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Gotowe bibliografie tematyczne / Australian Catholic schools / Artykuły w czasopismach

Artykuły w czasopismach na temat „Australian Catholic schools”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 6 lutego 2022

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1

Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick i Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements". Educational Administration Quarterly 54, nr 2 (20.02.2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.

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Rymarz, Richard, i John Graham. "Australian core Catholic youth, Catholic schools and religious education". British Journal of Religious Education 28, nr 1 (styczeń 2006): 79–89. http://dx.doi.org/10.1080/01416200500273745.

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Neidhart, Helga, i Janeen T. Lamb Lamb. "Australian Catholic Schools Today: School Identity and Leadership Formation". Journal of Catholic Education 19, nr 3 (17.05.2016): 49–65. http://dx.doi.org/10.15365/joce.1903042016.

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Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, nr 1 (1.05.2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.

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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level, students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations for these patterns of outcomes are put forward, and directions for future research are explored.

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Dorman, Jeffrey P. "School Environment Questionnaire: An Instrument Developed for Australian Catholic Secondary Schools". Journal of Christian Education os-39, nr 1 (kwiecień 1996): 31–44. http://dx.doi.org/10.1177/002196579603900105.

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Dorman, Jeffrey P., Barry J. Fraser i Campbell J. Mcrobbie. "Classroom Environment in Australian Catholic and Government Secondary Schools". Curriculum and Teaching 12, nr 1 (1.01.1997): 3–14. http://dx.doi.org/10.7459/ct/12.1.02.

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Dorman, Jeffrey P., i Tony D'Arbon. "Assessing Impediments to Leadership Succession in Australian Catholic Schools". School Leadership & Management 23, nr 1 (luty 2003): 25. http://dx.doi.org/10.1080/1363243032000080014.

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Martin, Joyce. "Concerns of First‐Year Teachers in Australian Catholic Schools". South Pacific Journal of Teacher Education 20, nr 2 (styczeń 1992): 95–104. http://dx.doi.org/10.1080/0311213920200202.

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Dempsey, Ian. "The Use of Individual Education Programs for Children in Australian Schools". Australasian Journal of Special Education 36, nr 1 (15.06.2012): 21–31. http://dx.doi.org/10.1017/jse.2012.5.

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A cornerstone of special education practice is customising instruction to meet individual students’ needs. Individual education programs (IEPs) are used in many countries to document the manner in which such instruction is customised and to provide a record of student outcomes. Using 2009 data from the Longitudinal Study of Australian Children, this paper examines a range of student and school variables associated with Australian children aged 8 to 9 years who had an IEP at the time. There were significant differences across government, Catholic and independent schools, and significant differences across the states and territories in the use of IEPs. The Discussion section of the paper explores possible reasons for those differences and the desirability for more consistent use of IEPs with students with a disability in Australia.

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De Nobile, John, John McCormick i Katherine Hoekman. "Organizational communication and occupational stress in Australian Catholic primary schools". Journal of Educational Administration 51, nr 6 (23.09.2013): 744–67. http://dx.doi.org/10.1108/jea-09-2011-0081.

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De Nobile, John J., i John McCormick. "Organizational Communication and Job Satisfaction in Australian Catholic Primary Schools". Educational Management Administration & Leadership 36, nr 1 (styczeń 2008): 101–22. http://dx.doi.org/10.1177/1741143207084063.

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Malone, Patricia. "The Language of Religious Education Curriculum in Australian Catholic Schools". British Journal of Religious Education 9, nr 3 (czerwiec 1987): 138–47. http://dx.doi.org/10.1080/0141620870090305.

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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students". Australian Journal of Indigenous Education 36, nr 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.

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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.

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Testa, Doris. "COVID-19 and student well-being: Catholic school staff perspectives and experiences". Health Education Journal 80, nr 7 (22.04.2021): 861–71. http://dx.doi.org/10.1177/00178969211010851.

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Background: COVID-19 has dramatically changed how school communities operate. Many schools have had to navigate enforced closures and modify their usual teaching and learning practices. Furthermore, they have had to rethink how they address student well-being issues. In Australian Catholic schools, there is little data on the concerns of Catholic school staff during enforced school closures. Aims: This article describes findings from a study of the experiences and concerns of school staff in two Catholic primary school communities to understand how staff in these settings experienced and re-imagined or reinforced student well-being practices and processes. Methods: Data were collected by means of a survey assessing staff experiences and concerns, with a particular focus on student well-being. Results: Results indicated that enforced school closures were perceived as negatively affecting student well-being programmes with staff members being particularly concerned about students who were socially, educationally, culturally and economically disadvantaged. However, negative impacts were mitigated by a school culture underpinned by a pastoral and health-promoting perspective. Strong leadership in the face of systemic lethargy prompted schools to utilise their engagement and partnership arrangements for additional support. Conclusion: During forced school closures, an inclusive school ethos, environment and culture ensured an effective response to the diverse needs of staff, students and other school community members.

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Dorman, Jeffrey. "Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools". British Journal of Religious Education 19, nr 2 (marzec 1997): 104–13. http://dx.doi.org/10.1080/0141620970190207.

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Belmonte, Angelo, i Richard Rymarz. "Exploring the Life History of Religious Leaders in Australian Catholic Schools". Review of Religious Research 56, nr 3 (1.05.2014): 485–86. http://dx.doi.org/10.1007/s13644-014-0170-5.

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McQuillan, Paul, i Eric Marx. "From Original Vision to World Vision. A comparison of the level of recognition and reporting of religious experience of two groups of catholic high schools students." Journal of Youth and Theology 6, nr 2 (17.02.2007): 24–40. http://dx.doi.org/10.1163/24055093-90000237.

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The research reported in this paper began as a result of Dr Paul McQuillan's quest to verify his personal experience teaching senior high school students (age 16 and 17) in Australian Catholic Schools. Over a number of years of teaching Religious Education to groups of students he noted that they often witnessed to their deep experience of the transcendent, even though this was not always interpreted religiously by the students. His own teaching methodology was based on the experiential approach to Religious Education espoused by Hammond, Hay, Moxon, Netto, Raban, Straugheir and Williams and facilitated the recognition and recording of these experiences by the students. The statistical analysis in comparisons between survey groups was the work of Dr Eric Marx from the School of Psychology at the McAuley (Brisbane) Campus of Australian Catholic University. The authors suggest ways to address an apparently diminishing level of recognition and reporting of these experiences.

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Peralta, Louisa R., Renata L. Cinelli i Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school". Health Education Journal 80, nr 6 (7.04.2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.

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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.

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Ferfolja, Tania. "Institutional Silence: Experiences of Australian Lesbian Teachers Working in Catholic High Schools". Journal of Gay & Lesbian Issues in Education 2, nr 3 (19.04.2005): 51–66. http://dx.doi.org/10.1300/j367v02n03_05.

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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer i Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools". Journal of Educational Administration 57, nr 5 (9.09.2019): 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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Hyde, Brendan. "The identification of four characteristics of children’s spirituality in Australian Catholic primary schools". International Journal of Children's Spirituality 13, nr 2 (16.04.2008): 117–27. http://dx.doi.org/10.1080/13644360801965925.

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NORDEN, PETER. "Keeping them connected-reducing drug-related harm in Australian schools from a Catholic perspective". Drug and Alcohol Review 27, nr 4 (lipiec 2008): 451–58. http://dx.doi.org/10.1080/09595230802090121.

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Carswell, Margaret. "Teaching Scripture: moving towards a hermeneutical model for religious education in Australian Catholic Schools". Journal of Religious Education 66, nr 3 (30.11.2018): 213–23. http://dx.doi.org/10.1007/s40839-018-0070-z.

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Jennings, William John. ""I Feel Older"". Boyhood Studies 5, nr 1 (1.03.2011): 61–80. http://dx.doi.org/10.3149/thy.0501.61.

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This article reports on the impact of a school based father and son, “rites of passage” program on its participants in two Australian Catholic boys’ schools. The author conducted a mixed methodology study investigating quantitative differences between 15- to 17-year-old adolescent participants and non-participants in how they rated their “father relationships” and the impact that specific program elements (the “rite of passage,” planned conversations, and public acknowledgements) had on both program participants. The research found evidence to support the program’s positive impact on father-son relationships. As a result of planned conversations with their fathers in the program, participants reported feeling “older” and more mature.

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Dorman, Jeffrey P. "The Development, Validation, and Use of Attitude to Christianity Scales in Australian Catholic High Schools". Journal of Research on Christian Education 8, nr 2 (wrzesień 1999): 291–311. http://dx.doi.org/10.1080/10656219909484893.

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Rymarz, Richard. "Comparing religious education in Canadian and Australian Catholic high schools: identifying some key structural issues". British Journal of Religious Education 35, nr 2 (9.11.2011): 175–87. http://dx.doi.org/10.1080/01416200.2011.628203.

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Norden, Peter. "Not so straight: engaging same-sex-attracted students in Catholic secondary schools - an Australian study". Australian Journal of Human Rights 22, nr 1 (marzec 2016): 179–201. http://dx.doi.org/10.1080/1323-238x.2016.11882163.

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Carter, Mark, Mark Clayton i Jennifer Stephenson. "Students With Severe Challenging Behaviour in Regular Classrooms: Prevalence and Characteristics". Australian Journal of Guidance and Counselling 16, nr 2 (1.12.2006): 189–209. http://dx.doi.org/10.1375/ajgc.16.2.189.

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AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.

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Hyde, Brendan. "A category mistake: why contemporary Australian religious education in Catholic schools may be doomed to failure". Journal of Beliefs & Values 34, nr 1 (kwiecień 2013): 36–45. http://dx.doi.org/10.1080/13617672.2013.759344.

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O’Neill, Michael R., i Shane Glasson. "Revitalising professional learning for experienced principals: Energy versus ennui". Educational Management Administration & Leadership 47, nr 6 (10.05.2018): 887–908. http://dx.doi.org/10.1177/1741143218764175.

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This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia’s endeavour to create an innovative, integrated, cross-sectoral program to enhance the leadership capabilities and health and wellbeing outcomes of experienced principals from Catholic, Government and Independent schools in that state. The program comprised four integrated pillars: a 360-degree review of participant leadership capabilities followed by executive coaching to effect improvement; an executive health assessment and coaching with an exercise physiologist to enhance participant health and wellbeing outcomes; a theoretical program based on a nationally accepted standard for principals, developed by the Australian Institute for Teaching and School Leadership; and a group project transacted in a non-educational setting. The article begins with a synopsis of existing literature related to the professional learning needs of experienced principals and the few reported evaluations of programs designed to cater for the unique needs of this cohort. Participant feedback collected at the commencement of the program, its midpoint and conclusion are presented. The article concludes with recommended changes that could be implemented to enhance the efficacy of future program iterations.

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RYMARZ, RICHARD. "“They Like Things That Move”: Exploring Student Preferences for Presentation of Online Textbook Resources in Religious Education in Australian Catholic schools". Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση (ΕλΘΕ)/Greek Journal of Religious Education (GjRE) 3, nr 1 (2020): 35–44. http://dx.doi.org/10.30457/031120203.

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This paper examines student perceptions on use and delivery of online resources in religious education. It examines student responses to one series of religious education resources widely used in Australian Catholic Schools. Data was collected using school based religious education leaders to ask students about their opinions and preferences on delivery of online material. Major findings include: the need to present text in small manageable sections that clearly identified key concepts; the desirability of interactive and engaging presentations of material; utilizing images and narratives as a way of presenting complex information; the need to make decisions about the amount of material to be presented as text. These results were discussed within a conceptual framework of seeing effective online resources as contributing to reducing cognitive load for students in religious education.

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Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers". International Journal of Christianity & Education 24, nr 1 (19.12.2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.

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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are able to draw confidently upon their Christian beliefs and values in a way that informs their professional work as educators. This article proposes that the intersection between higher education and schools needs to be navigated more effectively in the preparation of teachers for Christian schooling systems who are responsible for approximately one-third of the student population in Australia. The role of the teacher in Christian educational contexts is explored, drawing on practical theological insights into the teacher as Christian witness. Secular perspectives on effective teaching and learning in higher education teacher training courses are considered in the light of teacher preparation for Christian schooling systems. Approaches to teaching and providing opportunities for students to belong to a community in learning, as well as planning time for students to critically reflect on learning, are proposed as possible examples of how to help prepare teachers for service in Christian schooling systems.

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SZADAY, CHRISTOPHER, DES PICKERING i PAUL DUERDOTH. "ONE IN ELEVEN: PUPILS REQUIRING SPECIAL EDUCATIONAL ASSISTANCE IN CATHOLIC SCHOOLS IN THE AUSTRALIAN STATE OF VICTORIA". British Journal of Educational Psychology 59, nr 3 (listopad 1989): 361–65. http://dx.doi.org/10.1111/j.2044-8279.1989.tb03110.x.

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Rymarz, Richard, i Anthony Cleary. "Examining some aspects of the worldview of students in Australian Catholic schools: some implications for religious education". British Journal of Religious Education 40, nr 3 (17.07.2017): 327–36. http://dx.doi.org/10.1080/01416200.2017.1352486.

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Elliott, Gregory, John McCormick i Narottam Bhindi. "A social cognitive framework for examining the work of Catholic religious education teachers in Australian high schools". British Journal of Religious Education 41, nr 2 (17.06.2018): 134–44. http://dx.doi.org/10.1080/01416200.2018.1484692.

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Evans, Raymond. "The lowest common denominator: loyalism and school children in war-torn Australia 1914 – 1918". Queensland Review 3, nr 2 (lipiec 1996): 100–115. http://dx.doi.org/10.1017/s1321816600006474.

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It is the march of the troops through the children's playground which makes the recruits of ten years afterwards.R.E.N.Twopeny (1883)I made up my mind I was going to the war … I had no idea whatever what war implied, but I did know what it was to march to military music …– ex-AIF member (World War I)Most Australian school children, whether public or private, primary or secondary, had been finely tuned for warfare long before the Great War of 1914–18 had actually begun. School papers and reading books, history, geography and civics lessons, the personal persuasiveness of teachers trained to accept unequivocally “the power for good in teaching patriotism” to captive and captivated young audiences, the “rhythmic harmony” of loyalist singing, marching and versifying, the Imperial pageantry of Empire Day and the militaristic inculcations of highly disciplinary cadet training schemes all combined, in the closed educational environment of the schools, to produce young Australians well primed for unquestioning obedience to the State and martial sacrifice to the Empire. Children at a Sydney primary school were ordered to chant, in 1907, “I give my mind to my country to think for it; I give my heart because I love it; I give my hands to my country to work for it”; — “[and] to fight for it”, all the boy pupils were then expected to intone. Such orchestrated love of country was subordinated, in tum, to love of Britain's Empire — “our peace-bearing, peerless, guardian Empire” as one educator described it - which was presented as not only the largest but the worthiest empire in world history. The “cement of Empire”, it was said, contained such essential ingredients as social conformity, duty and sacrifice, which non-Catholic private schools and state schools applied with a heavily-laden trowel to impressionable young minds both preceding and during World War One.

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Marks, Gary N. "Students in Australian Catholic and Independent Schools Have More Positive Learning Environments: Evidence From the 2012 PISA Study". Journal of School Choice 11, nr 3 (24.03.2017): 426–41. http://dx.doi.org/10.1080/15582159.2017.1301176.

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Coffey, Anne, Richard G. Berlach i Michael O’Neill. "Transitioning Year 7 Primary Students to Secondary Settings in Western Australian Catholic Schools: How Successful Was the Move?" RMLE Online 36, nr 10 (styczeń 2013): 1–15. http://dx.doi.org/10.1080/19404476.2013.11462103.

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Dixon, Sally, i Denise Angelo. "Dodgy data, language invisibility and the implications for social inclusion". Australian Review of Applied Linguistics 37, nr 3 (1.01.2014): 213–33. http://dx.doi.org/10.1075/aral.37.3.02dix.

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As part of the ‘Bridging the Language Gap’ project undertaken with 86 State and Catholic schools across Queensland, the language competencies of Indigenous students have been found to be ‘invisible’ in several key and self-reinforcing ways in school system data. A proliferation of inaccurate, illogical and incomplete data exists about students’ home languages and their status as English as an Additional Language/Dialect (EAL/D) learners in schools. This is strongly suggestive of the fact that ‘language’ is not perceived by school systems as a significant operative variable in student performance, not even in the current education climate of data-driven improvement. Moreover, the National Assessment Program – Literacy and Numeracy (NAPLAN), the annual standardised testing regime, does not collect relevant information on students’ language repertoires and levels of proficiency in Standard Australian English (SAE). Indigenous students who are over-represented in NAPLAN under-performance data are targeted through ‘Closing the Gap’ for interventions to raise their literacy and numeracy achievements (in SAE). However, Indigenous students who are EAL/D learners cannot be disaggregated by system data from their counterparts already fluent in SAE. Reasons behind such profound language invisibility are discussed, as well as the implications for social inclusion of Indigenous students in education.

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Teesson, Maree, Katrina E. Champion, Nicola C. Newton, Frances Kay-Lambkin, Cath Chapman, Louise Thornton, Tim Slade i in. "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, nr 7 (lipiec 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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Wyse, Rebecca, Tessa Delaney, Pennie Gibbins, Kylie Ball, Karen Campbell, Sze Lin Yoong, Kirsty Seward i in. "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, nr 9 (wrzesień 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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Sutherland, Rachel, Nicole Nathan, Alison Brown, Serene Yoong, Renee Reynolds, Alison Walton, Lisa Janssen i in. "A cross-sectional study to determine the energy density and nutritional quality of primary-school children’s lunchboxes". Public Health Nutrition 23, nr 6 (23.01.2020): 1108–16. http://dx.doi.org/10.1017/s1368980019003379.

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AbstractObjective:The present study describes the energy content of primary-school children’s lunchboxes and the proportion of lunchbox foods considered discretionary. Subgroup analyses by sex, socio-economic status, age and weight status were undertaken.Design:A cross-sectional study was conducted. Mean kilojoule content, number of items and categorisation of foods and drinks in lunchboxes as ‘everyday’ (healthy) or discretionary (sometimes) foods were assessed via a valid and reliable lunchbox observational audit.Setting:Twelve Catholic primary schools (Kindergarten–Grade 6) located in the Hunter region of New South Wales, Australia.Participants:Kindergarten to Grade 6 primary-school students.Results:In total, 2143 children (57 %) had parental consent to have their lunchboxes observed. School lunchboxes contained a mean of 2748 kJ, of which 61·2 % of energy was from foods consistent with the Australian Dietary Guidelines and 38·8 % of energy was discretionary foods. The proportion of lunchboxes containing only healthy foods was 12 %. Children in Kindergarten–Grade 2 packed more servings of ‘everyday’ foods (3·32 v. 2·98, P < 0·01) compared with children in Grades 3–6. Children in Grades 3–6 had a higher percentage of energy from discretionary foods (39·1 v. 33·8 %, P < 0·01) compared with children in Kindergarten–Grade 2 and children from the most socio-economically disadvantaged areas had significantly higher total kilojoules in the school lunchbox compared with the least disadvantaged students (2842 v. 2544 kJ, P = 0·03).Conclusions:Foods packed within school lunchboxes may contribute to energy imbalance. The development of school policies and population-based strategies to support parents overcome barriers to packing healthy lunchboxes are warranted.

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Jha, Nikhil, i Cain Polidano. "Long-Run Effects of Catholic Schooling on Wages". B.E. Journal of Economic Analysis & Policy 15, nr 4 (1.10.2015): 2017–45. http://dx.doi.org/10.1515/bejeap-2014-0108.

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Abstract Previous studies have linked Catholic schooling to higher academic achievement. We add to the literature on Catholic schooling by examining its effect on long-term wages in Australia, independent of effects on academic achievement. Using panel data from the Household Income and Labour Dynamics Australia (HILDA) survey and fixed effects estimation, we find that during the prime-age of a career, wages for Catholic school graduates progress with labor market experience at a greater rate, on average, than wages for public school graduates. Importantly, we find no evidence to suggest that these benefits are peculiar to Catholic schooling, with similar benefits estimated for graduates of independent private schools. These findings suggest that private schooling may be important in not only fostering higher academic achievement but also in better preparing students for a working life.

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Whitton, Diana. "Regular classroom practices with gifted students in Grades 3 and 4 in New South Wales, Australia". Gifted Education International 12, nr 1 (styczeń 1997): 34–38. http://dx.doi.org/10.1177/026142949701200107.

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The Regular Classroom Practices Survey (RCPS) was conducted to determine the extent to which gifted and talented students received differentiated education in the regular classroom across New South Wales. This research paralleled work recently completed in the United States of America. The survey focused on information on the teachers, their classrooms and regions. Classroom practices, in relation to the curriculum modifications for gifted and average students, were analyzed. The survey sample was drawn from the three sectors of education, Government, Catholic and Independent schools, within the ten regions of New South Wales. This included 401 third and fourth grade teachers in government schools, 138 teachers in Catholic schools and 67 teachers in independent schools. The research questions that guided this study were: (1) Do teachers modify the curriculum content to meet the needs of gifted students? (2) Do teachers modify their instructional practices for gifted students? (3) Are there any organizational variations in planning to meet the educational needs of gifted children? (4) Are there differences in the types of regular classroom services provided for gifted students in relation to the type of school or region?

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Horner, Robyn, Didier Pollefeyt, Jan Bouwens, Teresa Brown, Christiaan Jacobs-Vandegeer, Maeve-Louise Heaney i Michael Buchanan. "Openness to Faith as a Disposition for Teachers in Catholic Schools". International Journal of Practical Theology 24, nr 2 (1.12.2020): 231–51. http://dx.doi.org/10.1515/ijpt-2019-0044.

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AbstractIn the Catholic Church, which includes in its mission the provision of school education, the significant rise of “no religion” in Western societies prompts serious new questions about how this mission can be lived out. An important response can be found in the Enhancing Catholic School Identity Project, which provides empirical evidence of the lived faith dispositions of members of Catholic school communities and recommends the enhancement of Catholic school identity through the recontextualisation of faith in dialogue. We argue that the dispositions of teachers are a vital factor in the development of a Catholic Dialogue School. Using aggregated data in Australia, we illustrate the importance of a teacher disposition that is intentionally and explicitly open to Catholic faith.

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Walker, Carole, i Jane L. Littlewood. "A Second Moses in Bonnet and Shawl: Caroline Chisholm, 1808–1877". Recusant History 22, nr 3 (maj 1995): 409–23. http://dx.doi.org/10.1017/s0034193200001989.

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Caroline Chisholm was a Victorian philanthropist designated by the Australian Encyclopaedia as ‘the greatest of women pioneers in the history of Australia’. She was born in Northampton in 1808, the daughter of William Jones, hog-jobber of some substance. She married Archibald Chisholm in 1830, a lieutenant in the East India Company Army, ten years her senior, on the understanding that she be allowed to undertake philanthropic works. It is assumed she converted to her husband's Roman Catholic faith either just before or after the marriage. It was in Madras, where her husband was based, that her philanthropic endeavours began and she founded a ‘school of industry for the daughters of European soldiers’. The school educated the sadly-neglected girls in general education and domestic duties.

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Garaty, Janice, Lesley Hughes i Megan Brock. "Seeking the voices of Catholic Teaching Sisters: challenges in the research process". History of Education Review 44, nr 1 (1.06.2015): 71–84. http://dx.doi.org/10.1108/her-03-2014-0022.

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Purpose – The purpose of this paper is to encourage historical research on the educational work of Catholic Sisters in Australia which includes the Sisters’ perspectives. Design/methodology/approach – Reflecting on the experiences of research projects which sought Sisters’ perspectives on their lives and work – from archival, oral and narrative sources – the authors discuss challenges, limitations and ethical considerations. The projects on which the paper is based include: a contextual history of a girls’ school; a narrative history of Sisters in remote areas; an exploration of Sisters’ social welfare work in the nineteenth century, and a history of one section of a teaching order from Ireland. Findings – After discussing difficulties and constraints in accessing convent archives, issues in working with archival documents and undertaking a narrative history through interviews the authors suggest strategies for research which includes the Sisters’ voices. Originality/value – No one has written about the processes of researching the role of Catholic Sisters in Australian education. Whilst Sisters have been significant providers of schooling since the late nineteenth century there is a paucity of research on the topic. Even rarer is research which seeks the Sisters’ voices on their work. As membership of Catholic women’s religious orders is diminishing in Australia there is an urgent need to explore and analyse their endeavours. The paper will assist researchers to do so.

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Vella, Francis. "Do Catholic Schools Make a Difference? Evidence from Australia". Journal of Human Resources 34, nr 1 (1999): 208. http://dx.doi.org/10.2307/146308.

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Sultmann, William, i Raymond Brown. "Modelling pillars of Catholic school identity: an Australian study". International Studies in Catholic Education 3, nr 1 (marzec 2011): 73–90. http://dx.doi.org/10.1080/19422539.2011.540141.

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Russell, Kylie P., i Tracey H. Coventry Coventry. "Transition to practice: Supporting first year nurses within a collaborative faith based graduate program". Journal of Nursing Education and Practice 11, nr 5 (31.12.2020): 1. http://dx.doi.org/10.5430/jnep.v11n5p1.

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Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital; and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.

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