Journal articles on the topic 'Queensland primary schools'
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Goldman, Juliette D. G. "The new sexuality education curriculum for Queensland primary schools." Sex Education 10, no. 1 (February 2010): 47–66. http://dx.doi.org/10.1080/14681810903491370.
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Exley, Beryl. "Ladies and Gentlemen, Boys and Girls, Grandparents and Community Members." Australian and International Journal of Rural Education 17, no. 2 (July 1, 2007): 68–79. http://dx.doi.org/10.47381/aijre.v17i2.544.
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In recent years, the teaching staff from the Central Queensland school of Wowan State Primary School have been responding to recently released Education Queensland initiatives for whole school literacy planning, 'Literate Futures: Reading' (Education Queensland, 2002), and a framework for pedagogical reform, 'Productive Pedagogies' (Education Queensland, 2006). This article recounts one of their whole school showcase projects that exemplifies the innovative and connected ways this group of small school rural teachers are working to better students' engagement with the multiple demands of literacy in complex new times. Wowan State Primary School's 'Theatre Restaurant 2006' project was awarded a National Literacy & Numeracy Week Celebration Grant in 2006 for its effectiveness in creating real life literacy projects for its students and its connectedness to the wider community. This article also serves to contribute to the dearth of research on literacy in rural communities (Green & Reid, 2004; Reid, Edwards & Power, 2004) and correct myths that rural teachers are not highly skilled and fail to connect to their community Human Rights and Equal Opportunity Commission, 2000; Clandinin & Connelly, 2004; Motley, Rossi & King, 2005) or that small multi-age rural schools do not provide exemplar practices worthy of national attention (see Sharplin, 2002; Jarzabkowski, 2003; Shelton, 2004).
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Brady, Tony. "Nambour." Australian and International Journal of Rural Education 22, no. 3 (November 1, 2012): 87–99. http://dx.doi.org/10.47381/aijre.v22i3.623.
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This paper examines the Rural Schools of Queensland. Starting with Nambour in 1917, the scheme incorporated thirty schools, and operated for over forty years. The rhetoric of the day was that boys and girls from the senior classes of primary school would be provided with elementary instruction of a practical character. In reality, the subjects taught were specifically tailored to provide farm skills to children in rural centres engaged in farming, dairying or fruit growing. Linked to each Rural School was a number of smaller surrounding schools, students from which travelled to the Rural School for special agricultural or domestic instruction. Through this action, the Queensland Department of Public Instruction left no doubt it intended to provide educational support for agrarian change and development within the state; in effect, they had set in motion the creation of a Queensland yeoman class. The Department’s intention was to arrest or reverse the trend toward urbanisation — whilst increasing agricultural productivity — through the making of a farmer born of the land and accepting of the new scientific advances in agriculture.
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Cranston, Neil. "The Impact of School-Based Management on Primary School Principals: An Australian Perspective." Journal of School Leadership 10, no. 3 (May 2000): 214–32. http://dx.doi.org/10.1177/105268460001000301.
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This article reports research on the impact of the implementation of school-based management on primary schools and their principals in Queensland, Australia. A qualitative case study approach was employed, with individual and focus group interviews being the major data collection method. The findings illustrate that, as in systems elsewhere where school-based management has been introduced, the impact on schools and principals has been significant. Increasing demands are being made on principals to lead their communities through the change process and facilitate cultural change while at the same time responding to greater accountability demands from the system. Educational leadership has largely given way to managerial activities. Implications for policy, practice, leadership theory, and further research are discussed.
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McMahon, Mary, and Kylie Rixon. "The Career Development of Rural Queensland Children." Australian Journal of Career Development 16, no. 2 (July 2007): 39–50. http://dx.doi.org/10.1177/103841620701600207.
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The present study examined the occupational aspirations and career development influences of children attending Years 6 and 7 at a sample of rural and remote primary schools in the central western region of Queensland. Data was collected by means of the Revised Career Awareness Survey (McMahon & Patton, 2001). Australian and New Zealand Standard Classification of Occupations (ANZSCO) codes were used to analyse the participants' occupational aspirations and the Systems Theory Framework categories were used to analyse the influences on their career development. The children's occupational aspirations were compared with state and regional labour market information. Recommendations related to career development interventions in the context of the school, family and community and future research are made.
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Isbanner, Sebastian, Julia Carins, and Sharyn Rundle-Thiele. "Healthy Eats—Evaluation of a Social Marketing Program Delivered in Primary School Settings in Queensland." International Journal of Environmental Research and Public Health 19, no. 21 (November 3, 2022): 14415. http://dx.doi.org/10.3390/ijerph192114415.
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One in four school children in Australia are overweight or obese. In response, the Healthy Eats program was developed, piloted, and delivered using a whole-of-school approach underpinned by the socio-ecological model to increase fruit and vegetable consumption among children aged 8–10 years in regional Queensland, Australia. This research presents an outcome evaluation of the Healthy Eats program using pre–post data collected throughout 2021 (cross-sectional for knowledge and longitudinal for behaviour) from 19 schools to assess whether changes occurred in students’ nutritional knowledge (n = 1868 (pre = 933, post = 935)) and fruit and vegetable consumption (n = 1042 (pre = 521, post = 521)). Knowledge data was collected via self-reports two weeks prior and immediately after the Nutrition Module. Behavioural data on daily fruit and vegetable consumption was gathered via student passports (i.e., surveys) one week before and for four consecutive weeks after the Nutrition Module. Chi-Square Difference tests and t-Tests were conducted with a significance level set at p < 0.05. Across all 19 schools, knowledge of the daily recommended serves of fruit and vegetables improved significantly following participation in the program, aligning knowledge closer to the Australian dietary guidelines. Behavioural results for fruit consumption were favourable, with clear improvements reported. Increases in vegetable consumption were demonstrated in two of the eight schools. A discussion on the knowledge–action gap is provided, including recommendations for future iterations of the Healthy Eats program.
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Forlin, Chris. "Inside Four Walls." Australasian Journal of Special Education 22, no. 2 (1998): 96–106. http://dx.doi.org/10.1017/s1030011200024337.
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This research study was designed to investigate the effects of inclusion on regular class teachers in Queensland schools. While education departments promote inclusion there is frequently insufficient notice taken of the impact of such programs within the classroom context where inclusion actually happens. For the majority of children, and for most of the time, inclusion occurs within the four walls of a regular classroom. This paper reports the findings of focus group interviews with primary school teachers involved with inclusion. The research was undertaken in 1997 with 17 teachers from 13 primary schools within one region in Queensland. All teachers involved in this study taught in regular classrooms that included a child with either an intellectual or physical disability. Discussion of the analysis of the interviews focuses on three main areas within the classroom context: (1) the children in the classes (2) the classroom learning environments; and (3) the teachers. This project is highly significant as policies of inclusion rely on teachers’ acceptance of them, belief in their worth, and ability to cope. It is essential to determine if the reality of the current situation is likely to support further trends towards greater inclusion.
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Toms, Leisa-Maree L., Mandana Mazaheri, Sandra Brommer, Samuel Clifford, Daniel Drage, Jochen F. Mueller, Phong Thai, Stuart Harrad, Lidia Morawska, and Fiona A. Harden. "Polybrominated diphenyl ethers (PBDEs) in dust from primary schools in South East Queensland, Australia." Environmental Research 142 (October 2015): 135–40. http://dx.doi.org/10.1016/j.envres.2015.06.007.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Quinn, Mark G., William F. Suitmann, and John Elkins. "Exceptional students in Queensland catholic schools: Prevalence, priorities and future directions." Australasian Journal of Special Education 12, no. 1 (May 1988): 10–20. http://dx.doi.org/10.1017/s103001120002409x.
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A survey of the prevalence and needs of exceptional students was carried out in Queensland Catholic primary(n= 195) and secondary (n = 40) schools. Within the overall population surveyed 3.13% possessed disabilities, 3.83% behavioural difficulties, 4.19% advanced learning characteristics, and 12.80% learning difficulties. The survey indicated that support services fell short of the demand, particularly for students with behavioural difficulties and those considered to be advanced learners. The data obtained was of the same order as that found in other state, national and international studies. The majority of principals and teachers interviewed held positive attitudes towards integration. However, this was qualified by a strong press for additional professional support, inservice training, and resources to enable the necessary enhancement of the educational experiences being offered. The survey identified a continuing need for communication and cooperation with state and private agencies and the desirability of developing a system which marshalls the available resources, both regular and special, into an efficient and feasible service delivery operation.
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Guenther, John, and Samuel Osborne. "Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools." Australian Journal of Indigenous Education 49, no. 2 (January 15, 2020): 163–70. http://dx.doi.org/10.1017/jie.2019.28.
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AbstractOver the 10 years of ‘Closing the Gap’, several interventions designed to improve outcomes for Aboriginal and Torres Strait Islander students have been trialled. In 2014 the Australian Government announced the ‘Flexible Literacy for Remote Primary Schools Programme’ (FLFRPSP) which was designed primarily to improve the literacy outcomes of students in remote schools with mostly Aboriginal and Torres Strait Islander students. The programme, using Direct Instruction (DI) or Explicit Direct Instruction, was extended to 2019 with more than $30 million invested. By 2017, 34 remote schools were participating in the Northern Territory, Queensland and Western Australia. This paper analyses My School data for 25 ‘very remote’ FLFRPSP schools with more than 80% Aboriginal or Torres Strait Islander students. It considers Year 3 and 5 NAPLAN reading results and attendance rates for participating and non-participating primary schools in the 3 years before the programme's implementation and compares them with results since. Findings show that, compared to very remote schools without FLFRPSP, the programme has not improved students' literacy abilities and results. Attendance rates for intervention schools have declined faster than for non-intervention schools. The paper questions the ethics of policy implementation and the role of evidence as a tool for accountability.
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Jeremy, Jill, Ilektra Spandagou, and Joanne Hinitt. "A Profile of Occupational Therapists Working in School-Based Practice in Australian Primary Schools." Occupational Therapy International 2024 (April 26, 2024): 1–12. http://dx.doi.org/10.1155/2024/2077870.
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Inclusive education has increased the demand for school-based occupational therapy services and has reconceptualised the practice in mainstream schools. Therapists are now expected to work collaboratively with teachers within tiered intervention models to support access and participation of all students, including those with disabilities, within the natural classroom context. School-based occupational therapy has become a specialised area of practice, as therapists work within educational, rather than health, systems and processes. While the growth in demand and expanded scope of practice is positive for the profession, predicted workforce shortages and the necessity for specialised and enhanced practice present significant challenges. The ability of the profession to fully support the demands of an inclusive education system remains unclear. As accurate, up-to-date information on the school-based therapy workforce is the foundation for planning future personnel needs, knowledge of the current state of the workforce is critical. There is a paucity of national data regarding this growing area of practice. The aim of this study is to describe a current profile of school-based occupational therapists to better understand the workforce, practice patterns, and the funding landscape in Australia. A convenient and purposive sample of 108 Australian paediatric occupational therapists working in mainstream primary schools in New South Wales, Queensland, and Victoria was surveyed in this quantitative study, which was analysed using descriptive statistics. Results provide some insights into the workforce and practice of school-based therapy in Australia offering preliminary data for future planning in this important and growing area of paediatric practice. While specific to the local context, results invite cross-national and global comparison to reveal universal trends and localised nuances across diverse settings.
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Johnson, Rebecca L., Marguerite C. Sendall, and Louise A. McCuaig. "Primary schools and the delivery of relationships and sexuality education: the experience of Queensland teachers." Sex Education 14, no. 4 (April 25, 2014): 359–74. http://dx.doi.org/10.1080/14681811.2014.909351.
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Bloxham, Ray, Lisa C. Ehrich, and Radha Iyer. "Leading or managing? Assistant Regional Directors, School Performance, in Queensland." Journal of Educational Administration 53, no. 3 (May 5, 2015): 354–73. http://dx.doi.org/10.1108/jea-12-2013-0129.
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Purpose – Education reform aimed at achieving improved student learning is a demanding challenge for leaders and managers at all levels of education across the globe. In 2010, the position of Assistant Regional Directors, School Performance (ARD-SP), was established to positively impact upon student learning across public schools in Queensland, Australia. The purpose of this paper is to explore the perceptions of the role and leadership understandings of ARDs in Queensland in order to understand more fully the tensions and opportunities they face within this reasonably newly created position. Design/methodology/approach – This qualitative study is based on interviews with 18 ARDs and two of their supervisors to gauge a better understanding of the nature of the role as it relates to leadership and management in the Queensland context. Findings – Interview data revealed three key themes pertaining to the nature of the role and these were performance, supervision, and professional challenges. A key finding was that the notion of supervision was experienced as problematic for ARDs-SP. Research limitations/implications – This study has limitations and these include a sample that focused on ARDs within one State of Australia and one schooling system (i.e. public education); and interviews were the primary data collection source. Originality/value – Although there have been studies of supervisors of principals (referred to as superintendents, directors) in other countries and other systems, this study is a first to explore the tensions and opportunities faced by executive leaders in Queensland.
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Hinchliffe, Kaitlin J., and Marilyn A. Campbell. "Tipping Points: Teachers’ Reported Reasons for Referring Primary School Children for Excessive Anxiety." Journal of Psychologists and Counsellors in Schools 26, no. 1 (December 11, 2015): 84–99. http://dx.doi.org/10.1017/jgc.2015.24.
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The current study explored the reasons that primary school teachers reported were tipping points for them in deciding whether or not and when to refer a child to the school student support team for excessive anxiety. Twenty teachers in two Queensland primary schools were interviewed. Content analysis of interview transcripts revealed six themes reflecting teachers’ perceived reasons for deciding to refer anxious children: (1) impact on learning; (2) atypical child behaviour; (3) repeated difficulties that do not improve over time; (4) poor response to strategies; (5) teachers’ need for support; and (6) information from parents/carers. Teachers considered different combinations of reasons and had many different tipping points for making a referral. Both teacher- and system-level influences impacted referral decisions. Implications and future research are discussed.
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Somerset, Shawn, and Antoine Bossard. "Variations in prevalence and conduct of school food gardens in tropical and subtropical regions of north-eastern Australia." Public Health Nutrition 12, no. 9 (September 2009): 1485–93. http://dx.doi.org/10.1017/s1368980008004552.
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AbstractObjectivesTo determine the prevalence and usage of food gardens in primary schools in three distinct climatic regions of north-eastern Australia.DesignCross-sectional surveys combining quantitative and qualitative data collection. Two separate telephone questionnaires were developed and implemented, according to the presence or absence of a food garden within the school. Main outcome measures were answers to scaled response and open-ended questions related to factors supporting and inhibiting the establishment and sustainability of school food gardens.SettingAll state primary schools in three disparate regions of the north-eastern Australian state of Queensland were asked to participate in the study.ResultsA total of 71 % (n 128) of schools agreed to participate. Of these, thirty-seven primary schools had functioning food gardens. The variations in prevalence between regions combined with respondent views indicated climate as a major factor affecting the success of food gardens. Gardens were often used as a tool by schools to teach science, environment or social skills. Gardening activities were generally linked to curriculum studies on plants, fruit and vegetable intake, and healthy eating. The main issues for schools and teachers in establishing food gardens were the time required and the lack of personnel to coordinate garden activities. Of the schools with food gardens, 92 % believed their garden had been a success.ConclusionsThe study revealed strong grass-roots support for school-based food gardens. Although climate and location were important factors associated with the presence of a functioning food garden, respondents nominated teacher involvement and sustained motivation as essential factors for successful school food gardens.
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Willis, Alison, Mervyn Hyde, and Ali Black. "Juggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas." American Educational Research Journal 56, no. 6 (May 18, 2019): 2644–73. http://dx.doi.org/10.3102/0002831219849877.
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Youth mental health in Australia is concerning with 25% of young people reported as experiencing mental health issues in a 12-month period. Meanwhile, Australian schools march forward with academic improvement agendas. Survey research conducted among primary and secondary school teachers, most drawn from the Australian state of Queensland, revealed that although teachers value student well-being initiatives, they are experiencing very real tensions dealing with student mental health concerns and performance targets, which is complicated by a lack of confidence in the efficacy of well-being programs in schools. These findings raise concerns about the need for government authorities, school leaders, and teacher education providers to further investigate the need for balance between school performance improvement agendas and student well-being concerns.
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Muller, Juanita. "The prevalence and nature of behaviour problems in primary school children in the South Coast Region of Queensland." Queensland Journal of Guidance and Counselling 4 (November 1990): 55–67. http://dx.doi.org/10.1017/s1030316200000273.
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A survey to determine the prevalence and nature of behaviour problems (adjustment difficulties) in State primary school children in the South Coast Region of Queensland, was conducted using a personally abbreviated form of the Achenbach and Edelbrock (1986) Child Behaviour Checklist - Teacher Report Form (CBCL-TRF). The subjects of this study were 494 children (407 boys and 87 girls) aged between 6 and 13 years, who were nominated by teachers from a random selection of 30 schools in the Region. Teachers were asked to complete the checklists on children whose behaviour had caused them concern within the last two months. Results indicated that 3% (494) of the children in these schools were reported to have a behaviour problem as perceived by teachers, and 23% (370) were determined to have a behaviour problem in the clinical range of functioning, according to the CBCL-TRF. Specific types of problems were identified in each of the age and gender groups, but aggression was perceived to be the most frequent problem across age and gender. Behaviour problems were also shown to be associated with poor academic performance. Overall this study provides useful information, in the form of general prevalence estimates, on which to base a regional adjustment policy.
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Whitehouse, Hilary, and Neus Evans. "“I am Not a Greenie, But”: Negotiating a Cultural Discourse." Australian Journal of Environmental Education 26 (2010): 19–31. http://dx.doi.org/10.1017/s081406260000080x.
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AbstractA cultural discourse is not usually considered to be a barrier to the implementation of sustainability in schools. A study conducted in four different state primary schools in regional Queensland, found leading environmental educators did not wish to be identified as “greenies”. “Greenie” is a highly recognisable and well-used community discourse in regional Australia. The social appellation is shorthand for environmentalist and its use is divided almost irreconcilably between pejorative and nonpejorative attributions. To be at variance with dominant social and cultural practices and disorder an established status quo in order to transform schooling, teachers and principals must also indicate they know how to get the ordering right. This is why study participants maintain they are not “greenies” while they implement state recognised sustainability initiatives at school. This paper considers the pejorative aspect of a cultural discourse as a possible barrier to the wider uptake of sustainability in schools in regional Australia.
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Elich, Gabrielle. "Assessing educational disadvantage." Journal of Psychologists and Counsellors in Schools 1 (November 1991): 51–62. http://dx.doi.org/10.1017/s1037291100002375.
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Currently, modes of resourcing ‘disadvantage’ in Queensland secondary, primary and special schools is a contentious issue. It appears that neither the criteria nor the procedures for decision making in this area are satisfactory or consistent. Accountability and professional standards require processes which can be shown to be just and use objective criteria. This study seeks to recommend more objective and comprehensive criteria and procedures for identification of, and resource allocation for, the educationally disadvantaged. A Departmental Reference Group was consulted regularly throughout the development of this project in order to incorporate appropriate Departmental perspectives and practices and to expedite the dissemination of material to schools. The findings of a literature review were used in conjunction with consultation with a regional reference group for social justice issues, survey information, and a field test to formulate a profile which assessed disadvantage. This instrument was trialled in 16 Darling Downs schools and evaluated with a view to its usefulness, practicality and accuracy.
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Lee, Boon L., Andrew Worthington, and Clevo Wilson. "Learning environment and primary school efficiency." International Journal of Educational Management 33, no. 4 (May 7, 2019): 678–97. http://dx.doi.org/10.1108/ijem-05-2017-0103.
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Purpose Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.
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Evans, Beryl. "Agency and Structure—Influences on a Principal's Initiation of Change in School Practices." Australian Journal of Education 31, no. 3 (November 1987): 272–83. http://dx.doi.org/10.1177/000494418703100304.
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Changes in the curriculum and in the organization of schools are occurring in response to the changing nature of society and through consideration of what is appropriate learning for students. In primary schools in Queensland, it is often the task of the principals to initiate these changes. This paper proposes that elements of the duality of agency and structure, as proposed by Giddens (1979, 1981, 1982, 1984) in his theory of structuration, can provide some understanding of the complexities of the actions of principals and of teachers in school change. The knowledgeability of agents, the dialectic of control between them, and the enabling and constraining features of structure, as rules and resources, are elaborated. A specific change in practice in a suburban primary school is analysed using these notions. The analysis suggests that there is some evidence that the day-to-day activities of participants in the change in practice were being re-created by knowledgeable agents who were reproducing the structural conditions which made the activities possible.
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Cousens, D. R., D. Waddell, B. Cribb, M. Jones, and J. Drennan. "Electron Microscopy Over the Internet as an Outreach Tool." Proceedings, annual meeting, Electron Microscopy Society of America 54 (August 11, 1996): 398–99. http://dx.doi.org/10.1017/s0424820100164453.
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Microscopy is an ideal medium to explore the wider applications of science and technology within the community in science and technology awareness programs. It bridges many individual disciplinary areas in science allowing many different facets of science and technology to be presented within a familiar framework.The development of low cost video-audio conference software at Cornell University and the concurrent installation of Internet connections in Queensland schools at both primary and secondary level have provided an opportunity to enhance the science awareness and community service aspects of the Centres’ operation beyond physical visits by school groups. This increases dramatically the potential audience that can be reached for a given investment of time. It also allows school communities in the more remote areas of the state to have some access to advanced scientific instruments and the applications for which they are used. The project is being initially piloted with schools in regional areas around Brisbane as this provides immediate feedback in the exploratory stages of the program.
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Dhupelia, Dilip, Ansmarie Van Erp, James Collins, and Tarun Sen Gupta. "A Post-Fellowship Support Framework for Rural Doctors: the Queensland experience." MedEdPublish 14 (February 19, 2024): 6. http://dx.doi.org/10.12688/mep.20025.1.
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Background International workforce shortages have prompted many initiatives to recruit, train and retain rural doctors, including Australia’s emerging National Rural Generalist Pathway. This project explored an important component of retention, rural doctors' post-Fellowship support needs, to develop and validate a post-Fellowship support framework. There has been considerable international attention on social accountability in medical education and how medical schools and other institutions can address the needs of the communities they serve. The recognition that rural and remote communities globally are underserved has prompted numerous educational approaches including rurally focused recruitment, selection, and training. Less attention has been paid to the support needs of rural doctors and how they can be retained in rural practice once recruited. Methods The project team reviewed international and Australian rural workforce and medical education literature and relevant policy documents to develop a set of guiding principles for a post-Fellowship support framework. This project utilised a mixed methods approach involving quantitative and qualitative methodologies. A range of rural doctors, administrators, and clinicians, working in primary and secondary care, across multiple rural locations in Queensland were invited to participate in interviews. Thematic analysis was undertaken. Results The interviews validated ten interconnected guiding principles which enabled development of a grounded, contextually relevant approach to post-Fellowship support. This framework provides a blueprint for a retention strategy aiming to build a strong, skilled, and sustainable medical workforce capable of meeting community needs. Conclusions The ten principles were designed in the real-world context of a mature Queensland Rural Generalist Pathway. Four themes emerged from the inductive thematic analysis: connecting primary and secondary care; valuing a rural career; supporting training and education; and valuing rural general practice. These themes will be used as a basis for engagement and consultation with rural stakeholders to develop appropriate retention and support strategies.
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Bowyer, Melissa, Erich C. Fein, and Govind Krishnamoorthy. "Teacher Mental Health Literacy and Child Development in Australian Primary Schools: A Program Evaluation." Education Sciences 13, no. 4 (March 23, 2023): 329. http://dx.doi.org/10.3390/educsci13040329.
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Primary school teachers play a significant role in the support of children with mental health and developmental concerns, which can be comorbid or share similar symptomology. The literature suggests there is a deficiency in teacher mental health literacy (MHL), indicating that teachers often lack the knowledge and confidence to support childhood mental health. This study evaluated the success of the Mental Health Literacy for Educators Training Program for a subset of Queensland (QLD) primary school teachers, with a focus on the developmental areas of Attention Deficit Hyperactivity Disorder, Speech and Language Disorders, and Sensory Processing Disorders. The aim was to evaluate whether knowledge and confidence improved on training completion and to evaluate the satisfaction of the training. This research used a longitudinal design (pre- and post-training) with a sample of 81 QLD primary school teaching staff over a three-year period (2013–2015). The results showed that knowledge and confidence improved on training completion and were strongly correlated. The satisfaction with training was high and positively correlated with knowledge acquisition and confidence attainment. In respect of complex effects, a moderated mediation model showed that confidence mediated the relationship between satisfaction and knowledge, and years of teaching experience as a moderator had no effect directly on confidence or in producing a conditional indirect effect on knowledge. This study considers limitations such as ceiling effects, participant and self-selection biases, and sample representation, which limits the interpretation of the findings. At last, it also recommends additional longitudinal follow-up periods to assess knowledge maintenance, teacher helping behaviours, and benefits to children as key directions for future research.
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Keogh, Tegan, Joseph Kei, Carlie Driscoll, Louise Cahill, Alison Hoffmann, Emma Wilce, Prasanth Kondamuri, and Julie Marinac. "Measuring the Ability of School Children with a History of Otitis Media to Understand Everyday Speech." Journal of the American Academy of Audiology 16, no. 05 (May 2005): 301–11. http://dx.doi.org/10.3766/jaaa.16.5.5.
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The present study compared the ability of school-aged children with and without a history of otitis media (OM) to understand everyday speech in noise using the University of Queensland Understanding of Everyday Speech Test (UQUEST). Participants were 484 children (246 boys, 238 girls) attending Grade 3 (272, mean age = 8.25 yr., SD = 0.43) and Grade 4 (212, mean age = 9.28 yr., SD = 0.41) at 19 primary schools in Brisbane metropolitan and Sunshine Coast schools. Children selected for inclusion were native speakers of English with normal hearing on the day of testing and had no reported physical or behavioral impairments. The children were divided into three groups according to the number of episodes of OM since birth. The results showed no significant differences in speech scores across the participant groups. However, a significant difference in mean speech scores was found across the grades and the noise conditions. Although children with a history of OM performed equally well at a group level when compared to the controls, they exhibited a large range of abilities in speech comprehension within the same group.
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Song, Menghuan, Tran T. A. Le, Simon Denny, Nicholas G. Lennox, Lyn McPherson, Robert S. Ware, and David Harley. "Reasons for Encounters and Comorbidities in Adolescents with Intellectual Disability in General Practice: A Retrospective Analysis of Data from the Ask Study." Children 10, no. 9 (August 25, 2023): 1450. http://dx.doi.org/10.3390/children10091450.
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Adolescents with intellectual disability have substantial health needs. This retrospective analysis of data from the Ask Study describes reasons for primary care encounters and the prevalence and incidence of chronic physical and mental conditions among a cohort of community-dwelling adolescents with intellectual disability. Participants attended secondary schools in southern Queensland, Australia. Primary care data were extracted from primary care records. Demographic and health information was collected using carer-completed questionnaires. Reasons for primary care encounters, disease prevalence at age 16 years, and disease incidence through adolescence were reported. Data were obtained for 432 adolescents with intellectual disability (median follow-up: 4.1 years). Skin problems (29.4 per 100 encounters) were the most common reason patients presented for primary care, followed by psychological and behavioural problems (14.4 per 100 encounters) and musculoskeletal problems (13.8 per 100 encounters). Conditions with the highest prevalence were autism spectrum disorder (18.6%) and asthma (18.1%). The prevalence of epilepsy, visual impairment, and cerebral palsy were 14.7, 11.1, and 8.0%, respectively. Gastroesophageal reflux had the highest incidence (9.4 cases per 1000 person-years). Adolescents with intellectual disability have significant healthcare needs, which general practitioners need to be aware of and address. Study findings should inform the development of training programs for general practitioners.
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Alvi, Effat, and Robyn Gillies. "Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context." Education Sciences 10, no. 4 (April 6, 2020): 98. http://dx.doi.org/10.3390/educsci10040098.
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Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers’ beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers’ efforts to support students’ SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice.
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Clarkson, Philip, and Michael Webster. "The Effect of the P4C Initiative on Primary School Students' Learning and Social Outcomes." EduBase : Journal of Basic Education 5, no. 1 (March 29, 2024): 1. http://dx.doi.org/10.47453/edubase.v5i1.2020.
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Purpose: This study investigated its impact on reading comprehension, math interest, self-esteem, pro-social behavior, and emotional well-being. Methods: This study used a longitudinal time series quasi-experimental design involving an experimental group and a matched comparison group. Participants in this study were two hundred and eighty children (149 intervention group, 131 comparison group) from eight state primary schools in the Southeast Queensland region. The research sample consisted of 48% (n=135) girls and 52% (n=145) boys all in Grade 6 (with an age range of 10-12 years). Results: Results showed improvements in reading comprehension, decreased interest in mathematics and self-esteem, while pro-social behavior and emotional well-being remained unchanged among COI program participants compared to non-participants. Conclusion: The COI philosophical intervention found improvements in reading comprehension but reduced interest in mathematics and self-esteem, with no changes in pro-social behavior and emotional well-being in the Year 6 group of students compared to those who did not receive the COI intervention. The COI's philosophical focus primarily on language may have led to significant increases in reading comprehension over time and significant decreases in interest in mathematics among these Grade 6 participants. Pre-service teachers who aspire to become philosophical COI facilitators need to be encouraged to develop their ability to examine and identify the personal characteristics, beliefs and attitudes that influence the way they think about teaching and learning.
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Koh, Rongzhen, Margaret L. Pukallus, Bruce Newman, Michael Foley, Laurence J. Walsh, and W. Kim Seow. "Effects of Water Fluoridation on Caries Experience in the Primary Dentition in a High Caries Risk Community in Queensland, Australia." Caries Research 49, no. 2 (2015): 184–91. http://dx.doi.org/10.1159/000369864.
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Objectives: In December 2008, artificial water fluoridation was introduced for the first time to the Logan-Beaudesert district in the state of Queensland, Australia. The aim of this study was to evaluate the effects of water fluoridation in the primary dentition in this community after a period of 36 months. Methods: Children aged 4-9 years with clinical examinations and bitewing radiographs (BWs) taken before water fluoridation (pre-F) were randomly selected as comparison controls for age matched children who had been exposed to a mean period of 36 months of water fluoridation (post-F). A total of 201 sets of pre-F BWs from children (mean age 6.95 ± 1.05 years) and 256 sets of post-F BWs from children (mean age 7.19 ± 1.23 years) attending schools in the district were randomly selected. Caries experience in the primary dentition was determined as decayed, missing or filled teeth/surfaces (dmft/dmfs). Results: The caries prevalence for the pre-F group was 87% compared to 75% in the post-F group (Odds ratio (OR): 0.44, 95% CI: 0.27-0.72). Overall, there was a 19 percent reduction of mean dmft from 4.54 in the pre-F group to 3.66 in the post-F group (p = 0.005). After fluoridation, the dmfs was reduced from 6.68 to 5.17 (p = 0.0056). The distal surfaces of maxillary first primary molars experienced the greatest reduction (26%) in caries experience after water fluoridation (p < 0.001). Conclusions: After only 36 months of water fluoridation there was a significant drop in caries prevalence from 87 to 75% and a 19% reduction in caries experience in a community with one of the highest caries rates in Australia.
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Cain, Melissa. "Musics of ‘The Other’: Creating musical identities and overcoming cultural boundaries in Australian music education." British Journal of Music Education 32, no. 1 (February 23, 2015): 71–86. http://dx.doi.org/10.1017/s0265051714000394.
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The binary opposition between ‘own music’ and ‘other's music’ is the ‘result of deep conditioning’ (Drummond, 2010, p. 118) and is almost impossible to overcome.By exploring the underlying constructs that influence students’ and teachers’ perceptions of minority cultures and their musics, this paper explores the notion of ‘the other’ in Australian music education. In particular, how the many factors which play a role in cultural identity serve to both promote and prevent musical understanding and appreciation. An examination of Australian multicultural policy and music curriculum documents in the state of Queensland provides a foundation for the discussion of data obtained from interviews with teachers from state and private primary schools in the capital Brisbane. The results reveal that while music educators are generally inquisitive about incorporating musics of ‘other’ cultures into their lessons, they are less comfortable with crossing cultural boundaries, and do not wish to threaten the position of Australia's own musical culture – ultimately highlighting a disconnect between policy, rhetoric and practice in the area of culturally diverse music education in classrooms today.
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Swain, Katharine, and Donna Pendergast. "Student voice: Student feelings as they journey through National Assessment (NAPLAN)." Australian Journal of Education 62, no. 2 (July 27, 2018): 108–34. http://dx.doi.org/10.1177/0004944118779602.
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This study explored students’ feelings during the Australian National Assessment Program – Literacy and Numeracy. It features student voice depicted as self-drawn images accompanied by words as they journeyed through four phases of the NAPLAN process: preparation, participation, completion and results. The 34 students in Years 3, 5 and 7 attended one of two Queensland primary schools with divergent approaches to National Assessment Program – Literacy and Numeracy. One-hundred and thirty-six images accompanied by 372 words were collected. School A allocated considerable time to test readiness and emphasised the importance of National Assessment Program – Literacy and Numeracy while School B engaged in minimal preparation and did not highlight National Assessment Program – Literacy and Numeracy as important. We explored similarities or differences in how students from each site reported their feelings. Our exploration reveals an overall trend of negative images and words during the preparation and participation phases followed by more positive depictions when the tests are complete and results are received. Furthermore, School A participants reported more negative feelings in the preparation and testing phases across all year levels.
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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Assessment of Child and Adolescent Migrants to Australia: A Crosscultural Comparison." Behaviour Change 19, no. 4 (December 1, 2002): 220–35. http://dx.doi.org/10.1375/bech.19.4.220.
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AbstractThis study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustment (Bicultural Involvement Questionnaire), anxiety and trauma (Revised Children's Manifest Anxiety Scale, Trauma Symptom Checklist), self-esteem (Coopersmith Self-Esteem Inventory, Rosenberg Self-Esteem Scale), and coping ability (Coping Scale for Children and Adolescents). The main findings from this study indicate that culturally diverse groups residing in Australia vary in their experience of cultural adaptation, level of self-esteem, and symptoms of emotional distress, illustrating culture-specific strengths and weaknesses among young non-English speaking (NESB) students. This study reveals information on how culturally diverse migrants acculturate, the type and severity of symptoms they experience, and their capacity to cope in stressful situations. The need for culture-specific early intervention and prevention programs is discussed.
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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.
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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The target sample will be 960 year 7 and 8 students from 24 secondary schools in Australia, of which approximately 40% (384/960) will identify as Aboriginal or Torres Strait Islander. The study design is a 2-group, parallel cluster randomized controlled trial with allocation concealment. Recruited schools will be block randomized (ratio 1:1), stratified by geographical remoteness, by an independent statistician. Schools will be randomized to receive Strong & Deadly Futures, a web-based alcohol and drug prevention and social and emotional well-being program that delivers curriculum-aligned content over 6 lessons via an illustrated story, or health education as usual (control). Control schools will be supported to implement Strong & Deadly Futures following trial completion. Surveys will be administered at baseline, 6 weeks, 12 months, and 24 months (primary end point) post baseline. Primary outcomes are alcohol use (adapted from the National Drug Strategy Household Survey), tobacco use (Standard High School Youth Risk Behavior Survey), and psychological distress (Kessler-5 Psychological Distress Scale). Secondary outcomes are alcohol and drug knowledge and intentions, alcohol-related harms, binge drinking, cannabis use, well-being, empowerment, appreciation of cultural diversity, and truancy. Results The trial was funded by the National Health and Medical Research Council in January 2019, approved by the Human Research Ethics Committee of the University of Sydney (2020/039, April 2020), the Aboriginal Health and Medical Research Council of New South Wales (1620/19, February 2020), the Western Australian Aboriginal Health Ethics Committee (998, October 2021), and the ethics committees of each participating school, including the New South Wales Department of Education (2020170, June 2020), Catholic Education Western Australia (RP2020/39, November 2020), and the Queensland Department of Education (550/27/2390, August 2021). Projected dates of data collection are 2022-2024, and we expect to publish the results in 2025. A total of 24 schools have been recruited as of submission of the manuscript. Conclusions This will be the first cluster randomized controlled trial of a culturally inclusive, school-based alcohol and drug prevention program for Aboriginal and Torres Strait Islander youth; therefore, it has significant potential to address alcohol and other drug harms among Aboriginal and Torres Strait Islander youth. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620001038987; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380038&isReview=true International Registered Report Identifier (IRRID) PRR1-10.2196/34530
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Teesson, Maree, Katrina E. Champion, Nicola C. Newton, Frances Kay-Lambkin, Cath Chapman, Louise Thornton, Tim Slade, et al. "Study protocol of the Health4Life initiative: a cluster randomised controlled trial of an eHealth school-based program targeting multiple lifestyle risk behaviours among young Australians." BMJ Open 10, no. 7 (July 2020): e035662. http://dx.doi.org/10.1136/bmjopen-2019-035662.
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IntroductionLifestyle risk behaviours, including alcohol use, smoking, poor diet, physical inactivity, poor sleep (duration and/or quality) and sedentary recreational screen time (‘the Big 6’), are strong determinants of chronic disease. These behaviours often emerge during adolescence and co-occur. School-based interventions have the potential to address risk factors prior to the onset of disease, yet few eHealth school-based interventions target multiple behaviours concurrently. This paper describes the protocol of the Health4Life Initiative, an eHealth school-based intervention that concurrently addresses the Big 6 risk behaviours among secondary school students.Methods and analysisA multisite cluster randomised controlled trial will be conducted among year 7 students (11–13 years old) from 72 Australian schools. Stratified block randomisation will be used to assign schools to either the Health4Life intervention or an active control (health education as usual). Health4Life consists of (1) six web-based cartoon modules and accompanying activities delivered during health education (once per week for 6 weeks), and a smartphone application (universal prevention), and (2) additional app content, for students engaging in two or more risk behaviours when they are in years 8 and 9 (selective prevention). Students will complete online self-report questionnaires at baseline, post intervention, and 12, 24 and 36 months after baseline. Primary outcomes are consumption of sugar-sweetened beverages, moderate-to-vigorous physical activity, sleep duration, sedentary recreational screen time and uptake of alcohol and tobacco use.Ethics and disseminationThis study has been approved by the University of Sydney (2018/882), NSW Department of Education (SERAP no. 2019006), University of Queensland (2019000037), Curtin University (HRE2019-0083) and relevant Catholic school committees. Results will be presented to schools and findings disseminated via peer-reviewed journals and scientific conferences. This will be the first evaluation of an eHealth intervention, spanning both universal and selective prevention, to simultaneously target six key lifestyle risk factors among adolescents.Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12619000431123), 18 March 2019.
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Bailey, Jeff, and Diana du Plessis. "An Investigation of School Principals’ Attitudes Toward Inclusion." Australasian Journal of Special Education 22, no. 1 (1998): 12–29. http://dx.doi.org/10.1017/s1030011200024234.
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This paper reports on an investigation of the attitudes of 225 principals employed in Queensland state schools, toward inclusion of students with disabilities. The justification for the study lay in the important role of school principals in implementing social justice strategies, together with the need to focus on attitudes toward inclusion, as opposed to mainstreaming or integration. The approach to inclusion taken in this study was the placement of students with disabilities and special needs in classrooms with children who do not have such disabilities or needs, together with the provision of support for the included student. A 30‐item scale measuring attitudes toward inclusion was developed and administered. In an attempt to identify the influence of factors which might be seen to influence inclusion attitudes, the following demographic variables were used for analysis: principals’ age and gender; type and size of school; previous and present experience with students with disabilities; and special education qualifications. The results showed the large majority of school principals were positive about inclusion. It was found that the demographics age, gender, and school size had no impact on attitudes toward inclusion. Using a two‐factor solution and a clustering of types of disability, significant differences emerged on the basis of type of school (secondary vs primary), type of disability (a combination of sensory, learning, intellectual, speech) vs aggressive behaviour, and previous teaching experience with students with disabilities. In terms of the implementation of inclusion, all respondents were equally cautious, pointing to the need for further training of teachers, aides and principals, and additional resources to ensure effective inclusion.
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McDermott, Brett M., Vanessa E. Cobham, Helen Berry, and Helen M. Stallman. "Vulnerability Factors for Disaster-Induced Child Post-Traumatic Stress Disorder: The Case for Low Family Resilience and Previous Mental Illness." Australian & New Zealand Journal of Psychiatry 44, no. 4 (April 2010): 384–89. http://dx.doi.org/10.3109/00048670903489916.
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Objective: The aim of the present study was to investigate whether parent report of family resilience predicted children's disaster-induced post-traumatic stress disorder (PTSD) and general emotional symptoms, independent of a broad range of variables including event-related factors, previous child mental illness and social connectedness. Methods: A total of 568 children (mean age = 10.2 years, SD = 1.3) who attended public primary schools, were screened 3 months after Cyclone Larry devastated the Innisfail region of North Queensland. Measures included parent report on the Family Resilience Measure and Strengths and Difficulties Questionnaire (SDQ)–emotional subscale and child report on the PTSD Reaction Index, measures of event exposure and social connectedness. Results: Sixty-four students (11.3%) were in the severe–very severe PTSD category and 53 families (28.6%) scored in the poor family resilience range. A lower family resilience score was associated with child emotional problems on the SDQ and longer duration of previous child mental health difficulties, but not disaster-induced child PTSD or child threat perception on either bivariate analysis, or as a main or moderator variable on multivariate analysis (main effect: adjusted odds ratio (ORadj) = 0.57, 95% confidence interval (CI) = 0.13–2.44). Similarly, previous mental illness was not a significant predictor of child PTSD in the multivariate model (ORadj = 0.75, 95%CI = 0.16–3.61). Conclusion: In this post-disaster sample children with existing mental health problems and those of low-resilience families were not at elevated risk of PTSD. The possibility that the aetiological model of disaster-induced child PTSD may differ from usual child and adolescent conceptualizations is discussed.
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Macdonald, Kirstin, Nikki Milne, Rodney Pope, and Robin Orr. "Directly Observed Physical Activity of Year 1 Children during School Class Time: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 18, no. 7 (April 1, 2021): 3676. http://dx.doi.org/10.3390/ijerph18073676.
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Providing physical activity opportunities to children throughout the school day may be beneficial for children’s health and learning. Existing practices regarding the frequency, type and context of physical activity opportunities being provided to children in the early years of primary school remains largely unknown. The aim of this study was to observe Year 1 children’s physical activity and its contexts during school class time and identify opportunities to incorporate additional activity. A cross-sectional study was conducted with 34 Year 1 children (20 boys, 14 girls; mean age = 6.36 ± 0.34 years) from one primary school in Queensland, Australia. A modified version of the Observational System for Recording Physical Activity in Children—Elementary School was used to assess children’s physical activity and its contexts during class time. Observational data were collected over a four-week period. The frequencies (and percentages) of intervals of children’s activity observed in sedentary, light and moderate-to-vigorous intensities during different instructional and social contexts and physical settings were recorded and calculated. Pearson’s chi-square test of association was conducted to evaluate whether social context (group composition) was related to incidental physical activity. A total of 5305 observation intervals (i.e., 5 s observation interval followed by a 25 s recording interval) were available for analysis (~44 h of observation). Year 1 children were sedentary for the majority (86%) of observed intervals during school class time. Children spent limited time performing light (12% of intervals) and moderate-to-vigorous physical activity (2% of intervals). Organised physical activity observed during class time included physical education/school sport (5.9% of intervals) and classroom-based physical activity (2.8% of intervals). When children completed activities in small groups, they were significantly more likely to engage in incidental physical activity than when they completed activities as a whole class (χ2 = 94.73 p < 0.001). Incorporating movement into academic lessons or during transitions between lessons and classrooms may encourage children to be more active. Incidental physical activity may also be promoted through small group activities. Schools should ideally be encouraged and supported to employ a whole-of-school approach to physical activity promotion, which includes identifying and implementing opportunities for children to be active during class time.
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Noel, Andrea M. "Perceptions of School Readiness in One Queensland Primary School." Australasian Journal of Early Childhood 35, no. 2 (June 2010): 28–35. http://dx.doi.org/10.1177/183693911003500205.
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Anae, Nicole. "“Among the Boer Children”." History of Education Review 45, no. 1 (June 6, 2016): 28–53. http://dx.doi.org/10.1108/her-12-2014-0049.
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Purpose – There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography. Design/methodology/approach – A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data. Findings – Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms. Research limitations/implications – One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity. Originality/value – The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
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Hallinan, Peter, and Pam Hallinan. "Seven into Eight Will Go: Transition from Primary to Secondary School." Australian Educational and Developmental Psychologist 9, no. 2 (November 1992): 30–38. http://dx.doi.org/10.1017/s0816512200026663.
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ABSTRACTThis article reviews the relatively scanty literature on students' perception of transition from primary to secondary school. Students at one particular nonmetropolitan Queensland secondary school were surveyed for their reactions to an induction program, modelled on the Queensland Inter-year Program (McQuade, 1987). Specific aspects taken from the program included preparatory discussions led by the primary school class teacher, contact visits by staff and students both from and to the high school, and the consequent program. Recollected anxieties or concerns are explored in the light of students' perceptions six months after transition. Unanticipated problems from the students' perspective are also reviewed, as are the major support sources as perceived by students. Some suggestions are made for such programs in the light of this survey and the literature.
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Gies, Peter, Colin Roy, Simon Toomey, Robert MacLennan, and Mignon Watson. "Solar UVR Exposures of Primary School Children at Three Locations in Queensland." Photochemistry and Photobiology 68, no. 1 (July 1998): 78–83. http://dx.doi.org/10.1111/j.1751-1097.1998.tb03255.x.
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Gilmore, Linda, Wendy Patton, Andrea McCrindle, and Lee Callum. "Single-sex classes in a Queensland primary school: An evaluation of outcomes." Australian Educational and Developmental Psychologist 19, no. 1 (2002): 49–58. http://dx.doi.org/10.1017/s0816512200028510.
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AbstractAlthough numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results showed that boys in the single-sex class, who initially displayed lower academic results than all other groups, made significant gains in spelling, reading, and mathematics. There were significant differences in children’s emotional and behavioural engagement across the trial year, with girls in the mixed-sex class demonstrating reduced scores on these measures compared to children in the other classes.
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Deemera, Edward. "School Days in the Early Seventies in Far North Queensland." Aboriginal Child at School 21, no. 1 (March 1993): 19–22. http://dx.doi.org/10.1017/s031058220000554x.
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Hung Chih, Chang, and Chen Jui Fu. "A Comparative Study on Strategies to Promote Primary School Students’ Physical Fitness between Queensland and Taipei." International Journal of Sport and Society 1, no. 1 (2010): 29–42. http://dx.doi.org/10.18848/2152-7857/cgp/v01i01/53899.
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Branson, Christopher. "Effects of Structured Self-reflection on the Development of Authentic Leadership Practices among Queensland Primary School Principals." Educational Management Administration & Leadership 35, no. 2 (April 2007): 225–46. http://dx.doi.org/10.1177/1741143207075390.
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Pham, Xiuzhi, Priscilla Page, Sundram Sivamalai, and Torres Woolley. "The benefits of a tailor-made pilot primary health-care course for Indigenous high school students in remote Queensland." Australian Journal of Rural Health 20, no. 3 (May 24, 2012): 113–18. http://dx.doi.org/10.1111/j.1440-1584.2012.01268.x.
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Abawi, Lindy-Anne, Tania Leach, and Julie Raitelli. "Building Leadership Capacity and Enacting School Improvement Policy: Voices from the Field." International Journal of Education 10, no. 1 (March 31, 2018): 106. http://dx.doi.org/10.5296/ije.v10i1.12930.
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Education contexts engaging in reform, operate in complex environments that require the coherent implementation of education policies. Research highlights that systems that support shared leadership, strong communication practices and a sharp focus on the articulation of shared beliefs, are positioned to support strong policy interpretation though the enactment of school improvement strategies. This paper explores the inter-connected roles of a system middle leader (regional Project Officer) and a school leader (Principal) in interpreting and enacting systemic policy and direction in a state primary school within a regional context in Queensland, Australia. The case study utilised the regional Project Officer and Principal participants as co-researchers and captured their experiences through recorded narratives and narrative inquiry conversations. The thematic data analysis provides useful information about how school leaders can work with system middle leaders and their own school’s teaching teams to proactively grow the capacity, credibility and strength of teachers to translate policy into enacted school improvement strategies.
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Rodgers Gibson, Morgan. "Towards a neoliberal education system in Queensland: Preliminary notes on senior secondary schooling reforms." Policy Futures in Education 17, no. 8 (March 7, 2019): 983–99. http://dx.doi.org/10.1177/1478210319833250.
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Neoliberalism is often understood as being both an epoch of capitalism and a zealous ideological commitment to the primacy of private property and free markets. In practice, it has tended towards mobilising state power in the interests of capital, remaking societies and individuals in this process. Perhaps inevitably, education systems, the world over, have been reformed in light of neoliberalism’s overarching imperatives. It is in this light that we can best understand and make sense of recent reforms to Queensland’s senior secondary schooling system. While some details continue to be ironed out, the reformed system will revolve around three main planks: (a) an assessment model combining school-based and common external assessment, (b) a process that quantifies and standardises school-based assessment through external review processes and (c) a transition away from the Overall Position (OP) rank towards an Australian Tertiary Admission Rank (ATAR). These changes to assessment and tertiary admission represent a pivot away from Queensland’s historical commitments to school-based assessment and teacher and curriculum flexibility towards a standardised national system of curriculum and external assessment. Ultimately, the reforms embody the ideological commitments of neoliberalism, perpetuating schools as producers of human capital. Hence, Queensland’s senior secondary schooling reforms ought to be understood through two different frames: firstly, as embodying the dominant ideological imperatives of neoliberalism and, secondly, that education is, within this context, being reconstituted to meet the perceived needs of capital.
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Carden, Clarissa. "‘As parents congregated at parties’: Responsibility and blame in media representations of violence and school closure in an Indigenous community." Journal of Sociology 53, no. 3 (August 29, 2017): 592–606. http://dx.doi.org/10.1177/1440783317722855.
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This article considers the discourses of responsibility and blame emerging from newspaper reportage of a crisis in the remote Indigenous community of Aurukun in Northern Queensland, Australia. In doing so, it aims to contribute to the sociology of racism and add to the existing body of scholarship on the ways in which deracialised media discourse can nevertheless be racist. The month of May 2016 saw violence perpetrated by young people against the teachers and principal of the community’s only school. Teachers were evacuated to the regional city of Cairns on 10 May due to violence in the community and fears for their safety. They returned on 18 May, only to be evacuated again on 25 May. These events form the focus of the reportage analysed in this article. The way in which three primary groups of players – parents, teachers and police – are portrayed in mainstream print media is analysed in order to ascertain how responsibility and blame are apportioned in relation to these events.