Gotowe bibliografie tematyczne / Australian secondary students

Gotowa bibliografia na temat „Australian secondary students”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Australian secondary students"

Macdonald, Mary-Anne, Eyal Gringart, Terry Ngarritjan Kessaris, Martin Cooper i Jan Gray. "A ‘better’ education: An examination of the utility of boarding school for Indigenous secondary students in Western Australia". Australian Journal of Education 62, nr 2 (13.07.2018): 192–216. http://dx.doi.org/10.1177/0004944118776762.

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Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions.

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Homel, Peter, i Bruce Flaherty. "Alcohol Use by Australian Secondary School Students". Journal of Drug Issues 16, nr 2 (kwiecień 1986): 199–207. http://dx.doi.org/10.1177/002204268601600207.

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The nature and extent of alcohol use by Australian adolescents is described and discussed through the results from a survey of drug use by New South Wales secondary school students conducted in late 1983. In this survey, alcohol was the most commonly reported drug and a significant minority of students were using alcohol in a way considered potentially hazardous. The proportion of students regularly drinking has apparently doubled in the past decade, from 24% in 1971 to 50% in 1983. Rates of daily drinking were higher than those reported in the U.S. student survey of Bachman, Johnston & O'Malley (1982). Various ways of controlling or preventing misuse of alcohol by adolescents are discussed.

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Paterson, David, Lorraine Graham i Robert Stevens. "Inclusion and Equity in Australian Secondary Schools". Journal of International Special Needs Education 17, nr 2 (1.11.2014): 79–87. http://dx.doi.org/10.9782/2159-4341-17.2.79.

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Abstract This paper presents findings from a large-scale, in-depth study of secondary schools in one Australian state that were achieving exceptional outcomes. The element of that study on which this paper focuses is equity and inclusion. We examine the Equity programs operating in seven sites where schools were including students experiencing some form of disadvantages significant enough to hinder their engagement with the school curriculum. These forms of disadvantage included students with intellectual disabilities as well as students from Aboriginal, non English-speaking and low socio-economic status backgrounds. At these sites, schools implemented equity programs targeting a range of student needs. It was noted that the success of those programs was largely dependent on the relationships between teachers and students and between teachers and their colleagues. Four themes emerged from analysis of interview and observational data; i) teachers focused on students' learning needs, ii) teachers worked collaboratively in effective teams in communities, iii) programs had adequate and well-managed resources and, iv) programs were developed to meet students' needs. Central to all of these themes was the learning needs of students. Rather than paying ‘lip service' to aspects of disadvantage, students in these schools were actually being included in the process of learning and programs had as their central focus the learning needs of individual students.

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Gerber, Rod, i Tammy Kwan. "Adolescent Students' Conceptions of Different Environments Through Photographs". Australian Journal of Environmental Education 17 (2001): 9–18. http://dx.doi.org/10.1017/s081406260000238x.

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AbstractPhotographs of familiar and unfamiliar environments are used extensively in studies about areas around the world. The study reported here describes a pilot investigation of how 27 Australian secondary school adolescent students understood and interpreted a familiar environment (represented by Australia) and unfamiliar environments (represented by Singapore and Hong Kong) through 18 coloured photographs. Few of these adolescent students had visited Singapore or Hong Kong, but most of them have travelled in their home country, Australia. They have viewed more of the Australian environment than the Asian environments through media such as television.The results from this pilot study revealed considerable variation in their understanding of Australian as opposed to Asian environments. The familiar Australian environments were described in physical and human terms whereas the less familiar Asian environments were described in human and cultural terms. Qualitatively different conceptions were also derived from the adolescent students' interpretation of land use and environment from these photographs.

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Slee, Phillip T. "Bullying: Health Concerns of Australian Secondary School Students". International Journal of Adolescence and Youth 5, nr 4 (styczeń 1995): 215–24. http://dx.doi.org/10.1080/02673843.1995.9747767.

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WHITE, VICTORIA M., DAVID J. HILL i CATHERINE J. SEGAN. "Alcohol use among Australian secondary students in 1993". Drug and Alcohol Review 16, nr 2 (czerwiec 1997): 113–22. http://dx.doi.org/10.1080/09595239700186401.

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WHITE, VICTORIA M., DAVID J. HILL i TESSA R. LETCHER. "Alcohol use among Australian secondary students in 1996". Drug and Alcohol Review 19, nr 4 (grudzień 2000): 371–79. http://dx.doi.org/10.1080/713659422.

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Martin, Karen, Michael Rosenberg, Iain Stephen Pratt, Margaret Miller, Gavin McCormack, Billie Giles-Corti, Anthea Magarey, Fiona Bull i Amanda Devine. "Prevalence of overweight, obesity and underweight in Western Australian school-aged children; 2008 compared with 2003". Public Health Nutrition 17, nr 12 (20.11.2013): 2687–91. http://dx.doi.org/10.1017/s136898001300311x.

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AbstractObjectiveDue to rising rates of obesity globally, the present study aimed to examine differences in overweight and underweight prevalence in Western Australian schoolchildren in 2008 compared with 2003.DesignCross-sectional study at two time points; using two-stage stratified sampling, primary and secondary schools in both metropolitan and non-metropolitan Western Australia; sample selected was representative of the State's population figures.SettingsSeventeen primary and thirteen secondary (2008) and nineteen primary and seventeen secondary (2003) schools. Government and non-government funded schools in metropolitan and non-metropolitan (regional/rural) Western Australia were recruited.SubjectsHeight and weight were measured for 1708 (961 primary and 747 secondary) students in 2008 and 1694 (876 primary and 817 secondary) students in 2003.ResultsOverweight and obesity prevalence in primary students was similar in 2008 (22·9 %) to 2003 (23·2 %; P > 0·05). In secondary girls overweight and obesity prevalence dropped from 23·1 % (2003) to 15·9 % (2008; P = 0·002). Secondary boys showed a slight decrease in overweight and obesity prevalence; however, this was not statistically significant (P = 0·102). Higher proportions of underweight in primary girls were observed in 2008 (9·9 %) compared with 2003 (4·2 %; P < 0·001) and in secondary girls in 2008 (9·4 %) compared with 2003 (5·5 %; P < 0·001).ConclusionsPrevalence of overweight and obesity in Western Australian primary students was stable; however, it declined in secondary students. Both primary and secondary girls showed an increase in underweight prevalence. Public health interventions are needed for the high percentage of youth still overweight, whereas the observed increase in underweight girls warrants attention and further investigation.

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Campbell, Marilyn A. "Identification of “At-risk” Students for Prevention and Early Intervention Programs in Secondary Schools". Australian Journal of Guidance and Counselling 14, nr 1 (lipiec 2004): 65–77. http://dx.doi.org/10.1017/s1037291100002673.

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Recent epidemiological studies in Australia have found that adolescent mental health issues are an important public health problem (Sawyer et al., 2001). These problems are often manifested in the classroom. As many as one in five Australian children aged from 4 to 17 have significant mental health concerns (Zubrick, Silburn, Burton, & Blair, 2000). However, only one in four of these young people receive professional help (Sawyer et al., 2001). To assist in preventing these problems, schools in Australia have been trialling innovative strategies in mental health promotion, prevention and intervention such as the Gatehouse Project and MindMatters. When selected or indicated prevention strategies are employed there is a need for identification of those students either at-risk or who have mild symptoms of a disorder. This process needs to be efficient and effective, using multiple informants and multi-methods. This article reports on the process utilised by two Australian high schools that trialled an identification process for at-risk students for anxiety/depression using indicated prevention programs. The benefits of using teachers, support staff and student self-identification are discussed.

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Rigby, Ken. "Suicidal ideation and bullying among Australian secondary school students". Australian Educational and Developmental Psychologist 15, nr 1 (maj 1998): 45–61. http://dx.doi.org/10.1017/s081651220002784x.

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AbstractBully-victim problems at school may have negative effects on students' mental health. Adolescents (N = 845) attending schools in South Australia anonymously answered questionnaires that included a measure of suicidal ideation. Student involvement in bully-victim problems at school and the emotional reaction to being viaimised by peers were also examined. Self-report but not peer nomination indicated that high levels of peer victimisation and relatively ineffective coping responses were independently and significantly associated with suicidal ideation. Implications for school policies and practices to address the issue of youth suicide are discussed.

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Rozprawy doktorskie na temat "Australian secondary students"

English, Rebecca M. "Internationalising Australian secondary education". Thesis, Griffith University, 2012. https://eprints.qut.edu.au/61416/1/Internationalising_Australian_Secondary_Education.pdf.

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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively. The data suggest that the majority of the Eastern Asian students were represented through negative discourses because they did not realise cultural capital that was valued at the schools. Findings of this study may assist schools to identify international students who may experience their Australian school education negatively. The findings may also contribute to assisting staff to better engage with international students.

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Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College i School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings". THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken
Doctor of Philosophy (PhD)

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Dooley, Karen Teresa, i k. dooley@qut edu au. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Griffith University. School of Cognition, Language and Special Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030102.105906.

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This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.

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Dooley, Karen. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366070.

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Herbert, Sandra. "An investigation of middle secondary students’ mathematical conceptions of rate". Thesis, University of Ballarat, 2010. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/68222.

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This qualitative study investigated Year 10 students’ understandings of the important mathematical concept of 'rate'. Results identified educationally critical aspects including teaching through a range of contexts and representations.
Doctor of Philosophy

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Baxendale, Sarah. "An examination of gender differences in violence-related behaviours of Western Australian secondary school students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1831.

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The Child Health Promotion Research Centre at Edith Cowan University conducted the Violence-Related Behaviours and Young People’s Project to assess the frequency and severity of violence-related behaviours and associated risk factors in Western Australian young people. The sample for the project comprised 16 randomly selected Western Australian Government primary (n=8) and secondary (n=8) schools which were stratified by socioeconomic status and geographic location. Nine urban and rural youth agencies and organisations also participated in the project. This study was a component of the Violence-Related Behaviours and Young People’s Project and focused on the data collected from the secondary school students. The data were collected via the students completing an anonymous self-report questionnaire. The aim of this study was to determine whether gender is associated with Western Australian secondary school students’ (aged 13-17 years) involvement in violence-related behaviours. Three objectives were developed to address this aim, and the data were analysed against each objective. Analyses for the first objective found more male than female secondary school students reported being a victim of threatening and physical violence in the last 12 months at school and in the community. This difference was statistically significant for being a victim of threatening and physical violence in the last 12 months at school. Female students were more likely than male students to be a victim of physical violence in the last 12 months at home. Analyses for the second objective found male students were significantly more likely than the female students to be a perpetrator of physical violence in the last 12 months at school and in the community. To address the third objective, interactions between previously identified risk factors, gender and Western Australian young peoples’ involvement in violence-related behaviours were investigated. The ‘animal cruelty’ risk factor was significantly associated with all violence-related behaviours examined. The only risk factor for which there were differential gender effects was ‘students’ academic results’ and being threatened in the last 12 months in the community. Male secondary school students who report their academic results were ‘about the same’ or they were ‘unsure’ were the least likely to be threatened, whereas for female secondary students it was those who reported their academic results were ‘better than most’. Limitations associated with this study included threats to internal and external validity. A temporal sequence of causality between the risk factors and violent behaviour was unable to be established due to the cross-sectional research design. This study also did not examine protective factors for violent behaviour, which may have influenced the findings. The findings from this Masters research will provide information on violence-related behaviours specific to Western Australian young people. Most previously published research has been conducted overseas, and as such, may not be directly applicable to the experiences of young people in Western Australia. As a result of this study, a number of recommendations are outlined for policy makers and practitioners to develop effective violence-related policies and programmes suitable for young people in Western Australia. These include, but are not restricted to the following: establish ongoing and routine data collection systems with standardised methods for defining and measuring youth violence; encourage intervention studies to determine the impact of promising strategies to reduce violence that protect and support victims of violence; and the differences between genders in: being involved in violence-related behaviours, coping strategies, and the interrelationship between gender and other risk factors need to be identified and understood prior to the implementation of policies and programmes.

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Lalor, Jennifer. "An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science". Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/520.

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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.

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au, lasko2nd@yahoo com, i Tomaz Lasic. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.

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Ethnicity is an important social construct mobilised in the discourses of multicultural education. At present, little research exists on the way ethnicity impacts on the schooling experiences of students with former Yugoslav background (SFYB) in Australia. This qualitative study looks at the daily realities of twelve SFYB at a Western Australian government secondary school. Particular attention is paid to the management of their ethnic identities to achieve their educational, social and other goals. Data gathered from the twelve in-depth, guided interviews with SFYB is analysed through the lens of critical multiculturalism, posited as one of several notions of multiculturalism and one with a specific social justice agenda. Theories of hybridity developed by Homi Bhabha and Stuart Hall are translated into the critical multiculturalist framework and provide a further development of the analysis of the data in which hybridity is seen as both experiences and enactments. The study findings suggest that these SFYB embody the principles of critical multiculturalism as skilful managers of contingencies of ethnic identities, aspirations and challenges they encounter at the school. The study also proposes that the notion of critical, power conscious hybridity could be useful as a conceptual tool in the future work of critical multiculturalists.

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Newman, W. S., i n/a. "Factors leading to the non-completion of units at an A.C.T. secondary college". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.

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This study looks at factors relating to the noncompletion of units of study by students in a secondary college. It is aimed at providing information for decision-makers at Erindale College specifically in the area of course counselling. Administrators and counsellors at other colleges should also find the information of value. The study compared a sample of students who completed all their chosen units of study in one semester with all students who did not complete all of their chosen units in that semester. The latter group consisted of those who withdrew from one or more units during the semester, those who left the college and those who were deemed "unassessable" as a result of poor attendance or nonsubmission of assessment items. All 362 students in the college were asked to complete a Baseline Questionnaire during Week 3 of Semester 1, 1985. This sought background information about reasons for enrolling at college, influences on their choice of units, future intentions, preferred ways of learning and other details. Students who withdrew from, or changed units during the semester were asked to complete a Change of Unit Survey and any leavers were asked to complete a Leaver's Survey. In Week 16 (May, 1985) all students still enrolled were asked to complete an End of Semester Questionnaire designed to enable comparisons of attitudes between those who completed all units and those who did not. The study looks at a number of characteristics of students and their attitudes to various aspects of learning, college life and choice of units of study. It attempts to look at factors that might affect the student's decision to complete or not complete a chosen unit of study. The factors considered were largely based upon studies of early school leavers. FINDINGS. 1. Students who do not complete units tend to have one or more of the following characteristics (significant at the 0.05 level): (a) do not enrol to gain tertiary entrance qualifications (b) enrol to improve their chances of getting a job (c) are not definitely seeking a tertiary entrance score (d) have no definite intention of completing Year 12 (e) have no firm intention of studying subjects in order to complete major or minor courses in them (f) are less likely to have a part-time job (g) by the end of the semester, are not happy with their marks in most units (h) finish the semester studying less than 3 T-units (i) continue into Semester 2 with 3 or more A-units and less than 3 T-units (j) do not consider their parents' wishes an important influence on the choice of units for Semester 2. In addition to these, one other finding of interest, with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background of parents who are either managers/employers/self-employed or manual-skilled workers (i.e. not professional or nonmanual/clerical). 2. No significant differences at the 0.05 level were found between males and females nor between Year 11 and Year 12 students in their tendency to complete units. 3. Students who change or withdraw from units give the following reasons (in rank order of frequency): - they are getting poor marks - they are unable to understand the work - they find the class activities uninteresting - they state that the content is not very relevant to their needs - the unit is not suited to their career plans. IMPLICATIONS. The implications for administrators at Erindale College are: 1. Students should be encouraged to formulate specific goals and develop a commitment to their education. 2. Students who are "at risk" need to be identified early and given tutorial assistance in units where they are having difficulty with understanding. 3. The curriculum must be kept under review in order to provide for the needs of all students.

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Lašič, Tomaž. "Experiences of schooling of students with former Yugoslav ethnic background in a Western Australian secondary school /". Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080812.150558.

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Książki na temat "Australian secondary students"

Fullarton, Susan. Subject choice by students 12 in Australian secondary schools. Camberwell, Vic: Australian Council for Educational Research, 2000.

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Throsby, C. D. Trade and aid in Australian post-secondary education. [Canberra, A.C.T.]: Development Studies Centre, Australian National University, 1985.

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Rosier, Malcolm J. The scientific literacy of Australian students: Science achievement of students in Australian primary and lower secondary schools. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1990.

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1936-, Russell Jean, red. Students at risk: A review of Australian literature, 1989-1994. Melbourne, Vic., Australia: Australian Council for Educational Research, 1995.

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1944-, Smyth John, Senior Secondary Assessment Board of South Australia., Flinders Institute for the Study of Teaching., South Australia. Dept. of Education, Training, and Employment. i Students Completing Schooling Project (S. Aust.), red. Listen to me, I'm leaving: Early school leaving in South Australian secondary schools. Adelaide, S. Aust: Flinders Institute for the Study of Teaching, School of Education, Flinders University of South Australia, 2000.

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Lokan, Jan J. Maths & science on the line: Australian junior secondary students' performance in the Third International Mathematics and Science Study. Melbourne, Vic: Australian Council for Educational Research, 1996.

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Deschamp, P. Customer satisfaction: A survey of students in Western Australian government schools and their parents about their level of satisfaction with their school. [Perth, W.A.]: The Department, 1996.

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Phoebe, Ford, Greenwood Lisa i Australian Council for Educational Research., red. Maths & science on the line: Australian middle primary students' performance in the Third International Mathematics and Science Study. Melbourne [Australia]: Australian Council for Educational Research, 1997.

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Marks, Gary N. Reading comprehension and numeracy among junior secondary school students in Australia. [S.l.]: Australian Council for Educational Research, 1997.

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John, Polesel, red. Undemocratic schooling: Equity and quality in mass secondary education in Australia. Carlton, Vic: Melbourne University Press, 2003.

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Części książek na temat "Australian secondary students"

Bonar, Gary J. "Exploring Attitudes Towards ‘Asia Literacy’ Among Australian Secondary School Students". W Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 89–105. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_6.

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Chigeza, Philemon, i Hilary Whitehouse. "Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for Also Teaching and Assessing in Creole". W Cultural Studies and Environmentalism, 415–37. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3929-3_35.

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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness". W Handbook of Giftedness and Talent Development in the Asia-Pacific, 1431–55. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_68.

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Rogers, Karen B. "Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness". W Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–25. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_68-1.

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Pentón Herrera, Luis Javier. "Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.S., Australia, Canada, and the UK". W Educational Linguistics, 25–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86963-2_3.

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Stuart, Gillian, i Angela Turner. "Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia". W Contemporary Issues in Technology Education, 31–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_3.

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"Methods". W Engaging Adolescent Students in Contemporary Classrooms, 68–87. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5155-3.ch003.

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The current study examined how motivation developed in four Australian senior secondary colleges, using Martin's model of motivation and engagement. It explored changes in the nature of academic motivation through a longitudinal design with three measurement points by examining the factor structure of the SMES-HS, the concurrent associations among its constructs at each point in time, stability and mean differences between the constructs across time and gender. In this chapter, the methods used in the current study will be explained.

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Lee, Mark J. W., i Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software". W Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

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Murray, Cecilie. "Imagine Mobile Learning in your Pocket". W Mobile Technologies and Handheld Devices for Ubiquitous Learning, 209–36. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch012.

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Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.

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Streszczenia konferencji na temat "Australian secondary students"

Alzahrani, Ali, i Elizabeth Stojanovski. "Socio-economic status and gender based analysis of the effect of mathematics anxiety on mathematics performance among Australian secondary students". W Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19401.

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This paper employs data from the Program for International Student Assessment (PISA) 2012 study on mathematics performance in Australian secondary schools to determine the effect of mathematics anxiety on mathematics performance among secondary students. Data of school and student specific factors that are relevant to the Australian educational context are extracted from the PISA 2012 study. These data are used to measure the influence of these factors, as well as mathematics anxiety, on students' mathematics performance. Potential predictive factors are also used in the assessment including gender, socio-economic status (SES) and mathematics anxiety. Findings support the existence of an inverse relationship between mathematics performance and mathematics anxiety whereby the influence of mathematics anxiety varies based on students’ gender and SES.

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Howley, Peter, Ayse Bilgin i Elena Prieto. "Engaging students and teachers through statistics towards greater connection and social responsibility". W Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17308.

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Arresting statistical anxiety and connecting students with statistics is critical in the big data age and for future generations to be socially responsible citizens. This paper outlines a national project-based learning activity, which facilitates interdisciplinary projects, engages students from varied backgrounds with varying areas of interest, and develops key communication, research and statistical skills aligned with national school curriculum outcomes. Allowing students to take the lead, determine the context and self-diagnose are powerful motivators. A mentoring model connecting industry, primary, secondary and tertiary educators has been invaluable to the project’s success. Australian school teachers are saying “21st Century learning at its best”, “motivates and engages students”. Mentors are saying “I was inspired by their keenness”, “provides students a unique opportunity”. Students are saying “engaging, educational and enjoyable”. Over 1000 students engaged with the competition in 2016.

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Penman, Joy, i Jyothi Thalluri. "The Impact of a University Experience Program on Rural and Regional Secondary School Students: Keeping the Flame Burning". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3654.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education. Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers. Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program. Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university. Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited.

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Van Der Vyver, Glen, Debbie Crabb i Michael Lane. "Factors Influencing the Decision to Choose Information Technology Preparatory Studies in Secondary Schools: An Exploratory Study in Regional/Rural Australia". W InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2810.

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The career paths of students are influenced and shaped by the subject choices that are made in the final years of secondary schooling. This paper presents the findings of an empirical study that identified the key factors influencing the decision of rural / regional Australian students to choose or not choose to study Information Processing and Technology. The findings revealed that career oriented, extrinsic factors play an important role in motivating the selection of I.P.T. at school and, by implication, information technology at university. There are few apparent gender differences but there is limited evidence to suggest that males may be more influenced by extrinsic motivators and females by intrinsic motivators. Although the factors used in the study were initially identified largely via informal processes, they all appear to influence the decision to take I.P.T. The focus on career-related factors and the instrumentality of taking I.P.T. could explain the drop-off in students taking the subject. This has potentially significant implications as regards the future supply of good information technology professionals.

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W. Koziniec, Terry, i Michael W. Dixon. "ICT Industry Certification: Integration Issues for Post-Secondary Educational Institutions in Australia". W 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2515.

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Driven by the incredible pace of technological change the Information and Communication Technology (ICT) vendors have led the charge in promoting industry based technical certifications. Today, there are a plethora of instructor led, intensive, short courses that provide training in an ICT vendor’s product and prepare participants to sit a certification exam. Increasingly, vendors are developing expanded certification programs suitable for inclusion in high school, college and university courses. Although these programs are attractive to students and educational institutions, there are obstacles to be overcome and risks to be evaluated when attempting to integrate a certification program within a traditional offering. This paper examines these issues in detail.

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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

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Beutel, Denise Ann, Donna Tangen i Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.

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Sage, Jack, i Michael Sankey. "Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective". W ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.

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This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.

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Kralj, Marc, Rachel Felgate, Shani Sniedze-Gregory, Caithlin Power, Grant Barclay i Darren Leech. "Using PAT data to inform teaching and learning". W Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-9.

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ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how PAT data ‘champions’ support staff across a primary and secondary school. Finally, we address and discuss the question many schools ask when using their data – ‘What does a year’s growth look like?’

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"Remaining Connected with our Graduates: A Pilot Study". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.

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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.

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Raporty organizacyjne na temat "Australian secondary students"

Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley i Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, listopad 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, marzec 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?

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Hillman, Kylie, i Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, sierpień 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

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Hillman, Kylie, i Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, sierpień 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, maj 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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