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Journal articles on the topic 'School choice South Australia'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

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Galliott, Natal’ya, Linda J. Graham, and Naomi Sweller. "Who Struggles Most in Making a Career Choice and Why? Findings From a Cross-Sectional Survey of Australian High-School Students." Journal of Psychologists and Counsellors in Schools 25, no. 2 (May 4, 2015): 133–51. http://dx.doi.org/10.1017/jgc.2015.7.

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This article reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending Years 9–12 (N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make a career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics, such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with their own academic abilities and self-efficacy.

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Moore, Laurence, Andrea de Silva-Sanigorski, and Sue N. Moore. "A socio-ecological perspective on behavioural interventions to influence food choice in schools: alternative, complementary or synergistic?" Public Health Nutrition 16, no. 6 (March 4, 2013): 1000–1005. http://dx.doi.org/10.1017/s1368980012005605.

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AbstractObjectiveAn increasing focus on legislation, policy and guidance on the nutritional content of school food has in part been in response to the limited impact of more behavioural or educational approaches. However, there is a risk that a sole focus on policy-level action may lead to neglect of the important contribution that more behavioural approaches can make as components of effective, coordinated, multilevel action to improve the dietary intake of schoolchildren. The current paper aims to highlight the potential importance of viewing alternative approaches as complementary or synergistic, rather than competing.DesignThe socio-ecological and RE-AIM frameworks are used to provide a theoretical rationale and demonstrate the importance of explicitly identifying the interdependence of policies, interventions and contextual structures and processes. School food case study evidence is used to exemplify how understanding and exploiting these interdependencies can maximise impact on dietary outcomes.SettingCase studies of trials in schools in the UK (South West England and Wales) and Australia (Victoria).SubjectsSchoolchildren.ResultsThe case studies provide examples to support the hypothesis that the reach, effectiveness, adoption, implementation and maintenance of school food policies and interventions can be maximised by understanding and exploiting the interdependence between levels in the socio-ecological framework.ConclusionsRather than being seen as competing alternatives, diverse approaches to improving the diets of schoolchildren should be considered in terms of their potential to be complementary and synergistic, acting at multiple levels to improve acceptability, fidelity, effectiveness and sustainability.

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Wyse, Rebecca, Tessa Delaney, Pennie Gibbins, Kylie Ball, Karen Campbell, Sze Lin Yoong, Kirsty Seward, et al. "Cluster randomised controlled trial of an online intervention to improve healthy food purchases from primary school canteens: a study protocol of the ‘click & crunch’ trial." BMJ Open 9, no. 9 (September 2019): e030538. http://dx.doi.org/10.1136/bmjopen-2019-030538.

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IntroductionSchool canteens are the most frequently accessed take-away food outlet by Australian children. The rapid development of online lunch ordering systems for school canteens presents new opportunities to deliver novel public health nutrition interventions to school-aged children. This study aims to assess the effectiveness and cost-effectiveness of a behavioural intervention in reducing the energy, saturated fat, sugar and sodium content of online canteen lunch orders for primary school children.Methods and analysisThe study will employ a cluster randomised controlled trial design. Twenty-six primary schools in New South Wales, Australia, that have an existing online canteen ordering system will be randomised to receive either a multi-strategy behavioural intervention or a control (the standard online canteen ordering system). The intervention will be integrated into the existing online canteen system and will seek to encourage the purchase of healthier food and drinks for school lunch orders (ie, items lower in energy, saturated fat, sugar and sodium). The behavioural intervention will use evidence-based choice architecture strategies to redesign the online menu and ordering system including: menu labelling, placement, prompting and provision of feedback and incentives. The primary trial outcomes will be the mean energy (kilojoules), saturated fat (grams), sugar (grams) and sodium (milligrams) content of lunch orders placed via the online system, and will be assessed 12 months after baseline data collection.Ethics and disseminationThe study was approved by the ethics committees of the University of Newcastle (H-2017–0402) and the New South Wales Department of Education and Communities (SERAP 2018065), and the Catholic Education Office Dioceses of Sydney, Parramatta, Lismore, Maitland-Newcastle, Bathurst, Canberra-Goulburn, Wollongong, Wagga Wagga and Wilcannia-Forbes. Study results will be disseminated through peer-reviewed publications, reports, presentations at relevant national and international conferences and via briefings to key stakeholders. Results will be used to inform future implementation of public health nutrition interventions through school canteens, and may be transferable to other food settings or online systems for ordering food.Trial registration numberACTRN12618000855224.

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Cho Tang, Kwok, Christine Duffield, Xc Chen, Sam Choucair, Reta Creegan, Christine Mak, and Geraldine Lesley. "Nursing as a career choice: Perceptions of students speaking Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese at home." Australian Health Review 22, no. 1 (1999): 107. http://dx.doi.org/10.1071/ah990107.

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Australia is a multicultural society and nowhere is this more evident than in Sydney where 25 percent of the population speaks a language other than English. In one of the largest area health services in New South Wales, the five most frequently spoken languages at home are Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese, with these language groups comprising 12percent of Sydney's population. Yet nurses speaking one of these five languages comprise less than 1 percent of the nursing workforce. A cost-effective method of addressing the shortage of nurses speaking languages other than English is to recruit students who already speak another language into the profession.This study examined high school students' perceptions of nursing in order to determine appropriate methods of recruiting students speaking one of these languages.Implications for the design of recruitment campaigns are also discussed.

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Davis, Julie M., and Jo-Anne Ferreira. "Creating Cultural Change in Education: A Proposal for a Continuum for Evaluating the Effectiveness of Sustainable Schools Implementation Strategies in Australia." Australian Journal of Environmental Education 25 (2009): 59–70. http://dx.doi.org/10.1017/s0814062600000409.

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AbstractNetworks are increasingly recognised as advantageous when creating and embedding cultural change within organisations. This paper explores and problematises ideas around networks for education for sustainability (EfS), specifically in relation to the implementation of the Australian Sustainable Schools Initiative (AuSSI), a national, whole-school approach to EfS. In three Australian states - New South Wales, Victoria and Queensland – AuSSI has been implemented in different ways. In examining the use of products, facilitators and networks to embed initiatives such as AuSSI in Australian schools, we propose a “continuum of cultural change strategies” as a framework for thinking about each of these approaches to creating organisational and cultural change for sustainability. We anticipate that such a framework may assist where choices need to be made in relation to the kinds of capacity building processes that might best achieve “deep and wide” change within schools hoping to engender significant cultural change.

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Khoo, Shaun, Jenna Zhao, Adrian Walker, Jessica Kirkman, and Branka Spehar. "Transitions and choices: Graduate student mentoring for psychology honours students." Student Success 10, no. 1 (March 7, 2019): 147–54. http://dx.doi.org/10.5204/ssj.v10i1.648.

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Peer mentoring programs are typically designed to support students transitioning into university. However, recent work has highlighted the importance of supporting transitions through and out of university. The Australian psychology honours year is a particularly stressful period that involves transitioning through university into the research environment and is soon followed by transitions into the workforce or postgraduate study. The School of Psychology at the University of New South Wales, Australia (UNSW) recently developed a graduate/honours peer mentoring program. Pairs of PhD students mentor small groups of honours students in monthly meetings, discussing various aspects of honours and career options. Most honours students sign up for mentoring and evaluation results show that mentees find the program helpful, most frequently acknowledging that their mentors helped them with general advice and understanding their career options. Peer mentoring can therefore support psychology student transitions through and out of university.

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8

Punt, André E., and David C. Smith. "Assessments of species in the Australian South East Fishery can be sensitive to the method used to convert from size-to age-composition data." Marine and Freshwater Research 52, no. 4 (2001): 683. http://dx.doi.org/10.1071/mf99129.

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Information about the age-structure of the catch is one of the primary inputs to many of the methods of stock assessment currently applied to SEF species. Two methods for calculating the catch-, mean length-, and mean mass-at-age matrices from the data collected from the fishery are outlined. These methods are illustrated by applying them to data for blue grenadier, Macruronus novaezelandiae, and eastern school whiting, Sillago flindersi. The assessment and risk analysis results for blue grenadier are highly sensitive to the choice of method, whereas those for eastern school whiting are not. It is recommended that a method that allows for inter-annual variation in mean length- and hence mass-at-age should be the standard for SEF stock assessments but that sensitivity to alternative methods needs to be examined routinely.

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Wyse, Rebecca, Tessa Delaney, Fiona Stacey, Rachel Zoetemeyer, Christophe Lecathelinais, Hannah Lamont, Kylie Ball, et al. "Effectiveness of a Multistrategy Behavioral Intervention to Increase the Nutritional Quality of Primary School Students’ Web-Based Canteen Lunch Orders (Click & Crunch): Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 9 (September 7, 2021): e26054. http://dx.doi.org/10.2196/26054.

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Background School food outlets represent a key setting for public health nutrition intervention. The recent proliferation of web-based food ordering systems provides a unique opportunity to support healthy purchasing from schools. Embedding evidence-based choice architecture strategies within these routinely used systems provides the opportunity to impact the purchasing decisions of many users simultaneously and warrants investigation. Objective This study aims to assess the effectiveness of a multistrategy behavioral intervention implemented via a web-based school canteen lunch ordering system in reducing the energy, saturated fat, sugar, and sodium content of primary students’ web-based lunch orders. Methods The study used a parallel-group, cohort, cluster randomized controlled trial design with 2207 students from 17 Australian primary schools. Schools with a web-based canteen lunch ordering system were randomly assigned to receive either a multistrategy behavioral intervention that included choice architecture strategies embedded in the web-based system (n=9 schools) or the standard web-based ordering system only (n=8 control schools). Automatically collected student purchasing data at baseline (term 2, 2018) and 12 months later (term 2, 2019) were used to assess trial outcomes. Primary trial outcomes included the mean energy (kJ), saturated fat (g), sugar (g), and sodium (mg) content of student lunch orders. Secondary outcomes included the proportion of all web-based lunch order items classified as everyday, occasional, and caution (based on the New South Wales Healthy School Canteen Strategy) and canteen revenue. Results From baseline to follow-up, the intervention lunch orders had significantly lower energy content (−69.4 kJ, 95% CI −119.6 to −19.1; P=.01) and saturated fat content (−0.6 g, 95% CI −0.9 to −0.4; P<.001) than the control lunch orders, but they did not have significantly lower sugar or sodium content. There was also a small significant between-group difference in the percentage of energy from saturated fat (−0.9%, 95% CI −1.4% to −0.5%; P<.001) but not in the percentage of energy from sugar (+1.1%, 95% CI 0.2% to 1.9%; P=.02). Relative to control schools, intervention schools had significantly greater odds of having everyday items purchased (odds ratio [OR] 1.7, 95% CI 1.5-2.0; P<.001), corresponding to a 9.8% increase in everyday items, and lower odds of having occasional items purchased (OR 0.7, 95% CI 0.6-0.8; P<.001), corresponding to a 7.7% decrease in occasional items); however, there was no change in the odds of having caution (least healthy) items purchased (OR 0.8, 95% CI 0.7-1.0; P=.05). Furthermore, there was no change in schools’ revenue between groups. Conclusions Given the evidence of small statistically significant improvements in the energy and saturated fat content, acceptability, and wide reach, this intervention has the potential to influence dietary choices at a population level, and further research is warranted to determine its impact when implemented at scale. Trial Registration Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12618000855224; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375075. International Registered Report Identifier (IRRID) RR2-10.1136/bmjopen-2019-030538

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10

Mavisakalyan, Astghik. "Immigration and School Choice in Australia." Australian Economic Review 45, no. 1 (March 2012): 29–49. http://dx.doi.org/10.1111/j.1467-8462.2011.00663.x.

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11

Maile, Simeon. "School Choice in South Africa." Education and Urban Society 37, no. 1 (November 2004): 94–116. http://dx.doi.org/10.1177/0013124504268279.

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12

BEARUP, CECILIE. "An Occupational Therapy School For South Australia." Australian Occupational Therapy Journal 17, no. 1 (August 27, 2010): 25–27. http://dx.doi.org/10.1111/j.1440-1630.1970.tb00379.x.

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13

Partington, Geoffrey. "Parental changes of school in South Australia." Australian Educational Researcher 16, no. 4 (December 1989): 27–47. http://dx.doi.org/10.1007/bf03219456.

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14

Le, Anh T., and Paul W. Miller. "Choice of School in Australia: Determinants and Consequences." Australian Economic Review 36, no. 1 (March 2003): 55–78. http://dx.doi.org/10.1111/1467-8462.00267.

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15

Byun, Soo-yong, Kyung-Keun Kim, and Hyunjoon Park. "School Choice and Educational Inequality in South Korea." Journal of School Choice 6, no. 2 (April 2012): 158–83. http://dx.doi.org/10.1080/15582159.2012.673854.

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FLEMING, JOSEPHINE, ROBYN EWING, MICHAEL ANDERSON, and HELEN KLIEVE. "Reimagining the Wheel: The Implications of Cultural Diversity for Mainstream Theatre Programming in Australia." Theatre Research International 39, no. 2 (June 4, 2014): 133–48. http://dx.doi.org/10.1017/s0307883314000054.

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Profound demographic shifts in Australia's population are raising fundamental questions about how we reimagine the practices of our mainstream cultural institutions. The ability and the willingness of these institutions to reconceptualize their work in ways that encompass a diversity of traditions and tastes are critical. The paper draws on Pierre Bourdieu's notions of distinctions and taste to examine the influence of cultural identification on the choices that young people make about attending live theatre. The paper includes findings from a large Australian study, TheatreSpace, which examined why young people chose to engage or not to engage with theatre. In New South Wales nearly 40 per cent of the 726 young participants spoke a language other than English at home. Most were attending with their schools, many with no history of family attendance. This paper highlights significant issues about cultural relevance, accessibility and the often unintended challenges and confrontations that theatre can present to young first-generation Australians.

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Worsley, Anthony, and Grace Skrzypiec. "Environmental attitudes of senior secondary school students in South Australia." Global Environmental Change 8, no. 3 (October 1998): 209–25. http://dx.doi.org/10.1016/s0959-3780(98)00016-8.

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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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Le Cornu, Rosie, Judy Peters, Margot Foster, Robyn Barratt, and Jacqueline Stratfold. "Perceptions of 'Significant Change' in School Cultures in South Australia." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 5 (2006): 161–70. http://dx.doi.org/10.18848/1447-9524/cgp/v06i05/49556.

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Stevens, Christine A. "The School to Work Transition: Young Cambodians in South Australia." Australian and New Zealand Journal of Sociology 29, no. 2 (August 1993): 173–93. http://dx.doi.org/10.1177/144078339302900202.

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Donnelly, Kevin. "School Choice in Australia: An Overview of the Rules and Facts." Journal of School Choice 6, no. 2 (April 2012): 290–94. http://dx.doi.org/10.1080/15582159.2012.673935.

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Owen, Tim, and Jody Steele. "Perceptions of archaeology amongst primary school aged children, Adelaide, South Australia." Australian Archaeology 61, no. 1 (January 2005): 64–70. http://dx.doi.org/10.1080/03122417.2005.11681822.

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McLellan, Lyndall, Chris Rissel, Neil Donnelly, and Adrian Bauman. "Health behaviour and the school environment in New South Wales, Australia." Social Science & Medicine 49, no. 5 (September 1999): 611–19. http://dx.doi.org/10.1016/s0277-9536(99)00136-7.

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Ben-Tovim, David I., and Jacqueline Morton. "The Epidemiology of Anorexia Nervosa in South Australia." Australian & New Zealand Journal of Psychiatry 24, no. 2 (June 1990): 182–86. http://dx.doi.org/10.3109/00048679009077680.

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A survey of 5,705 pupils in girls' schools in South Australia revealed that the one year prevalence of cases of anorexia nervosa, diagnosed according to DSM-Ill criteria, was 1.05 cases per thousand of the population studied. This study has a number of advantages in comparison to the majority of other school-based surveys, and confirms that descriptions of anorexia nervosa as a disorder of epidemic proportions may be premature.

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Salmi, Issa. "The Lived Experience of Nurses Working in Cardiology Services with Online Continuing Professional Programs in Advancing their Specialized Clinical Practice: Phenomenology Study Methodology." Clinical Cardiology and Cardiovascular Interventions 4, no. 2 (February 9, 2021): 01–10. http://dx.doi.org/10.31579/2641-0419/102.

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Introduction: Nurses should be committed to undertake continuing professional development (CPD) courses to advance nursing practice and guarantee lifelong learning. Online CPD programs may allow nurses to fulfil the demand for specialty competency. Aim: This study focuses on utilising online (CPD) activities to develop cardiac nurses’ ability to perform advanced clinical skills. Method: The study was conducted in one of the largest accredited teaching hospitals in South Australia. The department is staffed by a specialised multi-professional team, some of whom have completed specialised cardiac post-graduation diploma courses in order to meet the complex needs of cardiac patients. To keep the team abreast of the latest developments in practice, the in-service education department at local study setting runs several CPD programs for the cardiology department via varied learning modes, such as online CPD programs, classroom learning and bedside-based learning. The nursing team maintains advanced clinical skills through online CPD, orientation programs, and in-service classroom-based courses. Regarding online CPD courses, electrocardiography interpretation and underwater sealing draining management courses are mandatory courses which all registered nurses must complete while working in medical or surgical cardiac wards. Results: The interview process was conducted in five stages: 1. Determining the type of the interview where in such types of qualitative studies the researcher should focus on the fundamental question of the phenomenological inquiry throughout the unstructured, in-depth interview process. 2. Making initial contact where the researcher established a rapport with the participant and prepared them mentally by giving them the participant information sheet. 3. Context of the interview where interviews be conducted in a quiet room in the School of Nursing in order to maintain participant privacy and anonymity, participants requested to conduct the interviews in their work setting. Nonetheless, the researcher ensured that participant privacy and anonymity was upheld. 4. Selecting the lived experience where Each participant was interviewed once. Interview duration was 15 to 30 minutes. The interviews started with a grand tour question. Grand tour questions are very broad questions asked by the interviewer at the early stage of an interview to obtain a description of the event or experience. 5. All interviews were concluded by thanking the participant and offering them the choice to have a copy of their interview transcript to verify what they had said. The researcher wrote an interview summary after listening to the interviews on the same day. The summary was prepared to help the researcher evaluate the amount of data gathered and identify whether the point of data saturation was reached. In addition, writing the summary helped the researcher reflect on the interview and gain an understanding of the participant experience Conclusion This study explained the process of data collection, describing the setting, nature of participants and process of data collection using phenomenological interview. As the human experience is complex, gathering in-depth data should be systematic to ensure that the researcher has obtained the most sufficient data to explore the essence of the experience.

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Caldwell, Brian J. "Is Private Schooling Becoming the Preferred Model of School Choice in Australia?" Journal of School Choice 4, no. 4 (December 7, 2010): 378–97. http://dx.doi.org/10.1080/15582159.2010.526840.

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Anderson, Don S. "Values, religion, social class and the choice of private school in Australia." International Journal of Educational Research 12, no. 4 (January 1988): 351–73. http://dx.doi.org/10.1016/0883-0355(88)90031-6.

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Kissane, Dylan. "The southern North faces the northern South." Politikon: The IAPSS Journal of Political Science 10 (November 1, 2005): 62–77. http://dx.doi.org/10.22151/politikon.10.5.

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Australia is almost unique in international politics as it remains a Global North state geographically isolated in the south of the globe. Its northern borders fringed with states of the South, Australia has long looked to allies in its security seeking policies and in the formation of its alliances. Australia, however, is facing a choice. By using the power cycle methodology to forecast the future of global great power politics it is shown that the Global Southís China is rising in power and will soon overtake the US as the dominant global power. This article introduces the power cycle method, extrapolates forecasts from collected sampling and suggests implications for Australia of an international environment where its principal ally (the US) is no longer the predominant power.

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Darvall, Ken. "Alive and Well: Aboriginal Education in South Australia." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 9–14. http://dx.doi.org/10.1017/s1326011100600443.

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During a four-week period in March and April, 1990, I had the opportunity to visit several Aboriginal and mainstream public schools in South Australia as part of a Fellowship sponsored by the New South Wales Department of School Education.The selection of South Australia as a location to visit was recommended to the author by various colleagues in Aboriginal education who considered that “many fine things were happening” in South Australia in the area of Aboriginal education. My impressions confirmed what I had been told by others.

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Iner, Derya. "Faith-Inspired Muslim Parents’ School Choices and Attitudes in the Cultural West and Australia." Religions 12, no. 9 (September 10, 2021): 746. http://dx.doi.org/10.3390/rel12090746.

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All parents want the best accessible, available and affordable school for their children. Yet, the literature highlights that school choice for middle-class parents in the cultural West is a deliberate decision and a reflection of their salient identities. For racialised middle-class Western parents, school choice is an instrumental investment to secure social upward mobility and minimise the harms of racism for their children. Research focusing on Western middle-class Muslim parents highlights that accommodation of Muslim identities and ethno-religious values is pivotal in parental school choice. This is expected due to the rise of Islamophobia in the cultural West since 9/11. The semi-structured interviews with faith-inspired middle-class Muslim parents in Australia bring a new dimension to the parental school choice literature. Regardless of carrying more or less similar concerns for their children in an Islamophobic climate, middle-class Muslim parents’ school choices vary based on their childhood schooling experiences in the Australian context, diverse parenting styles and mentalities and their children’s varying personalities demanding a particular type of school setting. This article demonstrates there is no one size fits all Muslim parent in terms of deciding which school is the best for their children in an Islamophobic climate.

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Elsworth, Gerald, and Adrian Harvey-Beavis. "Interests, Reasons and Subject Choice." Australian Journal of Career Development 4, no. 2 (July 1995): 29–34. http://dx.doi.org/10.1177/103841629500400210.

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Evidence from recent Australian research indicates that vocational and educational preferences and choices are related thematically in a manner that is well described by Holland's RIASEC themes. A recent Australia-wide survey of the curriculum choices of senior secondary students showed a pattern of relationships with measured interests that was consistent both with Holland's typology and the hexagonal arrangement of interests. The reasons that students gave for their subject choices were also classified and described. It is concluded that a school guidance program could valuably integrate attention to the choice of school subjects, the development of career plans and the critical discussion of anticipated reasons for subject and course choice.

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Melo Zurita, Maria de Lourdes, and Kristian Ruming. "‘From Choice to Chance’: choice-based letting use in forced tenant relocations in New South Wales, Australia." Housing Studies 34, no. 8 (November 28, 2018): 1243–62. http://dx.doi.org/10.1080/02673037.2018.1531112.

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Zhang, Haifeng (Charlie), Lorin W. Anderson, David J. Cowen, and Lisle S. Mitchell. "A Geographic Analysis of Public-Private School Choice in South Carolina, USA." International Journal of Applied Geospatial Research 1, no. 4 (October 2010): 1–15. http://dx.doi.org/10.4018/jagr.2010100101.

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Despite years of research and debate, household choice between public and private schools is not well understood. This article investigates factors associated with parental choice between public and private schools using unique census-based school enrollment data for school districts in South Carolina and for neighborhoods in the Columbia Metropolitan Area. This study extends the existing literature by examining patterns of public-private school choice for whites and blacks separately in order to control racial disparities in school choice. Results of multiple regression analyses for the whole population and subdivided racial groups generally support the assumption that public-private school enrollment rate is subject to socioeconomic status, racial proportion, and public school quality. Findings of this study not only suggests the reconciliation of the market-based theory and the racial preference theory, but also provides insights into education policies in terms of stemming white enrollment losses and fostering public school education in the United States.

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Iredale, Robyn, and Christine Fox. "The Impact of Immigration on School Education in New South Wales, Australia." International Migration Review 31, no. 3 (1997): 655. http://dx.doi.org/10.2307/2547290.

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35

Cooper, Jane, and Louise Oliaro. "School-based filial therapy in regional and remote New South Wales, Australia." International Journal of Play Therapy 28, no. 1 (January 2019): 34–43. http://dx.doi.org/10.1037/pla0000085.

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Iredale, Robyn, and Christine Fox. "The Impact of Immigration on School Education in New South Wales, Australia." International Migration Review 31, no. 3 (September 1997): 655–69. http://dx.doi.org/10.1177/019791839703100306.

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Australia's immigration policies have had a dramatic effect on school populations, especially in the state of New South Wales which receives about 40 percent of the intake. This article is based on a study that was carried out for the Bureau of Immigration, Multicultural and Population Research and the NSW Ministry of Education. The study revealed that many non-English-speaking background pupils miss out on English as a second language instruction, community languages are allowed to lapse, and aspects of the school environment, such as relations between different groups, are not given the attention that they deserve.

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Dearden, Lorraine, Chris Ryan, and Luke Sibieta. "What Determines Private School Choice? A Comparison between the United Kingdom and Australia." Australian Economic Review 44, no. 3 (September 2011): 308–20. http://dx.doi.org/10.1111/j.1467-8462.2011.00650.x.

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Mathers, Colin, Theo Vos, and Chris stevenson. "The burden of disease and injury in Australia." Australian Health Review 23, no. 1 (2000): 216. http://dx.doi.org/10.1071/ah000216.

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Tindale, MD. "Taxonomic notes on three Australian and Norfolk Island species of Glycine Willd. (Fabaceae: Phaseolae) including the choice of a Neotype for G.clandestina Wendl." Brunonia 9, no. 2 (1986): 179. http://dx.doi.org/10.1071/bru9860179.

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Explanations are made for the choice of a neotype from Kurnell, Botany Bay, N.S.W., Australia. A new combination is made for G. microphylla from Australia (Queensland, New South Wales, Victoria, South Australia and Tasmania) and Norfolk Island. A new species, G. arenaria, is described from the East Kimberley District of Western Australia, and the Northern Territory. The three species are illustrated in detail. Keys are provided to distinguish these taxa from their allies.

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Baum-Snow, Nathaniel, and Byron F. Lutz. "School Desegregation, School Choice, and Changes in Residential Location Patterns by Race." American Economic Review 101, no. 7 (December 1, 2011): 3019–46. http://dx.doi.org/10.1257/aer.101.7.3019.

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This paper examines the residential location and school choice responses to the desegregation of large urban public school districts. We decompose the well documented decline in white public enrollment following desegregation into migration to suburban districts and increased private school enrollment and find that migration was the more prevalent response. Desegregation caused black public enrollment to increase significantly outside of the South, mostly by slowing decentralization of black households to the suburbs, and large black private school enrollment declines in southern districts. Central district school desegregation generated only a small portion of overall urban population decentralization between 1960 and 1990. (JEL H75, I21, J15, R23)

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Gleeson, C., D. A. Hay, C. J. Johnston, and T. M. Theobald. "“Twins in School” — An Australia-wide Program." Acta geneticae medicae et gemellologiae: twin research 39, no. 2 (April 1990): 231–44. http://dx.doi.org/10.1017/s0001566000005468.

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AbstractThe multiple birth family is more likely to have a dispute with the education system than with any other service. So many potential areas of conflict exist over the abilities and behaviour of multiples and over such issues as separation or keeping back one twin. One reason for disputes is the lack of good data to adequately reflect the different perspectives of parents and teachers and the differing needs of families: the same solution does not apply to all. To provide the first large-scale data base and building upon an initial survey of 85% of all primary school teachers in South Australia, the LaTrobe Twin Study and AMBA worked with Education Departments to set-up in each state Education Research Teams (ERTs) of parents of multiples who were also teachers. The ERTs were crucial in three phases. 1) Developing and circulating questionnaires and publicising the nationwide survey. 784 families and 1264 teachers of their children completed these questionnaires, many reporting that simply having to address the issues raised in the questionnaire was a valuable learning experience. 2) Exploring the data base. Issues arising included the very different bases on which parents and teachers judged separation desirable, with teachers emphasising the unsubstantiated claim that separation is essential to individual development. Separation became more common over the first three years of schooling but 20-25% of twins separated one year were back together the next. 3) Running regional meetings of parents, teachers and administrators to discuss the results and to pool experiences and plan policies at the local level. A need clearly exists to improve the level of consultation between families and school personnel and to ensure the widespread availability of information which identifies key issues in making decisions for that multiple birth family.

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Mitchell, Bruce, Kathryn Bellette, and Stacey Richardson. "Natural resources management in South Australia – regional and collaborative approaches." Water Policy 17, no. 4 (October 28, 2014): 630–48. http://dx.doi.org/10.2166/wp.2014.153.

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Experiences with three approaches intended to achieve increasing levels of regional and collaborative engagement – Ministerial water advisory committees, Catchment Water Management Boards and Natural Resources Management Boards – are examined over the period from the 1970s to early 2014. Attention focuses on two tensions: (1) whether to have a system-wide or regional focus and (2) whether to pursue extensive consultation and seek consensus, or have government agencies limit consultation and take decisions in a timely manner, knowing that winners and losers will emerge. Supporting legislation, policies, plans and programmes were reviewed, and interviews were completed with 88 individuals. Support generally exists for regional and collaborative approaches, but with recognition of a need to balance strengths and limitations for whatever choice is made.

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Ndhlovu, Sithembile, and Valeria Varea. "Primary school playgrounds as spaces of inclusion/exclusion in New South Wales, Australia." Education 3-13 46, no. 5 (December 27, 2016): 494–505. http://dx.doi.org/10.1080/03004279.2016.1273251.

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Gill, David, and Jenny Tonks. "PADDOCK TO CAMPUS: RURAL HIGH SCHOOL AND MEDICAL UNDERGRADUATE PROGRAMS IN SOUTH AUSTRALIA." Australian Journal of Rural Health 4, no. 2 (May 1996): 111–16. http://dx.doi.org/10.1111/j.1440-1584.1996.tb00197.x.

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Cho, Hyun-young, and Min-ho Shon. "A Case Study of High School Credit System in Australia: Focused on the Curriculum Composition and Management of Norwood High School in South Australia." Journal of Curriculum Studies 36, no. 1 (March 31, 2018): 197–220. http://dx.doi.org/10.15708/kscs.36.1.9.

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Pring, Adele. "Aboriginal Studies at Year 12 in South Australia and Northern Territory." Australian Journal of Indigenous Education 17, no. 5 (November 1989): 21–26. http://dx.doi.org/10.1017/s0310582200007094.

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Aboriginal Studies is now being taught at Year 12 level in South Australian schools as an externally moderated, school assessed subject, accredited by the Senior Secondary Assessment Board of South Australia.It is a course in which students learn from Aboriginal people through their literature, their arts, their many organizations and from visiting Aboriginal communities. Current issues about Aborigines in the media form another component of the study.

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Griffin, TT, and CM Bull. "Interactions Between Introduced and Native Millipede Species in South Australia." Australian Journal of Zoology 43, no. 2 (1995): 129. http://dx.doi.org/10.1071/zo9950129.

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The Portugese millipede Ommaroiulus moreleti (Lucas) (Diplopoda:Julidae) has recently been introduced to South Australia where it has reached very high densities. In parts of the Adelaide Hills it now co-occurs with two native millipedes, Oncocladosoma clavigerum Jeekel (Diplopoda: Paradoxosomatidae) and Dimerogonus orophilus (Attems) (Diplopoda: Cambalidae). We attempted to show whether the introduced species, which has successfully invaded the detrivore community, has affected the ecology or behaviour of the native millipede members of that community. Experiments in laboratory and field arenas showed that the three species overlap broadly in activity time and microhabitat. The two native species showed no significant difference in habitat choice or aggregating behaviour when alone or mixed with the introduced O. moreleti, and the natives commonly aggregated with the introduced species. Although D. orophilus had reduced feeding activity in the presence of O. moreleti, neither native species rejected food that had been in contact with O. moreleti. We conclude that direct interactions between the introduced invader and the native species cause few behavioural or ecological changes within the detrivorous millipede community.

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Dufty, Rae. "Governing Through Locational Choice: the Locational Preferences of Rural Public Housing Tenants in South‐Western New South Wales, Australia." Housing, Theory and Society 24, no. 3 (September 2007): 183–206. http://dx.doi.org/10.1080/14036090701374563.

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Marks, Gary N., and John Cresswell. "State Differences in Achievement among Secondary School Students in Australia." Australian Journal of Education 49, no. 2 (August 2005): 141–51. http://dx.doi.org/10.1177/000494410504900203.

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A number of recent national studies of student achievement in secondary school have reported differences between the Australian states and territories. State differences are often viewed as insubstantial or as simply reflecting sociodemographic factors, or differences between the states in the grades or ages of the students sampled. In this article, we show that state differences are larger than generally assumed and cannot be attributed to socioeconomic and demographic factors. Generally, student achievement in reading, mathematics and science are higher in New South Wales than the other states, once demographic and grade differences are taken into account. Of concern, is the increased likelihood that students from Queensland, Victoria and Tasmania have in only reaching the lowest OECD proficiency level in reading. We conclude that state differences are meaningful and do have policy implications.

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Blake, Beverley Shannon, and Raj Mestry. "Parental decision-making factors for school choice: A South African middle class perspective." Educational Management Administration & Leadership 48, no. 6 (October 23, 2019): 1046–62. http://dx.doi.org/10.1177/1741143219880326.

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The crisis in the quality of South African education is evident in a growing perception among South Africans that public schooling will not be able to enhance the educational outcomes and future of their children. This has resulted in a flight trend of learners across all types of primary and secondary education. Historically (pre-1994), South African parents were not actively involved in making choices regarding the schools their children would attend. Democracy opened the door to this possibility and parents are increasingly formulating their own ideas and preferences of what an ideal school should be and offer their children. In eliciting an understanding of this new trend this study aimed to develop a base of knowledge regarding the factors influencing the school choice decision in the South African context as perceived by middle class parents. To this end, a quantitative study utilizing questionnaires was used to establish parental perceptions regarding those aspects they valued, feared, desired, considered and followed in making the best possible school-choice decision for their children’s future. The results of the research point to a plethora of factors that drive decision-making emphasising agreement with international literature but unique and complicated in nature as often the decisions parents make in South Africa stem from consequences of apartheid policies and as such need to be understood in this specific context.

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