Journal articles: 'Queensland schools'

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Michaelson, Matthew Thomas. "A Measure of the Strength of the Relationship Between the Indigenity and Desirability of Queensland State Schools." Australian Journal of Indigenous Education 35 (2006): 54–60. http://dx.doi.org/10.1017/s1326011100004166.

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AbstractEducation Queensland’s Remote Area Incentives Scheme (RAIS) is intended to provide financial and other benefits to teachers who choose to accept employment in undesirable locations in the state. On paper, this scheme claims that remoteness from an urban centre is the foremost measure of a school’s undesirability. However, the percentage of Indigenous students in a school has a strong influence on the assignment of transfer ratings to Queensland state schools. This paper provides the details of a statistical analysis that shows that there is a strong relationship between the Indigenity of a school and its institutionalised perception of undesirability. It also includes a survey of urban schools in southeast Queensland that are categorised as less desirable than surrounding schools in the region primarily because there is a higher percentage of Indigenous students enrolled in those schools.

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Walsh, Tamara, and Bridget Burton. "Queensland’s new right to education:What does it mean for children with disabilities?" Alternative Law Journal 45, no. 1 (October 26, 2019): 18–24. http://dx.doi.org/10.1177/1037969x19883967.

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Queensland’s Human Rights Act 2019 includes a right to education. Schools will be required to consider the human rights of children when making decisions about enrolments and educational adjustments. This article investigates how the right to education might operate in Queensland state schools, and discusses the potential of this new provision to bring positive change for children with disabilities.

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Carden, Clarissa. "Bibles in State schools." History of Education Review 47, no. 1 (June 4, 2018): 16–24. http://dx.doi.org/10.1108/her-07-2016-0029.

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Purpose The purpose of this paper is to examine the work of the Bible in State Schools League in Queensland during the late nineteenth and early twentieth centuries, culminating in the 1910 referendum on religious education in Queensland government schools. Through examining its campaign and the statements of supporters and opponents this paper seeks to examine the role of the school in relation to morality in this early period of the Queensland history. Design/methodology/approach This paper draws upon archival material, parliamentary debates, materials published by the Bible in State Schools League and contemporaneous newspaper accounts. These data are thematically analysed. Findings There was widespread agreement within the early Queensland society that the school was a place for moral formation. The Bible in State Schools League highlighted the tensions in the relationship between morals and religion in relation to the school. Research limitations/implications This research problematises the notion that developments in education have followed a straight line from religiosity to secularisation. Originality/value Very little has been published to date about the Queensland Bible in State Schools League. This paper goes some way to filling this lacuna.

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Carden, Clarissa. "Reformatory schools and Whiteness in danger: An Australian case." Childhood 25, no. 4 (May 14, 2018): 544–54. http://dx.doi.org/10.1177/0907568218775177.

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The Queensland Reformatory and Industrial Schools Act (1865) provided for the creation of a system of reformatory and industrial schools. This article explores the early years of the reformatory for boys. The Act defined Aboriginal children as ‘neglected’ and eligible to be sent to this institution. However, of the first 1000 children admitted, all but 33 were White. This article explores this contradiction through an analysis of the reformatory in light of fears about the fragility of Whiteness in Queensland’s climate.

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Anderson, Robyn. "Grade Repetition in Queensland State Prep Classes." Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 15–32. http://dx.doi.org/10.1017/jgc.2012.6.

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The current study considers grade repetition rates in the early years of schooling in Queensland state schools with specific focus on the pre-schooling year, Prep. In particular, it provides empirical evidence of grade repetition in Queensland state schools along with groups of students who are more often repeated. At the same time, much of the educational research literature, drawn mainly from the United States, argues that grade repetition has limited, long-term value and may be harmful (Jimerson, 2001, 2004). Little is known about grade repetition rates or the groups of children who may be repeated in Australian schools as almost all research on grade repetition has been done overseas. To better understand grade repetition in Australia, the study draws on data from the Queensland Government's Department of Education and Training (DET), which looks specifically at grade repetition rates in Queensland state schools. While grade repetition rates remain low in Queensland states schools, the possible negative academic, social and emotional consequences for students who are repeated warrants serious re-evaluation of this long-term, early intervention practice in Australian schools. An alternative strategy would include promotion of all students to the next year level with a range of interventions to enable groups of low achieving students meet minimum national standards.

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Eley, Diann S., Jianzhen Zhang, and David Wilkinson. "Self-sufficiency in intern supply: the impact of expanded medical schools, medical places and rural clinical schools in Queensland." Australian Health Review 33, no. 3 (2009): 472. http://dx.doi.org/10.1071/ah090472.

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Objective: The doctor shortage in Australia generally, and the rural shortage in particular, has led to an increase in medical schools, medical places and rural training. If effective, these strategies will first impact on the intern workforce. We studied the source of interns in Queensland. Methods: Analysis of number, source and location of interns by Rural, Remote and Metropolitan Area (RRMA) classification (an index of remoteness) from university and health department records (2003?2008). Odds ratios compared the likelihood of intern supply from Queensland universities and rural clinical schools. Results: Most interns in Queensland graduated from Queensland universities in 2007 (287 [72%]) and 2008 (344 [84%]). Proportions increased across all three RRMA groups from: 82% to 93% in RRMA1; 56% to 68% in RRMA2 and 67% to 79% in RRMA3. The University of Queensland (UQ) provides most interns in all RRMA locations including RRMA3, and this increased from 2007 (n = 33 [35%]) to 2008 (n = 57 [58%]). Interns from interstate decreased from 61 (15%) in 2007 to 40 (10%) in 2008. Interns from overseas fell from 53 (13%) in 2007 to 27 (7%) in 2008. Rural clinical schools compared with traditional urban-based schools were more likely to supply interns to RRMA3 than RRMA1 hospitals in 2007 (OR, 8.8; 95% CI, 4.6?16.7; P< 0.0001) and 2008 (OR, 6.5; 95% CI, 3.5?12.2; P< 0.0001). Conclusions: Queensland is close to self-sufficiency in intern supply and will achieve this in the next few years. Rural clinical schools are playing an important role in producing interns for RRMA3 hospitals. Due to its large cohort, UQ remains the major provider across all RRMA groups.

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Vance, Erica, and Paula Sullivan. "Isolated Schools Project." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 27–28. http://dx.doi.org/10.47381/aijre.v3i2.377.

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The Isolated Schools Project provided the opportunity for six University of Southern Queensland student teachers to experience teaching in rural areas in the North and South West regions of Queensland. The project offers students experience in a broad range of areas including: multi-level planning and timetabling; pupil free day activities; and initial enrolment and administration procedures. These students have shown a keen interest in applying to teach in areas such as these upon the completion of their course. Over a two and a half week period, students experienced not only teaching in this type of setting, but also community life in general. All of the students who participated feel that it is important to highlight the fact that the teachers who provided places for them on this experience did so on a voluntary basis.

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Radcliffe, Barbara, Chris Ogden, Jane Welsh, Susanne Carroll, Terry Coyne, and Pippa Craig. "The Queensland School Breakfast Project: a health promoting schools approach." Nutrition & Dietetics 62, no. 1 (August 15, 2005): 33–40. http://dx.doi.org/10.1111/j.1747-0080.2005.tb00007.x.

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Yarrow, Allan, Roy Ballantyne, Brian Hansford, Paul Herschell, and Jan Millwater. "Teacher/Intern Partnerships in Isolated Areas: A Project Overview." Australian and International Journal of Rural Education 8, no. 1 (March 1, 1998): 29–31. http://dx.doi.org/10.47381/aijre.v8i1.428.

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This paper reports on a collaborative project which aims to improve the preparation of preservice teachers for teaching in rural and remote schools. Queensland University of Technology (QUT) has joined with Education Queensland, Priority Country Area Program (PCAP), the Queensland Teachers' Union (QTU) and the Board of Teacher Registration (BTR) to trial an internship for 4th year Bachelor of Education students in isolated schools in Queensland. The ultimate goal of the project is to improve the quality of teaching and learning in remote and isolated areas. The project will trial the use of a mentor/intern model of professional development where students and teachers work together over a six week period and share a normal teaching work load. Experienced teachers will be given the opportunity to work closely with student teachers nearing the end of the pre-service program while the student teachers will gain from the experience of teachers familiar with special needs of schools in these communities.

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Meiklejohn, Kelly, and Elizabeth Barrett. "Isolated Schools Project." Australian and International Journal of Rural Education 4, no. 2 (July 1, 1994): 31–32. http://dx.doi.org/10.47381/aijre.v4i2.390.

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In January of this year ten University of Southern Queensland student teachers, each with their own preconceived idea of the West, were ready to confront the unknown experience of teaching in a rural area in North or South West Queensland, For the next three weeks we would live and breathe the role of a teacher within a rural community and have an unforgettable experience. Through the Isolated Schools Project we would be provided with many advantageous experiences including multi-level planning and timetabling; pupil free days; enrolment and administration procedures. The project would present us with an extremely beneficial teaching experience and an opportunity to discover life within a rural community. After such enjoyable experiences, we would have no hesitation in accepting a teaching position within a small rural community, You have more to gain than to lose through participating in the Isolated Schools Project therefore, we highly recommend other prospective teachers to take up the challenge.

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O'Connor, Mike. "The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 58–75. http://dx.doi.org/10.47381/aijre.v31i1.289.

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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schoolsâ€™ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence. ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)

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Durre, A. C. "Incorporating Traditional Cultural Material into the Curriculum of Aboriginal Community Schools." Aboriginal Child at School 13, no. 4 (September 1985): 45–58. http://dx.doi.org/10.1017/s0310582200013961.

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Queensland has isolated Aboriginal communities whose contact with the dominant society is restricted by the tyranny of distance, if nothing else. Several additional communities experience greater contact because of proximity.In 1972, a majority of these schools were still mission controlled. Transition to State responsibility has occurred at various negotiated rates, but by 1978 all were the responsibility of the Queensland Education Department except for Islander schools in the Torres Straits. These remained the concern of the Department of Aboriginal and Islanders Advancement until 1985.

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Bramston, Paul, and Don Rice. "Generalists or Specialists? Guidance Officers in Queensland Schools." Australian Journal of Guidance and Counselling 10, no. 1 (November 2000): 27–34. http://dx.doi.org/10.1017/s103729110000412x.

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The role and training of Queensland guidance officers appears to be set toward the practice end of the scientist-practitioner continuum. Yet data are presented which demonstrate that the expectations placed on many guidance officers are relatively sophisticated and specialised. Particularly in the areas of personal crisis counselling, family support and community-school development, today's guidance officers working in Queensland schools are required to demonstrate considerable specialisation. The profession seems to be facing a choice, attempt to develop into a group of true educational specialists with all the required training, supervision and in-service education or move to become a group of expert general practitioners. Some implications of these two options for the profession are explored.

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Wagner, Robin. "What Munn Missed: The Queensland Schools of Arts." Queensland Review 20, no. 2 (October 30, 2013): 187–202. http://dx.doi.org/10.1017/qre.2013.20.

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American Librarian Ralph Munn's historic tour of Australian libraries in 1934 is well documented. Along with Ernest Pitt, Chief Librarian of the State Library of Victoria, he spent nearly ten weeks travelling from Sydney and back again, visiting libraries in all the state capitals and many regional towns throughout the country. Munn's trip was funded by the Carnegie Corporation of New York, which was then, through its Dominions fund, turning attention to philanthropic opportunities in the Antipodes. The resulting report, Australian Libraries: A Survey of Conditions and Suggestions for their Improvement (commonly referred to as the Munn–Pitt Report) is often credited with initiating the public library movement in Australia.

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Anderson, Robyn. "Indigenous Students’ Increasing Risk of Grade Repetition in Early Schooling." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 196–207. http://dx.doi.org/10.1017/jie.2012.17.

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The current study considers grade repetition rates in the early years of school, Preparatory (Prep) to Year 3, in Queensland state schools, of which there is a significant gap in the Australian research literature. Data accessed from the Queensland Government's Department of Education and Training (DET), shows that particular groups of students are more at risk of being repeated in the preschool/Prep year. These groups include boys and until recently, non-Indigenous students. However, the most recent data collected in 2009 shows that Indigenous students are more at risk of being repeated in all early years of schooling. As grade repetition has been shown to have limited value, it remains a concern that this intervention practice continues to be offered to students, and in particular Indigenous students, who may already be educationally disadvantaged. While grade repetition rates are low in Queensland state schools, the possible negative academic, social and emotional consequences for students who are repeated warrants serious re-evaluation of this long-term, early intervention practice in Australian schools.

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Flynn, Matthew, Hitendra Pillay, and James J. Watters. "Sustaining Partnerships between Schools and Industry." International Journal of Adult Vocational Education and Technology 7, no. 4 (October 2016): 72–84. http://dx.doi.org/10.4018/ijavet.2016100105.

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Internationally, there is a growing body of research on industry-school partnership, particularly regarding the principles that contribute to effective and efficient partnership models that facilitate vocational-industrial education. However, there are very few articles in the literature that seek to understand the sustainability of industry-school partnerships. Hence, this paper adopted ecological system principles as a framework for understanding the threats that impact on the sustainability of such partnership arrangements. The author reports on a large-scale government led industry-school partnership, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Queensland Minerals and Energy Academy (QMEA), a lead organisation for 34 schools and 12 multi-national sponsor companies. This research used an explanatory case study methodology sourcing data through interviews and documents. The main findings were that resilience and adaptive capacity are critical principles for the sustainability of ISPs.

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Anderson, Robyn, and Carla Anderson. "Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia." Journal of Psychologists and Counsellors in Schools 30, no. 2 (June 1, 2020): 146–58. http://dx.doi.org/10.1017/jgc.2019.5.

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AbstractDespite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

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Gillies, Robyn M., and Richard Boddington. "The effects of traumatic incidents on schools." Journal of Psychologists and Counsellors in Schools 4 (November 1994): 51–64. http://dx.doi.org/10.1017/s1037291100001904.

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This study aimed at determining the extent of traumatic incidents in schools in Queensland, the extent to which guidance counsellors and schools have been adequately trained to respond effectively to traumatic incidents, and if there were any differences in incidence and preparation on the basis of geographic region or school system. Of the 81 guidance counsellors (51 women, 30 men) who completed a questionnaire specifically designed for this study, only 14% reported having no experience with a traumatic incident. Group (urban, rural, private, and university) and experience in guidance also demonstrated significant effects on exposure to particular traumatic incidents. Respondents provided substantial qualitative information which may be used in establishing and/or reviewing a school's traumatic incident management plan including a guide to the training needs for guidance and other key personnel in a school.

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Mavor, Ian G. "A ‘Study of Religion’ Course in Queensland Secondary Schools." Journal of Christian Education os-30, no. 1 (April 1987): 34–38. http://dx.doi.org/10.1177/002196578703000106.

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Lake, David. "Science education: innovation in rural and remote Queensland schools." Educational Research for Policy and Practice 7, no. 2 (July 20, 2007): 123–36. http://dx.doi.org/10.1007/s10671-007-9038-6.

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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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Shay, Marnee, and Deborah Heck. "Alternative Education Engaging Indigenous Young People: Flexi Schooling in Queensland." Australian Journal of Indigenous Education 44, no. 1 (June 5, 2015): 37–47. http://dx.doi.org/10.1017/jie.2015.8.

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This article will discuss some of the findings from a qualitative research project that explored the connections between alternative education and Indigenous learners. This study investigated how flexi school leaders reported they were supporting Indigenous young people to remain engaged in education. The results of the survey provide demographic data focusing on Indigenous participation in this sample of flexi schools. The results revealed that a high number of Indigenous young people are participating in flexi schools within this sample. Furthermore, a high number of Indigenous staff members are working in multiple roles within these schools. The implications of these findings are twofold. First, the current Indigenous education policy environment is focused heavily on ‘Closing the Gap’, emphasising the urgent need for significant improvement of educational outcomes for Indigenous young people. The findings from this study propose that flexi schools are playing a significant role in supporting Indigenous young people to remain engaged in education, yet there remains a limited focus on this within the literature and education policy. Second, the high participation rates of Indigenous young people and staff suggest an urgent need to explore this context through research. Further research will assist in understanding the culture of the flexi school context. Research should also explore why a high number of Indigenous young people and staff members participate in this educational context and how this could influence the approach to engagement of Indigenous young people in conventional school settings.

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Purnell, Ken, Mark Sinclair, and Anna Gralton. "Sustainable Schools: Making Energy Efficiency a Lifestyle Priority." Australian Journal of Environmental Education 20, no. 2 (2004): 81–91. http://dx.doi.org/10.1017/s0814062600002226.

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AbstractPromoting efficient energy use in schools that consequently reduces greenhouse gas emissions is the purpose of a residential Energy Efficiency in Schools (EEIS) program reported on in this paper. Research on this program aligns with one of the “key overarching sustainability issues”, set out in the Learning for Sustainability: NSW Environmental Education Plan 2002-2005: “Sustaining energy use, cutting greenhouse gases”. The EEIS program was sponsored by Queensland EPA, Ergon Energy and Education Queensland. Participants learnt about innovation, leadership, coal mining, greenhouse issues, the “greenhouse challenge”, conducting energy audits, alternative energy and promoting energy efficient practices in school and the community.Three EEIS models in Queensland that supported change in energy usage behaviours of participants (school students, parents and staff) is examined. In each of the models, interviews were conducted and questionnaires were completed with participants. In Model 1 it was found that, overall; the EEIS program did develop positive energy efficient behaviours in those who participated. In relation to whole school effects, mixed results were obtained. In Model 1 a rural school initially reduced energy consumption by fifty percent and in Model 2 significant changes in energy efficient behaviours in the school communities occurred. In Model 3 one school followed through an action plan and similar positive effects were observed. The development of an action plan that is implemented in the school, the selection of suitable participants, and post-program visits to schools by relevant staff were among the factors that contributed to the overall success. Each model was found to have achieved their aims to varying degrees but had outcomes that are likely to have both lifetime and possibly intergenerational effects.

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THOMAS, SUE. "'The Trouble with Our Schools': A media construction of public discourses on Queensland schools." Discourse: Studies in the Cultural Politics of Education 24, no. 1 (April 2003): 19–33. http://dx.doi.org/10.1080/01596300303030.

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Goodwin, Ness. "Queensland secondary schools ‐ 1971–1994: Changing the operation of power." Melbourne Studies in Education 37, no. 1 (May 1996): 89–103. http://dx.doi.org/10.1080/17508489609556280.

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Laurent, John. "Continuing education in history: Queensland Schools Of Arts, 1849‐1919." Studies in Continuing Education 12, no. 2 (January 1990): 81–98. http://dx.doi.org/10.1080/0158037900120202.

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Brittain, Jan. "Counselling effectiveness of guidance officers in Queensland State high schools." Queensland Journal of Guidance and Counselling 2 (November 1988): 1–16. http://dx.doi.org/10.1017/s1030316200000042.

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The counselling effectiveness of guidance officers (GOs) was examined in a study involving 21 State secondary schools in Queensland. Students from Year 8 to Year 12 from each school were asked to rate the level of satisfaction with a counselling session. This was measured by the Client Satisfaction Questionnaire (CSQ) developed by Larsen, Attkisson, Hargreaves and Nguyen (1979). Based on Strong's (1968) Social Influence model, counselling was assumed to be an interpersonal influence process. Therefore these students also rated their perceptions of a GO's counselling attributes on the Counselor Rating Form – Short Version (CRF-S; Corrigan & Schmidt, 1983). Results indicated that ratings on the 12 CRF-S items as a total as well as a number of individual items significantly predicted CSQ scores. Student ratings on both questionnaires were high and possible explanations are considered. Also, several GO and student variables (e.g. sex of student, willingness, year level) were found to significantly predict satisfaction. Additionally, a number of these GO and student variables (e.g. GO and sex of student, willingness, the number of counselling sessions) were also found to differentially affect students' perceptions of GOs' counselling attributes.

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Taylor, Sandra. "The Queensland School Reader: textual constructions of childhood in 1930s and 40s classrooms." Queensland Review 3, no. 2 (July 1996): 39–58. http://dx.doi.org/10.1017/s1321816600006437.

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The Queensland School Reader series occupies a special place in the childhood memories of many Queenslanders, evoking mixed reactions from those who used them. The Readers were significant because in Queensland schools they were used, virtually unaltered, for close to fifty years. They were central to the early school experiences of at least two generations of Queensland children - central because for many years other sources of reading material were scarce - particularly in isolated areas. Consequently, teachers based much of their teaching on the Readers which, in turn, were carefully “rationed” out in small doses to ensure that they lasted the allotted time. Other sources, such as The School Paper, were used as supplements but textbooks were in short supply, particularly during the Great Depression and war years.

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Paynter, Ann-Maree, and Elizabeth Taylor. "Attracting teachers to rural and remote Queensland: A case study." Australian and International Journal of Rural Education 29, no. 3 (November 6, 2019): 105–9. http://dx.doi.org/10.47381/aijre.v29i3.226.

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For many years the supply of graduate teachers, including specialist secondary teachers for Queensland state schools, has largely met demand. In recent years however, attracting and retaining specialist teachers in some Queensland locations and curriculum areas has become more challenging. Reflective of wider Australian and international trends, balancing the supply of specialist teachers to meet current and future demands requires planning and early action. Taking a traditional approach to recruiting teachers (as vacancies arise) can result in shortfalls when unplanned absences, retirements and promotions occur unexpectedly. Subjects that are already hard to fill such as senior mathematics and science, English, languages, industrial technology and design (manual arts) are even more elusive in the middle of a school term. Many schools located in low socio-economic, regional, rural and remote communities are also experiencing challenges in recruiting teachers for the breadth of learning phases and curriculum areas.

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Stevens, Ken. "Perceptions of Teaching in two Types of Isolated Australian Secondary Schools." Australian and International Journal of Rural Education 2, no. 2 (July 1, 1992): 15–24. http://dx.doi.org/10.47381/aijre.v2i2.364.

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The concept "rural" in Australia is capable of different meanings according to the state (e.g. Tasmania versus Queensland) and in terms of location in relation to major centres of population. In a study in two rural Queensland secondary schools different perceptions ofteaching were found: rural school A is located in the western interior of the state while rural school B is in the hinterland of two large coastal cities. Four dimensions of rural education are explored - in terms of teacher perceptions of: (i) relationships between themselves and their students together with the local communities; (ii) the state department of education; (iii) the (largely urban) teaching profession and (iv) professional satisfaction. It is argued that perceptions of teaching in isolated communities are determined by such rural-urban relationships and that the quality of education in rural communities is shaped by such considerations.

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Wijokongko, Wijokongko. "STEM Learning in Queensland Australia." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (October 1, 2019): 95–102. http://dx.doi.org/10.51169/ideguru.v4i1.87.

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STEM learning in Australia has been well implemented and inspires Indonesian teachers to have great experiences. In Australia, STEM is considered as an learning approach and development that integrates the interrelated of science, technology, engineering, and mathematics. The aim of the paper is to give a brief description of the implementation of STEM in Australia, the condition of transportation, the characteristic of people, as the result of observation during a short course in Australia. The result of the observation shows that STEM has been well implemented. The school has implemented STEM for their frame work. The school collaborate with the universities and industries to support their students in doing research. STEM can use 5E (Engage, Explore, Elaborate, Explain, Evaluate). The transportation system and the social relationship provide the Indonesian teachers to get good ones. The way of thinking , the education system, and the development of technology in schools can be valuable and great possibilities to implement in Indonesia. Other advance countries has implemented STEM. Indonesia should implement STEM to support the success of the students among the 21th century and the revolution 4.0 era.

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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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Heller, Rafael. "Keeping an eye on the global education industry A conversation with Anna Hogan." Phi Delta Kappan 102, no. 2 (September 22, 2020): 32–35. http://dx.doi.org/10.1177/0031721720963227.

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Kappan’s editor talks with Queensland University researcher Anna Hogan about the rapid growth of commercial activity in Australia’s schools and in school systems around the world. Private businesses have always sold textbooks, classroom tools, and other goods and services to public schools, and many teachers are happy to purchase and use them, notes Hogan. However, the biggest corporations in the education market — such as Pearson and Google — have grown so large, and are so eager to promote online schools and automated instruction, that teachers have reason to be concerned about the future of their profession, and the public has reason to worry that the quality of their schools will decline.

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Salecich, Judy, and John Watts. "The Nature and Worth of Chaplaincy Services in Queensland State Schools." Journal of Christian Education os-49, no. 3 (December 2006): 7–20. http://dx.doi.org/10.1177/002196570604900303.

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Dorman, Jeffrey P. "Determinants of classroom environment in Queensland secondary schools: a multilevel reanalysis." Educational Research and Evaluation 14, no. 5 (October 2008): 429–44. http://dx.doi.org/10.1080/13803610802337640.

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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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Quinn, Mark, William 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/10.1080/1030011880120103.

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Bleakley, Paul, and Cindy-lou Bleakley. "The Data of Deviance: Disintegrative Shaming and Exclusion in Queensland Schools." Interchange 50, no. 4 (October 14, 2019): 537–48. http://dx.doi.org/10.1007/s10780-019-09374-0.

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Gleeson, Jim, John O’Gorman, and Maureen O’Neill. "RETRACTED ARTICLE: The identity of Catholic schools as seen by teachers in Catholic schools in Queensland." International Studies in Catholic Education 10, no. 1 (January 2, 2018): 44–65. http://dx.doi.org/10.1080/19422539.2018.1418946.

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McGarvie, N. "The Development of Inservice and Induction Programs for Teachers of Aboriginal and Torres Strait Islander Students in Queensland Schools: an Historical Overview." Aboriginal Child at School 16, no. 4 (September 1988): 29–46. http://dx.doi.org/10.1017/s0310582200015492.

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The Aboriginal/Islander population of Queensland was calculated by the 1981 census to be greater than 44,000 (Department of Aboriginal Affairs, 1984, p.11). However, for a slightly later estimate, the Annual Report of the Queensland Department of Aboriginal and Islander Advancement records a figure of 60,000 (Department of Aboriginal and Islander Advancement, 1984, p.l). Both of these figures could be substantially correct given a possibility that some Aboriginal people may not identify themselves as such on census returns. Whatever the reason for the difference in the figures, a total of some 50,000 is most likely conservative for the present time. This figure converts to a percentage of slightly over 2% of the Queensland population being Aboriginal or Torres Strait Islander. Of the 50,000 Aboriginal/Islander population some 24% are Torres Strait Islanders (Department of Aboriginal Affairs, 1984, p.11).

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McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.

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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.

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Oaken, Holly, Lisa Vaughan, Nicola Fa’avale, Robert S. Ware, and Lisa Schubert. "Charting Availability of Processed and Unprocessed Foods in School Neighbourhood Nutrition Environments in an Urban Australian Setting." Journal of Environmental and Public Health 2017 (2017): 1–8. http://dx.doi.org/10.1155/2017/8397469.

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School Neighbourhood Nutrition Environments (SNNEs) can facilitate or impede healthy eating. This study describes the SNNEs surrounding 6 Good Start Program (GSP) schools in 5 suburbs in Logan, Queensland. Relative density of healthy and unhealthy food outlets was calculated for SNNEs surrounding GSP (6) and non-GSP (10) schools within the 5 suburbs. Relative accessibility of minimally processed and highly processed food and drink in SNNEs of the 6 GSP schools was determined using shelf measurements of snack foods. Unhealthy outlets greatly outnumber healthy outlets (mean relative density 15.6%, median 19.1%). The majority of outlets stock predominantly highly processed food and drink. Study areas are dominated by unhealthy food outlets and highly processed food.

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Knox, Liz. "Cross-cultural counselling." Queensland Journal of Guidance and Counselling 4 (November 1990): 47–53. http://dx.doi.org/10.1017/s1030316200000261.

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This article defines and gives a brief history of the development of crosscultural counselling as it exists in Australia and examines the qualities of an effective cross-cultural counsellor. It outlines some of the societal pressures which operate as a hindrance to effective counselling and finally lists some implications for the guidance officer working in Queensland schools.

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Potter, Suzanne. "Rock Hopping, Yoga and Student Empowerment: A Case Study of a Sustainable School." Australian Journal of Environmental Education 23 (2007): 13–21. http://dx.doi.org/10.1017/s0814062600000677.

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AbstractDespite increasing recognition that whole-school approaches to sustainability have an important contribution to make in moving society towards a more sustainable existence, progress in this area remains slow. By examining the practices of the Ananda Marga River School, a small independent school in the Sunshine Coast Hinterland of Queensland, this paper aims to provide ideas and encouragement for teachers and school managers who wish to maximise the influence that schools can have on creating a more sustainable future. The following case study highlights the School's success at implementing practices that focus not only on resource management and greening the school grounds, but also on areas such as governance, partnerships, pedagogical approaches and curriculum development.

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Hayes, Alan, and Sherry Livingstone. "Mainstreaming in Rural Communities: An Analysis of Case Studies in Queensland Schools." Exceptional Child 33, no. 1 (March 1986): 35–48. http://dx.doi.org/10.1080/0156655860330105.

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Hall, Lisa, Lisha Keane, Scott Mayoh, and Dolly Olesen. "Changing learning to improve practice – Hand hygiene education in Queensland medical schools." Healthcare infection 15, no. 4 (December 2010): 126–29. http://dx.doi.org/10.1071/hi10020.

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MEADMORE, PETER. "Hard times, expedient measures: women teachers in Queensland rural schools, 1920-50." History of Education 28, no. 4 (December 1999): 435–47. http://dx.doi.org/10.1080/004676099284555.

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Carter, Merilyn Gladys, Valentina Klenowski, and Christina Chalmers. "Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools." Australian Educational Researcher 42, no. 5 (September 4, 2015): 595–611. http://dx.doi.org/10.1007/s13384-015-0188-x.

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Goddard, Richard, and Marion Goddard. "Beginning teacher burnout in Queensland schools: Associations with Serious Intentions to Leave." Australian Educational Researcher 33, no. 2 (August 2006): 61–75. http://dx.doi.org/10.1007/bf03216834.

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Staunton, Mike. "Instructional Flexibility in Rural and Suburban Secondary Schools in North West Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 9–23. http://dx.doi.org/10.47381/aijre.v5i1.392.

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The instructional flexibility of rural and suburban secondary teachers in two educational regions of Queensland was investigated. It was proposed that the qualitative and quantitative differences between rural and suburban secondary, and particularly the significant differences in class size, would see rural secondary teachers more instructionally flexible than suburban counterparts. Using interpretative and positivist data gathering processes and analysis techniques, it was found however, that in all respects of instructional flexibility, there was no significant difference between rural and suburban secondary teachers. Several reasons were advanced for the finding. First, it was found that the same teaching paradigm dominated teaching regardless of setting that of teachers standing out the front of their classes and delivering the information to their students. Second, both teachers, and the Department of Education, have a simplistic notion of learning style which arguably impaired their ability to construe teaching and learning in other than traditional ways. Third, in what all teachers indicated they would prefer to do as teachers, and what they felt able to do in reality as teachers, there was considerable discord, attributed mainly to the perceived demands to 'get through the work program' regardless. This is construed to be an attitude which is essentially incompatible with catering to student learning style differences. Finally, it was suggested the significant factors affecting a teacher's instructional paradigm are the model of teaching demonstrated by the teacher training institution, the teachers own personal construct of teaching, and the role of the teaching practicum in perpetuating the traditional, teacher centred, dais based model of instruction.

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Journal articles on the topic 'Queensland schools'

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