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Artykuły w czasopismach na temat „Australian secondary students”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

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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9

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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10

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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Stallman, H. M., M. Kohler, A. Wilson, S. Biggs, J. Dollman, J. Martin, D. Kennedy i K. Lushington. "Self-reported sleepwalking in Australian senior secondary school students". Sleep Medicine 25 (wrzesień 2016): 1–3. http://dx.doi.org/10.1016/j.sleep.2016.06.024.

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Donald, Maria, Jayne Lucke, Michael Dunne, Brian O'Toole i Beverley Raphael. "Determinants of condom use by Australian Secondary School students". Journal of Adolescent Health 15, nr 6 (wrzesień 1994): 503–10. http://dx.doi.org/10.1016/1054-139x(94)90499-s.

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Kavadias, Korey, Riccardo Amorati i John Hajek. "UNDERSTANDING UNIVERSITY STUDENTS’ EXPERIENCES OF ITALIAN LANGUAGE STUDY AT PRIMARY SCHOOL AND REASONS FOR DISCONTINUATION INTO SECONDARY STUDY IN AUSTRALIA". Italiano LinguaDue 14, nr 1 (26.07.2022): 291–307. http://dx.doi.org/10.54103/2037-3597/18179.

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This study explores Australian university students’ experiences of Italian language study in primary school. It aims to understand the reasons why they may not continue with Italian in the transition to secondary education. The findings showed that while students enjoyed Italian language education overall at primary level, they were critical [1]about many aspects associated with their learning experience, particularly their teachers, and their own learning progress, which was hindered by limited contact hours and repetitive and insufficient content covered. However, these factors were not found to be salient in accounting for discontinuation into secondary school, which was instead caused mainly by the lack of provision of Italian at that level and, for some students, also by perceptions of scarce preparedness for secondary study and limited practical applicability of Italian. This study suggests that efforts should be made to ensure coordinated provision of Italian language study between primary and secondary, and that curricula should be reframed to include more contact hours and to reduce unnecessary repetition in content. Capire le esperienze di studenti universitari nello studio della lingua italiana alla scuola primaria e le ragioni della sua interruzione nella scuola secondaria in Australia Questo studio esplora le esperienze di studenti universitari australiani relative allo studio della lingua italiana nella scuola primaria. L’obiettivo è di comprendere i fattori che portano all’abbandono dell’italiano nel passaggio alla scuola secondaria. I risultati hanno mostrato che nonostante gli studenti abbiano apprezzato lo studio della lingua nella scuola primaria, sono stati critici su molti aspetti legati alla loro esperienza, in particolare i loro insegnanti, e i loro progressi di apprendimento, che sono stati ostacolati da ore di insegnamento limitate e da contenuti didattici ripetitivi e insufficienti. Tuttavia, questi fattori non sono risultati centrali per spiegare l’abbandono dell’italiano nella scuola secondaria, che è stato invece causato principalmente dalla mancanza di offerta della lingua a quel livello e, per alcuni studenti, anche dalla percezione di una scarsa preparazione allo studio secondario nonché di una limitata spendibilità dell’italiano. Questo studio suggerisce che è necessario assicurare un’offerta coordinata di studio della lingua italiana tra la scuola primaria e secondaria, e che i curricula scolastici dovrebbero essere modificati in modo da includere più ore di insegnamento della lingua e ridurre inutili ripetizioni contenutistiche.

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Liem, Gregory Arief D., Andrew J. Martin, Elizabeth Nair, Allan B. I. Bernardo i Paulus Hidajat Prasetya. "Cultural Factors Relevant to Secondary School Students in Australia, Singapore, the Philippines and Indonesia: Relative Differences and Congruencies". Australian Journal of Guidance and Counselling 19, nr 2 (1.12.2009): 161–78. http://dx.doi.org/10.1375/ajgc.19.2.161.

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AbstractWaldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n= 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.

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Blackmore, Conner, Kathryn Hird i Ryan S. Anderton. "An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs". International Journal of Higher Education 10, nr 1 (23.09.2020): 76. http://dx.doi.org/10.5430/ijhe.v10n1p76.

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Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709 secondary school students entering undergraduate health science courses between 2012 and 2015 at an Australian university were investigated. Completion of Mathematics 3C3D, Physics, Chemistry and Physical Education Australian Tertiary Admission Rank (ATAR) subjects were significantly associated with GPA. In a subset of 458 students, longitudinal analysis revealed completion of secondary school Mathematics 3C3D was a significant predictor of academic performance over the duration of the tertiary health science courses. The results suggest that completion of advanced secondary school mathematics, but not physical sciences, is predictive of student achievement. This outcome further supports the need for improved uptake and completion of advanced mathematics in secondary school.

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Hassan, Ghali. "Attitudes toward science among Australian tertiary and secondary school students". Research in Science & Technological Education 26, nr 2 (28.05.2008): 129–47. http://dx.doi.org/10.1080/02635140802034762.

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Niven, Philippa, Maree Scully, Belinda Morley, Louise Baur, David Crawford, Victoria Flood, Anthony Okely, Iain S. Pratt, Jo Salmon i Melanie Wakefield. "What factors predict frequent unhealthy snacking among Australian secondary students?" Obesity Research & Clinical Practice 7 (grudzień 2013): e51. http://dx.doi.org/10.1016/j.orcp.2013.12.596.

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Saha, Lawrence J. "Political Activism and Civic Education among Australian Secondary School Students". Australian Journal of Education 44, nr 2 (sierpień 2000): 155–74. http://dx.doi.org/10.1177/000494410004400205.

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Watt, Helen M. G. "Explaining gendered math enrollments for NSW Australian secondary school students". New Directions for Child and Adolescent Development 2005, nr 110 (2005): 15–29. http://dx.doi.org/10.1002/cd.147.

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Rossiter, Rachel Cathrine, Deborah K. Clarke i Linda Shields. "Supporting Young People's Emotional Wellbeing During The Transition To Secondary School In Regional Australia". Australian and International Journal of Rural Education 28, nr 1 (24.07.2022): 73–86. http://dx.doi.org/10.47381/aijre.v28i1.170.

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Extensive international literature is available on aspects and impacts associated with students' transition from primary to secondary school. However, in regional and rural Australia, it is challenging for educators and healthcare professionals to ensure that interventions supporting the emotional wellbeing of students transitioning to secondary school are informed by context-specific evidence. This paper presents a narrative review of research published since 2010 investigating students' emotional wellbeing and psychological impacts of the transition to secondary school, with a focus on programs implemented to support young people during this transition. Research specific to students in regional and rural areas of Australia was lacking, with a marked absence of studies in regional and rural settings outside Western Australia and Tasmania. Similarly, research evaluating programs to support the psychological wellbeing of students transitioning to secondary school was lacking. However, this review provides a comprehensive overview of factors influencing the transition to secondary school from the perspectives of young people, their parents and teachers. These Australian data capture particular concerns and features that may inform development and implementation of interventions specific to the needs of young people in regional and rural communities across Australia. In schools where no specific intervention is planned, this review provides general guidance regarding challenges faced by transitioning students and possible ways students can be supported. In particular, this review highlights the need for educators and researchers to work together to develop and evaluate programs to support young people as they transition from primary to secondary school.

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Law, Helen. "Why do adolescent boys dominate advanced mathematics subjects in the final year of secondary school in Australia?" Australian Journal of Education 62, nr 2 (23.07.2018): 169–91. http://dx.doi.org/10.1177/0004944118776458.

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In Australia, many students, especially girls, choose not to study advanced mathematics in Year 12 even though their schools offer relevant subjects. Previous studies have rarely examined, using nationally representative samples of Australian students, the extent to which teenage educational experiences and occupational expectations influence gender differences in later pursuits of advanced mathematics subjects. To fill this gap, I use multilevel logistic regression models to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. My results show that students’ mathematics achievement, occupational expectations and self-assessed mathematical competence are crucial in explaining why boys are considerably more likely than girls to enrol in advanced mathematics subjects. The gender gap would decrease greatly if girls were as likely as boys to perform well in mathematics, to aspire to mathematically intensive careers and to have more confidence in their mathematical abilities when they were 15 years old.

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Kabir, Nahid Afrose. "Are Young Muslims Adopting Australian Values?" Australian Journal of Education 52, nr 3 (listopad 2008): 229–41. http://dx.doi.org/10.1177/000494410805200302.

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Recently politicians in Australia have raised concerns that some Muslims are not adopting Australian values to a sufficient extent. In this paper I explore the notion of Australian values with respect to immigrant youth. By analysing interviews with 32 Muslim students who are 15-18 years of age and of diverse backgrounds in two state schools in Sydney, I focus on the extent to which these young people seem to be adopting Australian values. I discuss the factors that hinder the adoption of Australian values, and whether such hindrance can lead to a possible jihadi threat. This paper relies on oral testimonies and secondary sources, including international literature.

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Perry, Laura B., i Andrew Mcconney. "Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003". Teachers College Record: The Voice of Scholarship in Education 112, nr 4 (kwiecień 2010): 1137–62. http://dx.doi.org/10.1177/016146811011200401.

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Background/Context It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study This study examines the relationship between school SES and student outcomes in more detail by asking two research questions. First, how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for students from higher SES backgrounds? Second, how does the association vary across schools with different socioeconomic compositions? In other words, are increases in school socioeconomic composition consistently associated with increases in student academic achievement? Population/Participants/Subjects This study uses data from the Australian 2003 Programme for International Student Assessment (PISA). The sample includes over 320 secondary schools and more than 12,000 students from Australia. Research Design This study is a secondary analysis of data from the Australian 2003 PISA. Descriptive statistics are used to compare the average reading, mathematics, and science achievement of secondary school students from different SES backgrounds in a variety of school SES contexts. Conclusions The two main findings of the study are that increases in the mean SES of a school are associated with consistent increases in students’ academic achievement, and that this relationship is similar for all students regardless of their individual SES. In the Australian case, the socio-economic composition of the school matters greatly in terms of students’ academic performance.

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Dawson, Vaille, i Katherine Carson. "Science Teachers’ and Senior Secondary Schools Students’ Perceptions of Earth and Environmental Science Topics". Australian Journal of Environmental Education 29, nr 2 (grudzień 2013): 202–20. http://dx.doi.org/10.1017/aee.2014.6.

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AbstractThis article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students’ views about EES topics was also explored. It was found that more than two thirds of the students chose to study EES because of personal interest. However, students perceived that some Earth science topics were difficult, boring or irrelevant. A lack of content knowledge from lower secondary science contributed to these perceptions. Nevertheless, teachers and students perceived that their understanding and attitudes towards environmental science topics such as climate change was improved. With the advent of a new Australian senior secondary science curriculum that includes EES, the implications of the findings for curriculum development and teacher professional development are discussed.

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Ninnes, Peter. "Language maintenance among Vietnamese-Australian students". Australian Review of Applied Linguistics 19, nr 2 (1.01.1996): 115–38. http://dx.doi.org/10.1075/aral.19.2.06nin.

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Using the theoretical framework developed by Clyne this paper examines the factors influencing language maintenance among a cohort of secondary school students of Vietnamese ethnic background in Adelaide. It reports on a survey of 197 students who were asked (1) to estimate the extent to which, in Australia, they used Vietnamese when speaking to close others; how often these people used Vietnamese when speaking to them; and how often the students used Vietnamese in certain social contexts; and (2) to rate their ability in written and oral Vietnamese and written and oral English. Variables derived from these measures were then correlated with a number of other demographic, social, cultural and attitudinal factors in order to determine the major influences on language maintenance. Language use was greater with parents and grandparents than with members of the students’ own generation. Vietnamese language was used more in private and ethnic settings such as the home and community events than in public settings. Vietnamese language competence declined and English language competence increased with length of residence. Overall length of residence in Australia and age at which that residence commenced were more influential in language maintenance than ethnic identity or attitudes to cultural maintenance.

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Lamb, Stephen. "Cultural Consumption and the Educational Plans of Australian Secondary School Students". Sociology of Education 62, nr 2 (kwiecień 1989): 95. http://dx.doi.org/10.2307/2112842.

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Hill, David J., Victoria M. White, Rhonda M. Williams i Godfrey J. Gardner. "Tobacco and alcohol use among Australian secondary school students in 1990". Medical Journal of Australia 158, nr 4 (luty 1993): 228–34. http://dx.doi.org/10.5694/j.1326-5377.1993.tb121739.x.

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Hill, David, Victoria White i Catherine Segan. "Prevalence of cigarette smoking among Australian secondary school students in 1993". Australian Journal of Public Health 19, nr 5 (12.02.2010): 445–49. http://dx.doi.org/10.1111/j.1753-6405.1995.tb00408.x.

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PETERSON, L., i K. RIGBY. "Countering bullying at an Australian secondary school with students as helpers". Journal of Adolescence 22, nr 4 (sierpień 1999): 481–92. http://dx.doi.org/10.1006/jado.1999.0242.

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Vaughan, Clare, Annamari Kilkkinen, Sami Heistaro, Tiina Laatikainen i James Dunbar. "The Dietary, Physical Activity and Sedentary Behaviours of Victorian Regional Secondary School Students". Australian Journal of Primary Health 13, nr 1 (2007): 81. http://dx.doi.org/10.1071/py07011.

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The aim of this study was to investigate the dietary, physical activity and sedentary behaviours of adolescents from four secondary schools in Warrnambool, regional Victoria. In 2004, a random sample of students (n=712), stratified by school year level, was generated from school enrolment databases and 443 students completed a lifestyle questionnaire. Twenty per cent of students were physically active for 60 minutes or more per day; 28 per cent used electronic media in free time for a maximum of two hours per day. Only seven per cent of students met these two Australian physical activity recommendations. Fruit, vegetables and dairy products were consumed every day by 39 per cent, 40 per cent and 71 per cent of students respectively; three serves per day of each of these foods are recommended for Australian adolescents. Compared with boys, girls were less physically active (p<0.001), consumed more fruit (p=0.011) and vegetables (p<0.001), but fewer dairy products (p<0.024). Seventeen per cent of students were overweight or obese; these students were less physically active than normal weight peers (p<0.018). The dietary, physical and sedentary behaviours of regional Victorian secondary school students in this study were inadequate when compared with Australian recommendations. Dietary and physical activity habits are still evolving in adolescence and unhealthy habits can still be changed.

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Marks, Gary N., Julie McMillan i John Ainley. "Policy issues for Australia's education systems: Evidence from international and Australian research". education policy analysis archives 12 (20.04.2004): 17. http://dx.doi.org/10.14507/epaa.v12n17.2004.

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Our purpose here is to discuss education policy issues in the context of empirical evidence. We note that many commonly held beliefs about Australian education such as, the relative performance and participation levels of Australian students; the importance of socioeconomic background on educational outcomes both relative to other countries and changes over-time; gender differences in mathematics and science; and the labour market situation of early school leavers; are not supported by empirical research. Such findings have implications for government policies. We also question current policy directions toward increasing Year 12 participation, expanding both secondary and post-secondary vocational education and reducing class sizes. It is hoped that the discussion will provide stimulus to evidence-based debates about Australian education.

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Isaac, Vivian, Craig S. McLachlan, Lucie Walters i Jennene Greenhill. "Screening for burn-out in Australian medical students undertaking a rural clinical placement". BMJ Open 9, nr 7 (lipiec 2019): e029029. http://dx.doi.org/10.1136/bmjopen-2019-029029.

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ObjectiveTo investigate Australian medical student burn-out during rural clinical placement. Second, to examine the association between perceived burn-out and rural career intent at the time of finishing their rural placement.Design, settings and participantsThe 2016 Federation of Rural Australian Medical Educators evaluation survey is a cross-sectional study of medical students from 17 Australian universities. Specifically, those medical students who completed a full academic year or more at a Rural Clinical School (RCS). Responses from 638 medical students from regional Australia were analysed in the study of all eligible 756 medical students (response rate 84.3%).Primary and secondary outcome measuresThe primary objective was to determine self-reported burn-out (emotional exhaustion) in rural placements for medical students. Secondary outcome measures were designed to explore interactions with rural practice self-efficacy and rural intentions. Logistic regression models explored factors associated with burn-out.Results26.5% of students reported experiencing burn-out during a rural placement. Factors associated with burn-out were female gender, rural origin, low preference for RCS, stress in the year prior to a rural clinical placement, perceived social isolation during rural placement and lower rural practice self-efficacy. Burn-out was not associated with rural career intentions. Social isolation and low rural self-efficacy were independently associated with burn-out during rural placement and together explained 10% of variance in burn-out (Model Nagelkerke R2=0.23).ConclusionBurn-out during rural placement may be a consequence of stress prior to a medical school placement. Social isolation and rural self-efficacy are amendable factors to mitigate medical student burn-out during rural placements.

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Bain, Alan. "Issues in the Suspension and Exclusion of Disruptive Students". Australasian Journal of Special Education 12, nr 2 (listopad 1988): 19–24. http://dx.doi.org/10.1017/s1030011200021898.

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This paper will address issues associated with the use of suspension and exclusion as an intervention for dealing with disruptive behaviour in schools, with a particular focus on secondary students in Western Australia. There is increasing support for the view that many of the students suspended or excluded from school for disruptive behaviour may be socially/emotionally handicapped and as such are being denied access to an appropriate education on the basis of their handicapping condition. The legal and service delivery implications of this position are discussed within the context of current Australian special education policy and international agreements pertaining to the educational rights of children.

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Patrick, Kent, Wendy Heywood, Marian K. Pitts i Anne Mitchell. "Demographic and behavioural correlates of six sexting behaviours among Australian secondary school students". Sexual Health 12, nr 6 (2015): 480. http://dx.doi.org/10.1071/sh15004.

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Background There has been increasing attention on assessing rates of sexting in adolescents and of the potential negative effects of the behaviour. Our aim was to assess rates and correlates of sexting in Australian students in years10, 11 and 12. Methods: The current study was part of The Fifth National Survey of Australian Secondary Students and Sexual Health and reports on responses of 2114 students (811 male, 1303 female). Sexting was assessed using six items: sending a sexually explicit written text message; receiving a sexually explicit text message; sending a sexually explicit nude or nearly nude photo or video of themselves; sending a sexually explicit nude or nearly nude photo or video of someone else; receiving a sexually explicit nude or nearly nude photo or video of someone else; and using a social media site for sexual reasons. Results: Approximately half of the students had received (54%, 1139/2097) or sent (43%, 904/2107) a sexually explicit written text message. Sexually explicit images had been received by 42% (880/2098) of students, one in four students had sent a sexually explicit image of themselves (26%, 545/2102) and one in 10 had sent a sexually explicit image of someone else (9%, 180/2095). Finally, 22% (454/2103) of students had used social media for sexual reasons. Sexting was associated with several correlates. Conclusions: Sexting was relatively common in this sample of year 10, 11 and 12 Australian students, particularly among older students, those who are sexually active, and those who use recreational substances.

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Skene, Judy, Louise Pollard i Helen House. "Aspire UWA: A case study of widening access in Higher Education". Student Success 7, nr 2 (24.07.2016): 11–20. http://dx.doi.org/10.5204/ssj.v7i2.337.

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Widening university access to students from low socio-economic status (LSES) and non-traditional backgrounds has been a key equity objective for Australian universities, particularly since the 2008 Review into Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008). Aspire UWA is an equity pathway that aims to inform aspirations and build academic attainment through direct involvement with students who are the “most able least likely” to access the benefits of higher education (Harris, 2010, p. 7). Through forming long-term partnerships with 63 secondary schools across Western Australia (WA), Aspire UWA has grown since 2009 to engage over 10,000 students annually. Its learning framework is designed to deliver age-appropriate activities to inspire and inform students from Years 7-12 to achieve their educational goals. This paper adopts a case study methodology to explore the Aspire UWA approach, the specific operation of Aspire UWA and the efficacy of the program.

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Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions". Southeast Asian Mathematics Education Journal 2, nr 1 (30.11.2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.

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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

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Danaher, Michael, Jiaping Wu i Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers". Education Sciences 11, nr 3 (17.03.2021): 126. http://dx.doi.org/10.3390/educsci11030126.

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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.

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Yulianeta, Yulianeta. "Implementing Reading to Learn (R2L) Pedagogy to Help Indonesian Junior High School Students Generate News Report Text". PAROLE: Journal of Linguistics and Education 12, nr 1 (30.04.2022): 130–37. http://dx.doi.org/10.14710/parole.v12i1.130-137.

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The Reading to Learn (R2L) pedagogy, which requires preparing for reading, detailed reading, joint construction, and independent construction steps, was invented in Australia to assist Australian indigenous secondary school students in reading texts and finding useful information inside the texts. This one group pre-test and post-test design was aimed at unfolding the effectiveness of R2L pedagogy in helping the students in constructing well-structured news report texts. A total of 51 ninth-grade students from a junior high school, Bandung, Indonesia participated in the research. The students received the R2L pedagogy in four meetings within a month, excluding the pre-test and post-test.

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Goldburg, Peta. "Teaching Religion in Australian Schools". Numen 55, nr 2-3 (2008): 241–71. http://dx.doi.org/10.1163/156852708x283069.

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AbstractTraditionally the teaching of religion in schools in Australia was confined to Church-sponsored or independent schools because public education in Australia prided itself on being "free, secular and compulsory." For over one hundred years, the teaching of religion in church schools was grounded in a faith-forming approach but, in the 1980s, there was a shift to an educational approach to teaching of religion. The development of educational approaches enabled the introduction of Studies of Religion for senior secondary school students. After considering these shifts, suggestions will be made for some dynamic teaching approaches for students in Studies in Religion.

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Prabawa-Sear, Kelsie, i Vanessa Dow. "Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?" Australian Journal of Environmental Education 34, nr 3 (listopad 2018): 244–61. http://dx.doi.org/10.1017/aee.2018.47.

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AbstractThis research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.

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Saha, Lawrence J. "Do Australian Secondary School Students Think Young People are Ready to Vote?" Educational Practice and Theory 26, nr 2 (1.01.2004): 5–20. http://dx.doi.org/10.7459/ept/26.2.02.

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Noble, Natasha, Megan Freund, David Hill, Victoria White, Lucy Leigh, David Lambkin, Maree Scully i Robert Sanson-Fisher. "Exposure to gambling promotions and gambling behaviours in Australian secondary school students". Addictive Behaviors Reports 16 (grudzień 2022): 100439. http://dx.doi.org/10.1016/j.abrep.2022.100439.

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Davenport, Gillian, Richard Midford, Robyn Ramsden, Helen Cahill, Lynne Venning, Leanne Lester, Bernadette Murphy i Michelle Pose. "Starting to Drink: The Experiences of Australian Lower Secondary Students with Alcohol". Journal of Drug Education 42, nr 1 (marzec 2012): 87–98. http://dx.doi.org/10.2190/de.42.1.e.

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Scully, M., H. Dixon, V. White i K. Beckmann. "Dietary, physical activity and sedentary behaviour among Australian secondary students in 2005". Health Promotion International 22, nr 3 (11.05.2007): 236–45. http://dx.doi.org/10.1093/heapro/dam021.

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FREEMAN, TOBY, VICTORIA M. WHITE i ANN M. ROCHE. "Which Australian secondary school students are at risk of illicit drug use?" Drug and Alcohol Review 30, nr 6 (29.09.2010): 589–96. http://dx.doi.org/10.1111/j.1465-3362.2010.00246.x.

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Dunn, Matthew, i Victoria White. "The epidemiology of anabolic–androgenic steroid use among Australian secondary school students". Journal of Science and Medicine in Sport 14, nr 1 (styczeń 2011): 10–14. http://dx.doi.org/10.1016/j.jsams.2010.05.004.

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Mazzella, N., A. Fox, N. Saunders, D. Trowell, P. Kremer, B. Vicenzino i J. Bonacci. "Australian secondary school principals’, parents’, and students’ attitudes to prescribed school footwear". Journal of Science and Medicine in Sport 25 (listopad 2022): S20—S21. http://dx.doi.org/10.1016/j.jsams.2022.09.153.

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Walker, Karen, Nola Alloway, Leanne Dalley-Trim i Annette Patterson. "Counsellor Practices and Student Perspectives: Perceptions of Career Counselling in Australian Secondary Schools". Australian Journal of Career Development 15, nr 1 (kwiecień 2006): 37–45. http://dx.doi.org/10.1177/103841620601500107.

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The voices of secondary school students describing their experiences of school-based career counselling services are reported and discussed. Arising from the students' narratives and school-based career counsellors' descriptions of their services, a continuum of service delivery is conceptualised that highlights features of career service delivery models valued by students. Consistent with international research, the valued school career counsellors were those reported by students to spend the majority of their time with individuals and small groups.

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O’Dea, Bridianne, Catherine King, Melinda R. Achilles, Alison L. Calear i Mirjana Subotic-Kerry. "Delivering A Digital Mental Health Service in Australian Secondary Schools: Understanding School Counsellors’ and Parents’ Experiences". Health Services Insights 14 (styczeń 2021): 117863292110176. http://dx.doi.org/10.1177/11786329211017689.

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This study examined school counsellors’ and parents’ experiences of a school-based digital mental health service (Smooth Sailing) that screened students’ mental health and provided automated psychological care. The Smooth Sailing service was offered to 4 secondary schools in New South Wales, Australia, for a 6-week trial period with 59 students taking part. The participating school counsellors (n = 4) completed a semi-structured interview to explore their experiences. Parents of students who had consented to being contacted (n = 37/59) were invited to complete an anonymous online survey about their child’s participation. Six parents completed the survey. The school counsellors expressed overall support for the service and cited the ease of service use, its ability to identify students at-risk, and the provision of psychoeducation to students as clear benefits. They identified some barriers to the service, such as parental consent and suggested strategies to improve uptake and engagement, such as incentives, more frequent screening and use with older students. Parents also reported positive experiences with the service, expressing appreciation for mental health screening in schools and a new system to connect them and their child to school counselling services. Taken together, these findings provide initial support for delivering the Smooth Sailing service in secondary schools. Trial registration: This trial was registered with the Australian and New Zealand Clinical Trial Registry (ACTRN12617000977370).

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McSwan, David, i Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland". Australian and International Journal of Rural Education 5, nr 1 (1.03.1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.

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

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