079.
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This paper reports on findings from four case studies, as part of a large-scale study undertaken to evaluate the KindiLink initiative across Western Australia in remote, regional and metropolitan communities. KindiLink is an educator-led playgroup initiative in public school sites in Western Australia targeted at Aboriginal children and their families. KindiLink aims included the cultivation of Aboriginal families’ and children’s developing sense of belonging and engagement at their local primary school. A constructivist paradigm was used to describe the subjective experiences of individuals, which was important to ascertain if the aims of KindiLink had been met. To complement the meaning-making of the experience, qualitative data were collected via detailed studies of four KindiLink sites to capture similarities and differences of the settings and gain depth of experience through the voices of the participants. The study found KindiLink successfully connected Aboriginal children and families to schools and built a sense of belonging and productive relationships between families, staff, school and the community in a culturally safe space. Furthermore, KindiLink developed the capacity and confidence of parents as their children’s first teachers and supported the home learning environment. The Aboriginal Indigenous education officer in each programme was critical to the engagement of Aboriginal families and acknowledgement of cultural aspects important to children’s growing cultural identities. The relationships built between KindiLink staff and families, and between families, were important for children’s and their families’ growing sense of belonging to the school, which assisted participation at school.
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Schmied, Virginia, Cathrine Fowler, Chris Rossiter, Caroline Homer, Sue Kruske, and The CHoRUS team. "Nature and frequency of services provided by child and family health nurses in Australia: results of a national survey." Australian Health Review 38, no. 2 (2014): 177. http://dx.doi.org/10.1071/ah13195.
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Objective Australia has a system of universal child and family health (CFH) nursing services providing primary health services from birth to school entry. Herein, we report on the findings of the first national survey of CFH nurses, including the ages and circumstances of children and families seen by CFH nurses and the nature and frequency of the services provided by these nurses across Australia. Methods A national survey of CFH nurses was conducted. Results In all, 1098 CFH nurses responded to the survey. Over 60% were engaged in delivering primary prevention services from a universal platform. Overall, 82.8% reported that their service made first contact with families within 2 weeks of birth, usually in the home (80.7%). The proportion of respondents providing regular support to families decreased as the child aged. Services were primarily health centre based, although 25% reported providing services in other locations (parks, preschools).The timing and location of first contact, the frequency of ongoing services and the composition of families seen by nurses varied across Australian jurisdictions. Nurses identified time constraints as the key barrier to the delivery of comprehensive services. Conclusions CFH nurses play an important role in supporting families across Australia. The impact of differences in the CFH nursing provision across Australia requires further investigation. What is known about the topic? Countries that offer universal well child health services demonstrate better child health and developmental outcomes than countries that do not. Australian jurisdictions offer free, universal child and family health (CFH) nursing services from birth to school entry. What does this paper add? This paper provides nation-wide data on the nature of work undertaken by CFH nurses offering universal care. Across Australia, there are differences in the timing and location of first contact, the frequency of ongoing services and the range of families seen by nurses. What are the implications for practitioners? The impact for families of the variation in CFH nursing services offered across Australia is not known. Further research is required to investigate the outcomes of the service provision variations identified in the present study.
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Bayer, Jordana, Harriet Hiscock, Katherine Scalzo, Megan Mathers, Myfanwy McDonald, Alison Morris, Joanna Birdseye, and Melissa Wake. "Systematic Review of Preventive Interventions for Children's Mental Health: What Would Work in Australian Contexts?" Australian & New Zealand Journal of Psychiatry 43, no. 8 (January 1, 2009): 695–710. http://dx.doi.org/10.1080/00048670903001893.
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In childhood, mental health problems primarily consist of behaviour and emotional problems. These affect one in every seven children (i.e. 200 000 in Australia). Left untreated, up to 50% of preschool problems continue through the childhood years. Because of their high prevalence, population-based approaches will be needed to reduce their associated burden. The aim of the present study was therefore to identify evidence-based preventive interventions for behavioural and emotional problems of children aged 0–8 years. Randomized controlled trials of preventive interventions for behavioural and emotional problems were located by searching standard clinical databases and systematic reviews. The authors determined which programmes were effective and ineffective, dividing the effective programmes into those with high or low risk of trial bias. Among effective programmes, the most promising for delivery in Australian contexts were identified, selected for their strength of evidence, sample comparability to Australia's population, and programme compatibility with Australia's service system. Around 50 preventive interventions have been evaluated in randomized controlled trials. Most targeted children's behavioural problems, and a few targeted emotional problems. Three US programmes have the best balance of evidence: in infancy, the individual Nurse Home Visitation Programme; at preschool age, the individual Family Check Up; at school age, the Good Behaviour Game class programme. Three parenting programmes in England and Australia are also worthy of highlight: the Incredible Years group format, Triple P individual format, and Parent Education Programme group format. Effective preventive interventions exist primarily for behaviour and, to a lesser extent, emotional problems, and could be disseminated from research to mainstream in Australia, ensuring fidelity to original programmes. Future research should develop programmes targeting emotional problems, and replicate effective programmes for behaviour problems in quality population translation trials. Randomized trial methods in staged roll-outs can determine population cost–benefits for children's mental health without delaying dissemination.
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Banholzer, Nicolas, Eva van Weenen, Adrian Lison, Alberto Cenedese, Arne Seeliger, Bernhard Kratzwald, Daniel Tschernutter, et al. "Estimating the effects of non-pharmaceutical interventions on the number of new infections with COVID-19 during the first epidemic wave." PLOS ONE 16, no. 6 (June 2, 2021): e0252827. http://dx.doi.org/10.1371/journal.pone.0252827.
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The novel coronavirus (SARS-CoV-2) has rapidly developed into a global epidemic. To control its spread, countries have implemented non-pharmaceutical interventions (NPIs), such as school closures, bans of small gatherings, or even stay-at-home orders. Here we study the effectiveness of seven NPIs in reducing the number of new infections, which was inferred from the reported cases of COVID-19 using a semi-mechanistic Bayesian hierarchical model. Based on data from the first epidemic wave of n = 20 countries (i.e., the United States, Canada, Australia, the EU-15 countries, Norway, and Switzerland), we estimate the relative reduction in the number of new infections attributed to each NPI. Among the NPIs considered, bans of large gatherings were most effective, followed by venue and school closures, whereas stay-at-home orders and work-from-home orders were least effective. With this retrospective cross-country analysis, we provide estimates regarding the effectiveness of different NPIs during the first epidemic wave.
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Nuske, Heather Joy, Elizabeth McGhee Hassrick, Briana Bronstein, Lindsay Hauptman, Courtney Aponte, Lynne Levato, Aubyn Stahmer, et al. "Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success." Autism 23, no. 2 (February 19, 2018): 306–25. http://dx.doi.org/10.1177/1362361318754529.
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Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.
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Nathan, Andrea, Phoebe George, Michelle Ng, Elizabeth Wenden, Pulan Bai, Zino Phiri, and Hayley Christian. "Impact of COVID-19 Restrictions on Western Australian Children’s Physical Activity and Screen Time." International Journal of Environmental Research and Public Health 18, no. 5 (March 5, 2021): 2583. http://dx.doi.org/10.3390/ijerph18052583.
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Physical activity is essential for children’s healthy development, yet COVID-19 physical distancing restrictions such as school closures and staying at home, playground closures, and the cancelling of organised community sport have dramatically altered children’s opportunities to be physically active. This study describes changes in levels of physical activity and screen time from February 2020 (i.e., before COVID-19 restrictions were introduced in Western Australia) to May 2020 (i.e., when COVID-19 restrictions were in place). Parents of children aged 5 to 9 years from Western Australia were eligible to participate and recruited through convenience sampling. An online survey instrument that included validated measures of their children’s physical activity (unstructured, organized, home-based, indoor/outdoor active play, dog play/walking), sociodemographic, and other potential confounders was administered to parents. Paired t-tests and mixed ANOVA models assessed changes in physical activity outcomes. The analytic sample comprised parents of 157 children who were 6.9 years of age (SD = 1.7) on average. Overall, weekly minutes of total physical activity (PA) did not change from before to during COVID-19. However, frequency and duration (total and home-based) of unstructured physical activity significantly increased. Outdoor play in the yard or street around the house, outdoor play in the park or playground or outdoor recreation area, and active indoor play at home all significantly increased. Frequency and total duration of organised physical activity significantly declined during COVID-19 distancing. During Western Australian COVID-19 restrictions, there was an increase in young children’s unstructured physical activity and outdoor play and a decrease in organised physical activity. It remains to be seen whether children’s increased physical activity has been sustained with the easing of physical distancing restrictions.
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Baker, Jess R., Derrick Silove, Deserae Horswood, Afaf Al-Shammari, Mohammed Mohsin, Susan Rees, and Valsamma Eapen. "Psychological distress, resettlement stress, and lower school engagement among Arabic-speaking refugee parents in Sydney, Australia: A cross-sectional cohort study." PLOS Medicine 18, no. 7 (July 12, 2021): e1003512. http://dx.doi.org/10.1371/journal.pmed.1003512.
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Background Schools play a key role in supporting the well-being and resettlement of refugee children, and parental engagement with the school may be a critical factor in the process. Many resettlement countries have policies in place to support refugee parents’ engagement with their children’s school. However, the impact of these programs lacks systematic evaluation. This study first aimed to validate self-report measures of parental school engagement developed specifically for the refugee context, and second, to identify parent characteristics associated with school engagement, so as to help tailor support to families most in need. Methods and findings The report utilises 2016 baseline data of a cohort study of 233 Arabic-speaking parents (77% response rate) of 10- to 12-year-old schoolchildren from refugee backgrounds across 5 schools in Sydney, Australia. Most participants were born in Iraq (81%) or Syria (11%), and only 25% spoke English well to very well. Participants’ mean age was 40 years old, and 83% were female. Confirmatory factor analyses were run on provisional item sets identified from a literature review and separate qualitative study. The findings informed the development of 4 self-report tools assessing parent engagement with the school and school community, school belonging, and quality of the relationship with the schools’ bilingual cultural broker. Cronbach alpha and Pearson correlations with an established Teacher–Home Communication subscale demonstrated adequate reliability (α = 0.67 to 0.80) and construct and convergent validity of the measures (p < 0.01), respectively. Parent characteristics were entered into respective least absolute shrinkage and selection operator (LASSO) regression analyses. The degree of parents’ psychological distress (as measured by the Kessler10 self-report instrument) and postmigration living difficulties (PLMDs) were each associated with lower school engagement and belonging, whereas less time lived in Australia, lower education levels, and an unemployed status were associated with higher ratings in relationship quality with the schools’ cultural broker. Study limitations include the cross-sectional design and the modest amount of variance (8% to 22%) accounted for by the regression models. Conclusions The study offers preliminary refugee-specific measures of parental school engagement. It is expected they will provide a resource for evaluating efforts to support the integration of refugee families into schools. The findings support the need for initiatives that identify and support parents with school-attending children from refugee backgrounds who are experiencing psychological distress or resettlement stressors. At the school level, the findings suggest that cultural brokers may be effective in targeting newly arrived families.
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Mander, David, and Frank Bobongie. "Working Alliances: The Importance of Accessing Peer/Cultural Support in Educational Practice." Australian Educational and Developmental Psychologist 27, no. 1 (June 1, 2010): 41–53. http://dx.doi.org/10.1375/aedp.27.1.41.
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AbstractThis is a reflective paper grounded in practice. It addresses the nature of working alliances in education between colleagues from different cultural, professional and generational backgrounds. The authors are specifically concerned with discussing the significance of accessing peer/cultural support in education, in particular how one colleague mentored another and the way knowledge was exchanged during this process to increase awareness and understanding. This topic is considered in the context of supporting male Aboriginal and Torres Strait Islander students while they study and live away from home to complete their secondary school education at boarding school in Western Australia (WA).
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White, Jessica. "‘So many sparks of fire’: Dorothy Cottrell, modernism and mobility." Queensland Review 23, no. 2 (December 2016): 164–77. http://dx.doi.org/10.1017/qre.2016.27.
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AbstractThe broad brush strokes of Dorothy Cottrell's paintings in the National Library of Australia mark her as a modernist artist, although not one who painted the burgeoning Sydney Harbour Bridge or bright still-life paintings of Australian flora. Rather, she captured the dun surrounds of Ularunda Station, the remote Queensland property to which she moved in 1920 after attending art school in Sydney. At Ularunda, Cottrell eloped with the bookkeeper to Dunk Island, where they stayed with nature writer E.J. Banfield, then relocated to Sydney. In 1924 they returned to Ularunda and Cottrell swapped her paintbrush for a pen, writing The Singing Gold. After advice from Mary Gilmore, whom her mother accosted in a pub, Cottrell send it to the Ladies Home Journal in America. It was snapped up immediately, optioned for a film and found a publisher in England, who described it as ‘a great Australian book, and a world book’. Gilmore added, ‘As an advertisement for Australia, it will go far — the Ladies Home Journal is read all over the world’. Cottrell herself also went far, emigrating to America, where she wrote The Silent Reefs, set in the Caribbean. Cottrell's creative, intellectual and physical peregrinations — all undertaken in a wheelchair after she contracted polio at age five — show how the local references the international, and vice versa. Through an analysis of the life and writing of this now little-known Queensland author, this essay reflects the regional and transnational elements of modernism as outlined in Neal Alexander and James Moran's Regional Modernisms, illuminating how a crack-shot with a rifle once took Queensland to the world.
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Foley, Bridget C., Seema Mihrshahi, Vanessa A. Shrewsbury, and Smita Shah. "Adolescent-led strategies within the home to promote healthy eating and physical activity." Health Education Journal 78, no. 2 (July 31, 2018): 138–48. http://dx.doi.org/10.1177/0017896918790295.
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Objectives: This study aimed to identify barriers, facilitators and potential intervention strategies for adolescents to use within the home to promote healthy eating and active living. Design: Cross-sectional design using semi-structured discussion groups. Setting: Peer leaders (aged 15–16 years) from five secondary schools in Sydney, Australia, were invited to participate. Methods: In groups of four to nine, peer leaders completed a worksheet focused on three priority behaviours: eating breakfast daily, avoiding sugary drinks and being physically active. Each group discussed, identified and recorded barriers, facilitators and opportunities where they could act as agents of healthy lifestyle change in their homes. The worksheets and field notes were reviewed, analysed and coded into emergent themes. Results: All peer leaders ( n = 77; 51% girls) attending school on the day of the discussion groups participated in this study. They identified a variety of barriers and facilitators for each of the priority behaviours. From the adolescent-generated strategies, such as not having sugary drinks in the fridge, making a routine and cooking or being active with the whole family, three main themes emerged: ‘improving time management’, ‘using social activities to engage family members’ and ‘changing access and availability’. Conclusion: The strategies suggested by peer leaders in this study add to the limited literature of potential low-intensity interventions which young people can use to enable healthy lifestyle change in their home environment.
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Larmar, Stephen, Mark R. Dadds, and Ian Shochet. "Successes and Challenges in Preventing Conduct Problems in Australian Preschool-Aged Children Through the Early Impact (EI) Program." Behaviour Change 23, no. 2 (June 1, 2006): 121–37. http://dx.doi.org/10.1375/bech.23.2.121.
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AbstractThis article reports on the initial effects of the Early Impact (EI) Program, a preventative program that includes home and school components designed to arrest the development of conduct problems in preschool-aged children. Participants included 455 preschool-aged children enrolled across 10 schools. Schools were randomly assigned to either EI or control conditions. All participants were screened at the commencement of the academic year to determine those children considered more at risk for ongoing conduct problems. Following screening n = 66 children were identified in the intervention group and n = 69 in the control. The intervention commenced in the second term of the academic year and ran over a 10-week period. Teachers involved in the intervention were highly engaged and satisfied with the program design. Improvements were reported at the school level at post-intervention with mixed evidence of durability of change at 6-month follow-up. Parent participants were more difficult to engage and reported no changes in the behaviour of children in the home. The study provides initial evidence of the efficacy of the EI intervention as a means of preventing conduct problems in young children at the school level; however, issues associated with parental engagement and home-based change remain to be solved.
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Temmerman, Nita. "Children's participation in music: connecting the cultural contexts – an Australian perspective." British Journal of Music Education 22, no. 2 (July 2005): 113–23. http://dx.doi.org/10.1017/s0265051705006091.
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The cultural contexts of home, school and community all have important parts to play in the music education of children, but at present in Australia, these three entities are insufficiently connected on a number of fronts, not the least being an understanding about the purpose(s) of young people's engagement with music. This paper puts forward two specific proposals for action aimed to help build linkages among the three cultural contexts and ensure young people's on-going engagement with music. These proposals, which call on the education sector to assume leadership for action, have implications for policy makers, school personnel, as well as parents, individual artists and community arts organisations.
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Hopkins, Liza, Greg Wadley, Frank Vetere, Maria Fong, and Julie Green. "Utilising technology to connect the hospital and the classroom: Maintaining connections using tablet computers and a ‘Presence’ App." Australian Journal of Education 58, no. 3 (July 3, 2014): 278–96. http://dx.doi.org/10.1177/0004944114542660.
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Reduced school attendance is a recognised risk factor for poorer outcomes both educationally and across a wide range of social, economic and personal indicators throughout life. Children and young people with chronic health conditions often have poor or disrupted records of school attendance due to periods of hospitalisation and time spent recuperating at home. Keeping students with health conditions connected to school and learning is critical to avoid a trajectory of school absence, disengagement from schoolwork and peers, reduced achievement in education and early school leaving. This paper reports on a research project conducted in Victoria, Australia, to connect 7–12 year old hospitalised children with their school using a specially designed Presence App run on a mobile tablet computer. Nine hospitalised students, their families and schools participated in the trial. Results indicate that the Presence App helped to create and maintain a social presence for the absent child in the classroom and keep students at risk of disengagement connected to school. Our research also showed that while the ‘Presence’ App complemented existing information and communication technology such as videoconferencing and email by connecting hospitalised student and school, it had added advantages over these modes of communication such as creating an on-going classroom presence for the hospitalised child while respecting privacy and attempting to minimise disruption in the hospital and classroom settings.
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Parr, Angélique. "Understanding the motivations for return migration in Australia." Australian Population Studies 3, no. 1 (May 25, 2019): 1–12. http://dx.doi.org/10.37970/aps.v3i1.43.
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Background Return migration is often overlooked by traditional analyses of internal migration. Why people return has received even less scrutiny. Relatively few migrants make a return move, so there is clearly something noteworthy about these people and their circumstances that trigger such a move.Aims This paper explores why people make return moves in Australia. Data and methods Migration histories were collected using semi-structured in-depth interviews; content analysis of interview transcripts was undertaken.Results People return for a wider range of reasons than is indicated by neoclassical economic theory. Some of the moves are linked to significant life events such as post-school education and employment. Returns also occur for less tangible factors such as amenity and climate, connections to family, friends and the extent to which a place “feels like home” are equally important.Conclusions A broader explanatory framework is required to explain why people return. The integration of migrant stories into more traditional migration analyses enriches the story of internal migration.
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Morgan, Liam, and Andrew Chodkiewicz. "Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities." Heritage Language Journal 8, no. 2 (June 30, 2011): 236–50. http://dx.doi.org/10.46538/hlj.8.2.4.
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This paper draws on three years of fieldwork within informal supported play-groups in inner Sydney. In Australia, some 40% of children reach school age without attending formal preschools. Aboriginal and immigrant groups are greatly overrepresented in this statistic. For these children, informal playgroups, funded from a range of government and non-government sources are important sites for learning. For children who speak a language other than English in the home, the playgroups also offer an opportunity to strengthen and support the use of the home language and connection to heritage cultures. Using data from observations, audio and video recordings, interviews with mothers and carers as well as interviews with play-group workers, literacy specialists and community workers, this paper will examine the challenges facing these families as their children prepare for schools in which their home language will be ‘submerged.’ The case study includes an evaluation of a bilingual program within informal playgroups aimed at strengthening home language use among children from the Maori and Tongan communities. The program was designed and implemented in collaboration with these communities as a part of research discussed in this paper. The evaluation will examine the benefits and limitations of such programs as well as foregrounding those strategies that engage and support families in their efforts to maintain their home language. The effects of these programs in terms of strengthening parental home language support cannot be underestimated and the results of this study highlight the importance of supporting home language in early childhood education settings through structured programs that are responsive to local needs.
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Ralph, Alan, Linda Strong, and Kath Vaughan. "Maximising Resources for Servicing the Needs of Children Exhibiting Behaviour Problems in Primary School: The Shift from Withdrawal to Outreach." Behaviour Change 13, no. 1 (March 1996): 62–74. http://dx.doi.org/10.1017/s0813483900003958.
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Socio-psycho-educational resource (SPER) centres were first established in Western Australia in 1977 for the purpose of educating and managing primary school-aged children with severe behaviour problems. Each centre functioned as a separate unit located on the campus of a host primary school. Selected children were initially withdrawn from their regular schools to attend the SPER centre where they received a specialised program aimed at decreasing their problematic behaviour. The host school assisted re-entry of SPER centre children into the mainstream by providing part-time integration within its regular classes prior to eventual return to the regular school. In 1988 the Coolbellup SPER Centre began to replace this withdrawal service model with an outreach model. By 1991 the preferred method was to deliver intervention programs within a child's home school. Data revealed that the outreach model was able to service in excess of three times as many children each year as the withdrawal model, with only a minimal increase in teaching staff and with an associated reduction in the length of waiting lists. Post hoc evaluation of student records demonstrated high levels of success for the outreach model, based on teacher ratings of improvement in rule following, peer interactions, and overall school behaviour and performance. Other benefits of the outreach program are discussed.