Journal articles on the topic 'Queensland secondary schools (QLD)'
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1
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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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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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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O'Connor, Mike. "The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 58–75. http://dx.doi.org/10.47381/aijre.v31i1.289.
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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schools’ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence. ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)
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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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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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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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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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Hepburn, Lorna, and Wendi Beamish. "Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland." Improving Schools 23, no. 1 (November 11, 2019): 33–46. http://dx.doi.org/10.1177/1365480219886148.
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Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.
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Boylan, Colin, and Rodney Francis. "Distance Teaching Via Video-Conferencing in New South Wales Schools." Australian and International Journal of Rural Education 9, no. 1 (March 1, 1999): 9–31. http://dx.doi.org/10.47381/aijre.v9i1.433.
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The use of interactive video-conferencing in the delivery of secondary education is a relatively new innovation in Australian secondary education. The use of video-conferencing in industry especially for executive level meetings in large corporations has been around much longer. The Department of School Education in Victoria has used video-conferencing since 1995 (Arms, 1998a). State departments of education in Tasmania, South Australia and Queensland have also examined the ways in which video-conferencing can be incorporated into their modes of delivery. More recently, the New South Wales Department of Education and Training has examined the potential for video-conferencing as a means of delivery of senior secondary subjects to students attending small rural schools.
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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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Watson, Julie, and Neil Anderson. "Pinnacles and Pitfalls: Researcher Experiences from a Web-Based Survey of Secondary Teachers." E-Learning and Digital Media 2, no. 3 (September 2005): 276–84. http://dx.doi.org/10.2304/elea.2005.2.3.7.
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This article examines the experience of conducting a web-based survey with secondary teachers in Queensland schools. The survey was designed to collect data concerning teachers' attitudes and understanding about students with learning difficulties in their classes. Rather than discuss survey findings, however, the present article focuses on sponsors as a vehicle for online survey promotion, as well as on aspects of survey coverage, rates of response and teacher motivations to participate. Gatekeeping and technical issues emerged as significant issues affecting teacher response. Two hundred and eighty teachers employed in state and non-government schools completed surveys for this exploratory research and constituted a convenience sample for the study.
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Sadler, D. Royce. "Expert Review and Educational Reform: The Case of Student Assessment in Queensland Secondary Schools." Australian Journal of Education 36, no. 3 (November 1992): 301–17. http://dx.doi.org/10.1177/000494419203600306.
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Major reforms in assessment policy in Queensland secondary schools have occurred during the past 30 years. In each case, the reforms resulted from the adoption of recommendations, produced by a panel of experts, which constituted the design for a new system. Two features of the designs—their underlying philosophy and the status and technical adequacy of the recommendations—affected their prospects of success. Other influences were the experiences of teachers and public opinion as expressed and shaped through the media. Although substantial procedural changes were made to each assessment system during its operating life, these adjustments seemed incapable of warding off a crisis of professional and public confidence. In this article, crises in the reform cycles are analysed and interpreted in terms of legitimation theory.
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Smith, Stephen J. "Defining the Role of the Health and Physical Education Teacher in Queensland Secondary Schools." South Pacific Journal of Teacher Education 14, no. 1 (April 1986): 27–37. http://dx.doi.org/10.1080/0311213860140104.
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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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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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Beavers, Sam. "An investigation of guidance officer selection criteria." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 13–19. http://dx.doi.org/10.1017/s1037291100001679.
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Little is known about the criteria used in selecting applicants for guidance and counselling positions in schools. This article reports the findings of a survey completed by 91 Queensland secondary school principals and 115 guidance officers and senior guidance officers working in secondary schools. The instrument was a 105-item forced-choice instrument in which each of 15 criterion statements was paired with each other. Both groups indicate the applicant's practicum performance as a major factor in making selection decisions. Communication skills also were regarded as important. In contrast with similar studies conducted in the United States, teaching experience was not deemed to be a crucial consideration. The implications of the findings for training programs are discussed.
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Martinez, Kay. "Teacher Induction Revisited." Australian Journal of Education 38, no. 2 (August 1994): 174–88. http://dx.doi.org/10.1177/000494419403800207.
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Four beginning teachers' experiences of induction programs in Queensland secondary schools are described. Interviews with principals and other senior teachers indicated keen and sympathetic awareness of the complexities of entry into teaching. The beginning teachers of the study complained that induction programs offered were inadequate, inappropriate, or both. These research findings are discussed in terms of the research literature and current official policy on induction in Queensland. It is argued that current induction programs are based for the most part on a deficit model of beginning teachers. Recommendations are made for further research in two main areas: critical examination of teacher induction, the term itself, its purpose and underlying theoretical assumptions; and context-specific studies of programs of support for new teachers.
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Dickinson, Kym. "An investigation of perceptions of guidance officers and secondary principals as to present and preferred level of guidance officer practice in secondary schools." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 21–30. http://dx.doi.org/10.1017/s1037291100001680.
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There is a perception among educational communities that guidance officers are often working on their own agendas which are at cross-purposes to the needs of schools. This study was undertaken to investigate the legitimacy of those perceptions using 22 areas of guidance operation. The sample included 80% of secondary principals and 100% of secondary guidance officers in Clusters 1-5, South Coast Educational Region in Queensland. The study found that there were high correlations between guidance officers and principals in their perceptions of present and preferred guidance practice. The area of consultation with administration and staff however indicated that there was little or no correlation between present and preferred operation. This was targeted by both guidance officers and principals for improved operation. Consultation and communication represents a key area for supervision of operation.
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.
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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Carter, Merilyn Gladys, Valentina Klenowski, and Christina Chalmers. "Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools." Journal of Education Policy 31, no. 3 (July 30, 2015): 330–42. http://dx.doi.org/10.1080/02680939.2015.1070206.
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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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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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Barry, Clayton. "Environmental Education is History: The Extent to Which Modern History Education Adopts Characteristics of Socially Critical Environmental Education." Australian Journal of Environmental Education 22, no. 1 (2006): 3–13. http://dx.doi.org/10.1017/s0814062600001610.
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AbstractThis paper reports on a research study that investigated the extent to which the Queensland secondary school subject Modern History adopts characteristics of socially critical environmental education. The study found that while the Modern History syllabus gives ample opportunities for students to focus their inquiries on environment, Modern History teachers had overlooked this aspect of the syllabus. More positive findings of this research are that both the syllabus and teachers adopt many characteristics of socially critical environmental education. In particular, the values, political and emancipatory characteristics feature strongly in both policy and practice. To a lesser extent, both the holistic and issues-based characteristics are represented. Finally, this research study shows that the action characteristic, as defined in socially critical environmental education, is clearly neglected. Despite this, there is a case to be made for Modern History to be used as a vehicle for socially critical environmental education in Queensland schools.
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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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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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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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Carrington, Suzanne, Nicholas Lennox, Michael O'Callaghan, Lyn McPherson, and Gitta Selva. "Promoting Self-Determination for Better Health and Wellbeing for Adolescents who have an Intellectual Disability." Australasian Journal of Special Education 38, no. 2 (October 10, 2013): 93–114. http://dx.doi.org/10.1017/jse.2013.16.
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The focus of this paper is on an Australian research project that evaluated the effectiveness of a resource called theAsk Health Diary, which is used in the school curriculum to promote self-determination for better health and wellbeing for adolescents who have an intellectual disability. Education and health researchers used questionnaires and interviews to gather data from adolescents attending special schools and special education units located in secondary schools in south-east Queensland, their teachers and their parents/carers. This paper reports on two research questions: First, ‘How did the teachers use theAsk Health Diaryto promote self-determination in health?’, and second, ‘How did teachers, parents/carers and students perceive the benefits and value of theAsk Health Diary?’ The findings indicate that theAsk Health Diaryprovides a sound curriculum framework for teachers, adolescents and parents/carers to work together to promote self-determination and better health outcomes for young people who have an intellectual disability.
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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.
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Sadler, D. Royce. "Scaled School Assessments: The Effect of Measurement Errors in the Scaling Test." Australian Journal of Education 36, no. 1 (April 1992): 30–37. http://dx.doi.org/10.1177/000494419203600104.
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In Queensland, school assessment scores at the completion of secondary school are adjusted to achieve a measure of statewide comparability across subjects and across schools. All students whose scores are to be scaled complete a scholastic aptitude test which serves as the common reference test for all subjects. Inevitably such tests are to some extent fallible. Unreliability in the reference test introduces unwanted error into the scaled scores. Several Monte Carlo experiments were conducted to estimate the seriousness of this error for various student group sizes and for a range of student abilities. The results show that the error is not negligible for small and moderately sized groups. Care is therefore needed in interpreting and making decisions based on small differences in single and aggregated adjusted scores, especially for students of high ability.
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Willis, Jill, Kelli McGraw, and Linda Graham. "Conditions that mediate teacher agency during assessment reform." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 233–48. http://dx.doi.org/10.1108/etpc-11-2018-0108.
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Purpose A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures. Design/methodology/approach An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency. Findings Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success. Originality/value These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.
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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The target sample will be 960 year 7 and 8 students from 24 secondary schools in Australia, of which approximately 40% (384/960) will identify as Aboriginal or Torres Strait Islander. The study design is a 2-group, parallel cluster randomized controlled trial with allocation concealment. Recruited schools will be block randomized (ratio 1:1), stratified by geographical remoteness, by an independent statistician. Schools will be randomized to receive Strong & Deadly Futures, a web-based alcohol and drug prevention and social and emotional well-being program that delivers curriculum-aligned content over 6 lessons via an illustrated story, or health education as usual (control). Control schools will be supported to implement Strong & Deadly Futures following trial completion. Surveys will be administered at baseline, 6 weeks, 12 months, and 24 months (primary end point) post baseline. Primary outcomes are alcohol use (adapted from the National Drug Strategy Household Survey), tobacco use (Standard High School Youth Risk Behavior Survey), and psychological distress (Kessler-5 Psychological Distress Scale). Secondary outcomes are alcohol and drug knowledge and intentions, alcohol-related harms, binge drinking, cannabis use, well-being, empowerment, appreciation of cultural diversity, and truancy. Results The trial was funded by the National Health and Medical Research Council in January 2019, approved by the Human Research Ethics Committee of the University of Sydney (2020/039, April 2020), the Aboriginal Health and Medical Research Council of New South Wales (1620/19, February 2020), the Western Australian Aboriginal Health Ethics Committee (998, October 2021), and the ethics committees of each participating school, including the New South Wales Department of Education (2020170, June 2020), Catholic Education Western Australia (RP2020/39, November 2020), and the Queensland Department of Education (550/27/2390, August 2021). Projected dates of data collection are 2022-2024, and we expect to publish the results in 2025. A total of 24 schools have been recruited as of submission of the manuscript. Conclusions This will be the first cluster randomized controlled trial of a culturally inclusive, school-based alcohol and drug prevention program for Aboriginal and Torres Strait Islander youth; therefore, it has significant potential to address alcohol and other drug harms among Aboriginal and Torres Strait Islander youth. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620001038987; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380038&isReview=true International Registered Report Identifier (IRRID) PRR1-10.2196/34530
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Keleher, Patrick, and Arun Patil. "Conducting an Effective Residential School for an Undergraduate Materials Science and Engineering Course." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 3 (July 2012): 41–46. http://dx.doi.org/10.4018/ijqaete.2012070104.
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Residential schools are an important mechanism by which equitable access to laboratory provide hands-on experience and face-to-face learning for students enrolled in distance mode. This paper elaborates on the evaluation of residential school conducted as a part of undergraduate materials science and engineering course for the distance/flexible students enrolled at Central Queensland University, Australia. The students in this course are adult students who are employed full-time as practitioners and juggling with work, family, and study commitments. This cohort differs greatly in their technical knowledge and professional experience from the students who are enrolled internally. Internal students are predominately students who have progressed from secondary school to tertiary education without any workplace experience. A three day residential school provided the opportunity for students to work individually (undertake quizzes) and as a group (conduct laboratories, pursue group project) to ensure they had access to lecturers and their peers in progressing their tasks and assessment items. The students travelled from throughout Australia to attend the residential school and its design acknowledges the need for the time allocated to be focused, meaningful and worthwhile so students can maximise time at the residential (and the subsequent follow up activities) and minimise time away from the workplace.
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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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Watling, David P., Jason D. Bishara, and Heidi Zeeman. "Young people’s safety beliefs after a spinal cord injury health promotion and awareness presentation." Health Education Journal 77, no. 1 (September 25, 2017): 43–58. http://dx.doi.org/10.1177/0017896917731125.
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Objective: Adolescence is presented as a vulnerable period for accidental injury, particularly spinal cord injury, given young people’s propensity for risky behaviours. School-based health promotion initiatives provide opportunities for education about the risks associated with dangerous behaviours. In this study, we aimed to describe young people’s safety beliefs before and after a school-based spinal cord health promotion and awareness presentation. The effect of selected demographic characteristics on safety beliefs was also examined. Design: A pre–post design was used to record group and time point differences on a range of specific safety beliefs before and after the presentation. Setting and method: The Spinal Education and Awareness Team (SEAT) from Spinal Life Australia conducted a health promotion and awareness presentation with 1,410 students aged 14–19 years across 13 secondary schools in Queensland, Australia. Presentations took place in regional, metropolitan and provincial city schools. A survey assessing basic demographic characteristics and specific risk behaviours was completed by students before and after the presentation. Results: T-tests and chi-square analyses were conducted to examine time point and group differences in relation to the SEAT presentation and to determine relative risks between subgroups of young people. A total of 705 pre-surveys (50%) and 735 post-surveys (52%) were analysed. Overall, reported beliefs were significantly safer post-presentation compared to pre-presentation (all t > 6.93, p < .001). Rural adolescent boys licensed to drive emerged as a particularly risky sub-group and were over three times (odds ratio [OR] = 3.35, 95% confidence interval [CI] = 1.34, 8.40) more likely than their metropolitan peers to hold less safe beliefs relating to spinal cord injury. Conclusion: Findings indicated that the health promotion and awareness presentation increased awareness of spinal cord injury risk behaviours overall and improved adolescent-related safety beliefs. Licensed adolescent boys from rural areas reported little change in awareness post-presentation, further highlighting the importance of targeted health promotion initiatives in rural areas. Extended research is required to further explore the belief–behaviour interaction in this at-risk population.
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Ross, Glenn F. "Tourism and hospitality employment motivation, success perception, job attainment strategies and post-secondary education aspiration among high school students." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 51–63. http://dx.doi.org/10.1017/s1037291100002144.
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Schein (1991) has argued that it is of critical importance to understand and facilitate the process of adaptation in career choice among older teenagers. This study has investigated career choice adaptation among Australian high school students in regard to the tourism and hospitality industry, a context which offers growing potential for employment and careers for many Australian school leavers. Five hundred and ninety-four students enrolled in Years 11 and 12 in five State high schools from the Far North Queensland region were sampled so as to examine work motivation, success perception, job attainment strategies and further education preferences in respect of employment in the tourism and hospitality industry. Many students demonstrated high levels of motivation to attain tourism and hospitality industry employment on leaving school, but were somewhat less confident of attaining such employment. Technical and Further Education (TAFE) training was most highly ranked as the preferred mode of post-secondary school education. It was also found that those students who demonstrated no preparedness to consider post-secondary school education were more likely to opt for a job attainment strategy involving present skill requirements of employers, whereas male students were more likely to opt for a job attainment strategy which focused on good health alone. Further analyses revealed high vocational motivation and high success perception to be associated with a job attainment strategy involving the anticipation of future requirements of employers. Universities were regarded as suitable for providing high academic qualifications, whereas TAFE institutions were regarded as suitable for providing qualifications appropriate to present employer requirements. Finally In-house training was regarded as highly suitable forequippingstudents with skills and training appropriate to anticipated future requirements of employers. This study has delineated clear patterns of adaptation in regard to tourism and hospitality industry career choice perceptions, and has thus provided some basic understanding of the adaptation process in career choice regarding the Australian tourism and hospitality industry, together with some directions for further research in this area. The implications of these findings for students, careers counsellors and for the tourism and hospitality industry are examined.
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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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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.
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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes. Findings While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change. Originality/value Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.
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Rohman, Mojibur, Marji ., Dwi Agus Sudjimat, and R. Machmud Sugandi. "Dukungan Keluarga dan Kesiapan Kerja di Kalangan Siswa SMK di Indonesia: Efek Mediasi dari Wawasan Dunia Kerja." Jurnal Pendidikan Teknik Mesin Undiksha 10, no. 1 (March 31, 2022): 1–9. http://dx.doi.org/10.23887/jptm.v10i1.43409.
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Abstrak Kesiapan kerja siswa kejuruan di Indonesia menjadi salah satu isu penting yang terus dibahas. Hal tersebut dikarenakan lulusan pendidikan kejuruan tersebut masih menduduki posisi teratas untuk angka pengangguran dibandingkan tingkat pendidikan yang lain. Rendahnya kesiapan kerja di kalangan siswa dipengaruhi oleh banyak faktor yang perlu diidentifikasi. Penelitian ini bertujuan untuk menguji secara empiris pengaruh dukungan keluarga terhadap kesiapan kerja siswa kejuruan yang dimediasi oleh wawasan dunia kerja. Untuk itu 115 siswa dipilih melalui teknik cluster random sampling dari 4 SMK yang ada di Jawa Timur, Indonesia. Pengumpulan data menggunakan kuesioner untuk mengukur skala dukungan keluarga, wawasan dunia kerja dan kesiapan kerja siswa. Pengujian hipotesis dilakukan dengan analisis jalur pada tingkat signifikansi 0,05. Hasil penelitian menujukkan bahwa dukungan keluarga berpengaruh signifikan terhadap kesiapan kerja siswa, baik secara langsung maupun tidak langsung melalui wawasan dunia kerja. Dengan demikian, keterlibatan keluarga harus maksimal dalam memberikan dukungan yang dibutuhkan oleh siswa. Di sisi lain, sekolah harus mampu menyediakan informasi pekerjaan yang tepat untuk membantu siswa dalam memperluas wawasan mereka tentang dunia kerja.Kata kunci: kesiapan kerja; dukungan keluarga; wawasan dunia kerja; SMK. AbstractJob readiness of vocational students in Indonesia is one of the important issues that continues to be discussed. This is because vocational education graduates still occupy the top position for unemployment rates compared to other levels of education. The low job readiness among students is influenced by many factors that need to be identified. This study aims to empirically examine the effect of family support on vocational students' job readiness mediated by the world of work insight. For this reason, 115 students were selected through a cluster random sampling technique from 4 vocational schools in East Java, Indonesia. Collecting data using a questionnaire to measure the scale of family support, insight into the world of work and student work readiness. Hypothesis testing was carried out by path analysis at a significance level of 0.05. The results of the study show that family support has a significant effect on students' work readiness, both directly and indirectly through insight into the world of work. Thus, family involvement should be maximized in providing the support needed by students. On the other hand, schools must be able to provide appropriate job information to assist students in broadening their horizons about the world of work.Keywords : working readiness; family support; insight into the world of work; SMK.DAFTAR RUJUKANSuswanto, H., Asfani, K., and Wibawa, A.P. (2017). Contribution of teaching performance, learning satisfaction and achievement motivation to students’ competence achievement. Global J. of Engng. Educ., 19, 1, 66-71.Billett, S. (2011). Vocational Education Purposes, Traditions and Prospects. New York: Springer,.Pavlova, M. (2009). Technology And Vocational Education For Sustainable Development : Empowering Individuals for the Future. Queensland: Springer.Badan Pusat Statistik (BPS), Tingkat Pengangguran Terbuka (TPT) sebesar 5,34 persen (2018), 14 May 2019, https://www.bps.go.id/pressrelease/2018/11/05/1485/agustus-2018--tingkat-pengangguran-terbuka--tpt--sebesar-5-34-persen.htmlSasmito, A.P., Kustono, D. & Patmanthara, S. (2015). Kesiapan Memasuki Dunia Usaha/Dunia Industri (DU/DI) Siswa Paket Keahlian Rekayasa Perangkat Lunak di SMK. Teknologi dan Kejuruan, 38, 1, 25-40.Caballero, C., Walker, A., & Fuller-Tyszkiewicz, M. (2011). The Work Readiness Scale (WRS): Developing a measure to assess work readiness in college graduates. J. of Teaching and Learning for Graduate Employability, 2, 2, 41-54.Caballero, C., & Walker, A. (2010). Work readiness in graduate recruitment and selection: A review of current assessment methods. J. of Teaching and Learning for Graduate Employability, 1, 1, 13- 25.Setyawati, R., (2017). Pengaruh Pengalaman Praktik Kerja Industri, Pelaksanaan Bimbingan Kejuruan dan Dukungan Keluarga terhadap Kesiapan Kerja Siswa SMK Swasta di Kabupaten Bantul. Jurnal Sosial Humaniora dan Pendidikan, 2, 1, 36-45.Grant, K.B. & Ray, J.A., (2010). Home, School, and Community Collaboration. United Stae of America: SAGE Publication, Inc.,King, R.B., & McInerney, D.M., (2019). Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research. Contemporary Educational Psychology 58, 338-353.Igberadja, S., (2015). Factors Influencing Performance In Basic Technology Among Secondary School Students of Delta South Senatorial District in Delta State, Nigeria, Journal of Technical Education and Training (JTET), 7, 2, 24-34.Odo, M. I. (2015). Sustaining Occupational Information for Career Choice and Development in Students of Technical Colleges in Enugu State, Nigeria. Journal of Technical Education and Training (JTET), 7, 1, 1-9.Saniter, N., Schnitzlein, D.,D., & Siedler, T. (2019). Occupational Knowledge and Educational Mobility: Evidence from the Introduction of Job Information Centers. Economics of Education Review, 69, 108-124.Feldt, L.S., & Brennan, R.L., (1989). Reliability educational measurement. New York: McMillan Publishing Company.Isarabhakdi, P. & Pewnil, T. (2016). Engagement with family, peers, and Internet use and its effect on mental well-being among high school students in Kanchanaburi Province, Thailand, International Journal of Adolescence and Youth, 21, 1, 15-26.Smitsa, J. & Hosgor, A.G. (2006). Effects of family background characteristics on educational participation in Turkey, International Journal of Educational Development, 26, 545-560.Ismail, M.E., Hashim, S., Hamzah, N., Samad, N.A., Masran, S.M., Mat Daud, K.A., Amin, N.F.M.,, Samsudin, M.A. & Kamarudin, N.Z.S. (2019). Factors that Influence Students’ Learning: An observation on Vocational College students, Journal Of Technical Education And Trainin, 11, 1, 93-99.Ainane, S., Bouabid, A. & Sokkary, W.E. (2019). Factors that influence the high percentage of women enrolled in engineering in the UAE and preparing for careers in the oil and gas industry, Global Journal of Engineering Education., 21, 1, 62-68.
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Baker, Lynne M., Mary McMahon, Robyn Bredhauer, Catherine Dodemont, Yumi Kobayashi, and Francis Borg. "Counseling Children and Adolescents (3rd ed.) Edited by Ann Vernon (2004). Denver, CO: Love. 468pp ISBN 0891083049 - Introduction to Counselling Skills (2nd ed.) By R. Nelson-Jones (2005). London: Sage - STOP the Bullying: A Handbook for Schools By Ken Rigby (2001). Victoria: ACER Press. ISBN 0 86431 353 5 - Creating Resilient Families By Andrew Fuller (2004). Camberwell, Australia: ACER Press. 40pp ISBN 0864316194 - A Head Start for Australia: An Early Years Framework By the NSW Commission for Children and Young People and the Commission for Children and Young People (Qld) (2004). Governments of New South Wales & Queensland, Australia 57pp ISBN: 0734771150 - Life Coaching: A Program for Change By Sallie Gardener (2004). Mermaid Waters, Australia: Poseidon Books." Australian Journal of Guidance and Counselling 15, no. 1 (July 1, 2005): 117–24. http://dx.doi.org/10.1375/ajgc.15.1.117.
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Graham, Linda J., Callula Killingly, Kristin R. Laurens, and Naomi Sweller. "Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform?" Australian Educational Researcher, January 3, 2022. http://dx.doi.org/10.1007/s13384-021-00504-1.
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AbstractWell-established evidence of the ill-effects of exclusionary school discipline, its disproportionate use on students of colour, and association with the “school-to-prison pipeline” has, in the last decade, led to systemic reforms in the United States, which are successfully reducing exclusion and improving outcomes. Few studies, however, have similarly investigated overrepresentation in Australia, with little attention to systemic reform as a result. In this study, we analysed suspension, exclusion, and enrolment cancellation rates in Queensland (QLD) government schools between 2013 and 2019 and found Indigenous students were consistently overrepresented. Suspension incidents proportionate to enrolments increased for all students, but this increase was faster for Indigenous than non-Indigenous students and driven primarily by steep rises in short suspensions during primary school (Preparatory-6). Exclusions increased—again disproportionately—for Indigenous students, chiefly in secondary school (7–12). During 2019, Physical Misconduct had the highest incident rate for both groups; however, Indigenous students were most overrepresented in suspensions for Disruptive/Disengaged behaviours. Further, while Indigenous students were overrepresented in all QLD regions, one region’s Indigenous suspension rate was higher than all others despite no difference in the distribution of Indigenous/non-Indigenous enrolments across regions. The scale and nature of Indigenous overrepresentation in exclusionary discipline incidents in QLD indicate clear need for further research to secure political commitment to systemic inclusive school reform, as well as to produce high-quality evidence capable of guiding that reform.
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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 28, no. 2 (November 29, 2018). http://dx.doi.org/10.47381/aijre.v28i2.230.
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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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Kravia, Kainaro, and Paul Pagliano. "Using a Transformative Paradigm Research Approach to Investigate Guidance and Counselling Service in Papua New Guinea Schools." eTropic: electronic journal of studies in the tropics 14, no. 1 (August 2, 2016). http://dx.doi.org/10.25120/etropic.14.1.2015.3372.
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Since the introduction of school guidance and counseling services in Papua New Guinea (PNG) schools in the 1970s little has changed. A limited number of Guidance Officers (GOs) each look after a large number of secondary schools. Consequently they only have time to administer a bank of Australian Council for Education Research (ACER) aptitude tests to grade 11 students and provide limited career guidance to year 12 students. This means that more than one million school aged children in PNG miss out on adequate guidance and counselling services, with any support they do receive being provided by untrained school personnel. This comparative study using a transformative paradigm research approach will explore guidance and counselling service in PNG and Australia with a particular focus on services available to schools in Goroka (PNG) and in Townsville (Queensland, Australia). Townsville has been identified as an ideal location because of Australia’s political history and its legacies in many systems of government (including the education system), economic practices and social life in PNG. Another factor is the researcher’s location as a post graduate student at the James Cook University in Townsville. The study will utilise a mixed methods comprising of autoethnography, survey, and interview. Through autoethnography the researcher intends to investigate his own experiences working in guidance and counselling services in PNG. Next is the use of a survey questionnaire to gauge care-givers’ views about the scope and type of services currently provided in PNG and in Queensland schools. Finally, several pertinent individuals in PNG and the State of Queensland will be interviewed about guidance and counselling services in the respective countries with a view to exploring how services will need to change to better meet anticipated future requirements. The information is then distilled to make recommendations as to how guidance and counseling services in PNG schools might be transformed.
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Redman-MacLaren, Michelle, Tessa Benveniste, Janya McCalman, Katrina Rutherford, Amelia Britton, Erika Langham, Richard Stewart, Pat Saunders, Irina Kinchin, and Roxanne Bainbridge. "Through the eyes of students: the satisfaction of remote Indigenous boarding students’ with a transition support service in Queensland, Australia." Australian Journal of Indigenous Education, March 25, 2019, 1–12. http://dx.doi.org/10.1017/jie.2019.3.
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AbstractMore than 4000 Indigenous Australian students enrol and take up a placement at boarding school each year. While reasons for attending boarding school vary, the impetus for many remote and very remote-dwelling students is restricted secondary educational opportunities in their home communities. A large multi-site study is being undertaken across Queensland to understand the conditions required for these students to be resilient while studying away from home. This paper reports on levels of student satisfaction with Queensland Department of Education's Transition Support Service (TSS) that provide assistance to remote-dwelling Indigenous students in the transition to boarding schools. A survey instrument administered to students included 22 close-ended questions to elicit levels of student satisfaction with TSS. Data were collected electronically using SurveyMonkey™ and analysed in SPSS v24. Descriptive statistics were calculated for variables assessing service support, student perceptions and experiences. A total of 294 primary, secondary and re-engaging students across 21 sites responded. Nearly all primary students (97%) anticipated that TSS would assist their move to boarding school. All secondary students identified that TSS had assisted their transition to boarding school. All re-engaging students agreed that TSS support had increased their capacity to cope when things go wrong. Lower scores related to students’ ability to access TSS when needed. Very high levels of satisfaction with TSS were countered by constraints of distance between TSS and students, and resources available to support the work of TSS. Findings point to the need for equitable provision of transition services in Queensland that emphasise the importance of relationship between service provider and student, and can inform the design of similar transition services across Australia.
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Akinyanju, Kim, Korrie Allen, Edward Lorek, and null null. "Mega Champs Field Trip: A Lesson in Character Development." Academic Leadership: The Online Journal, 2011. http://dx.doi.org/10.58809/otmm8496.
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The existence of a policy does not necessarily mean that a school will ‘enact’ it (Fulcher, 1997).Queensland Government’s current P-12 Curriculum Framework provides schools with a direction toachieve "a curriculum for all". However, experience with working with secondary school staff is that theyare commonly unaware of the implications of this policy to their everyday work. In fact, they usuallyrespond to any references by the writer to a "curriculum for all" (meaning providing a curriculum for allstudents in their class, including those with disabilities) with "Where does it say I have to do that?"Meaning, "…where is that in writing?"
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Cosby, Amy, Mark Trotter, Jaime Manning, Bobby Harreveld, and Jessica Roberts. "Opportunities and Barriers Perceived by Secondary School Agriculture Teachers in Implementing the GPS Cows Learning Module." International Journal of Innovation in Science and Mathematics Education 27, no. 4 (May 6, 2019). http://dx.doi.org/10.30722/ijisme.27.04.005.
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Within the agriculture sector the use of digital technologies is rapidly expanding. There is a growing shortage of skilled people considering a career within this sector to support the uptake of agricultural technology. The GPS Cows program is designed to improve secondary school student’s knowledge and skills of emerging agricultural technologies. It highlights a range of opportunities and potential career options available to students in agriculture. This collaborative project combines the expertise and passion of researchers, industry professionals and educators in both Australia and the USA. A pilot workshop was run with ten teachers from nine Queensland and New South Wales secondary schools. Teachers participated in lectures and practical workshops, developed data analysis skills and took part in a World Café style focus group. The focus group findings highlighted that for the GPS Cows program to be implemented in secondary school classrooms, excellent resources from the GPS Cows team are needed, combined with ongoing support and guidance. Nevertheless, the participating teachers felt that their students would both engage and enjoy participating in the GPS Cows program and realise the opportunities the agricultural sector offers.
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Biancotti, Stefanie, and Kelsey Halbert. "Changing Times: Problematising Social Science Curriculum Implementation." eTropic: electronic journal of studies in the tropics 14, no. 1 (August 2, 2016). http://dx.doi.org/10.25120/etropic.14.1.2015.3361.
Full textAbstract:
By 2016, all schools across Australia will have transitioned from state-based to national curricula. Given the current dynamic period of curriculum change that schools are undergoing, there is a need to investigate how this change is implemented by and impacts on teachers. This research investigates the implementation of Australian History and Geography curriculum initiatives by a junior secondary school department (Years 7-10) in North Queensland. It systematically and critically reviews the Australian curriculum implementation processes and outcomes, within one Social Science department, through a case study methodology (Koshy, 2010; Yin, 2003). Actor Network Theory (ANT) (Fenwick & Edwards, 2010) will be utilised as the theoretical framework for this research. The Actor Network theoretical framework will identify the actors (including lead researcher, teachers, administrators and objects such as Curriculum into the Classroom (C2C) materials) in the curriculum translation network and how the interactions between them shape the network and its processes. This article explores the historical context of curriculum change, maps the network of History curriculum actors and then details some of the implications that have emerged such as redefining the place of the History and Geography disciplines, the place of particular actors and the enabling and constraining factors in actors’ engagement and agency during the implementation. Researcher observations, interview and survey data provide insights into the ways in which teachers shape their own professional practices in response to curriculum change.
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Freund, Megan, Natasha Noble, David Hill, Victoria White, Tiffany Evans, Christopher Oldmeadow, Nicola Guerin, and Robert Sanson-Fisher. "The Prevalence and Correlates of Gambling in Australian Secondary School Students." Journal of Gambling Studies, January 21, 2022. http://dx.doi.org/10.1007/s10899-021-10098-z.
Full textAbstract:
AbstractYouth gambling is associated with a range of harms. This study aimed to examine, among Australian adolescents, the prevalence of gambling (ever, in the last month, at-risk and problem), the most frequent gambling types and modalities, and to explore the student characteristics associated with gambling in the last month and with at-risk or problem gambling. Students aged 12–17 years from Victoria and Queensland answered gambling questions as part of the Australian Secondary School Alcohol and Drug (ASSAD) Survey in 2017. The ASSAD also included a series of questions about smoking, alcohol and other drug use, and mental health. A total of 6377 students from 93 schools were included in analysis. The prevalence of ever gambling and gambling in the last month was 31% and 6% respectively. Of students who had gambled in the last month, 34% were classified as at-risk and 15% were classified as problem gamblers. The most frequent types of gambling in the last month were horse or dog race and sports betting. Students who gambled in the last month did so most frequently via a parent or guardian purchasing or playing for them, at home or at a friends’ house, and online or using an app. Regression analysis indicated that male gender, having money available to spend on self, alcohol consumption in the last seven days, the number of types of advertisements seen in the last month, and the number of peer or family members who gambled in the last month, were significantly associated with the likelihood of students gambling in the last month. Male gender, some age categories, and exposure to more types of gambling advertising were also significant predictors of being classified as an at-risk or problem gambler. This large study of youth gambling provides data on gambling behaviours and related variables from a large sample of Australian secondary school students. Student characteristics, including male gender and exposure to more types of gambling advertising, were associated with an increased likelihood of gambling in the last month and of being classified as an at-risk or problem gambler. Further implications of the study findings are discussed.
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"Language teaching." Language Teaching 38, no. 1 (January 2005): 19–26. http://dx.doi.org/10.1017/s0261444805212521.
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