Artykuły w czasopismach na temat „Education (Secondary) Western Australia”
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1
White, Michael A. "Community Colleges in Western Australia — Historical Accidents and Policy Dilemmas". Australian Journal of Education 30, nr 1 (kwiecień 1986): 92–106. http://dx.doi.org/10.1177/000494418603000106.
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This paper traces the establishment of Western Australia's three community colleges. Features of this development are significant government initiatives, historical accidents, and policy issues concerning the coordination, control, and future directions of new post-secondary institutions. All this is examined against a background of debates about the control and management of the state's system of technical and further education. The policy issues that are raised are similar to issues discussed in most Australian states, and invite speculation about the future shape of technical and further education in Western Australia that is highly relevant to what is happening in other parts of the nation.
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Ross, William. "Environmental Education in Western Australian Secondary Schools". Australian Journal of Environmental Education 12 (1996): 47–52. http://dx.doi.org/10.1017/s0814062600004171.
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This paper reports on research carried out to investigate the extent of environmental education in Western Australian secondary schools. The research found: a high level of support for environmental education amongst teachers, that environmental education was being pursued to some extent in all responding schools, that there existed areas of neglect which were often politically controversial and divisive contemporary issues, and that city schools were generally more involved in environmental education than country schools and public schools more than private schools.Barriers to the further implementation of environmental education in schools are identified and recommandations made to improve the availability and standard of environmental education in Western Australian secondary schools.
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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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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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Bruce, Kathy, i Ron Cacioppe. "A Survey of Why Teachers Resigned from Government Secondary Schools in Western Australia". Australian Journal of Education 33, nr 1 (kwiecień 1989): 68–82. http://dx.doi.org/10.1177/000494418903300106.
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This article describes a survey which investigated why teachers resigned from government secondary schools in Western Australia before they reached retirement age. All teachers who had resigned within a specific one-year period were invited to complete a survey which obtained information on demographic factors, work conditions, professional and career development, the effect of teaching on social and family lives, and relationships with parents, students, fellow teachers and administrative personnel. The findings suggested that male teachers who had resigned were more concerned with perceived discriminatory practices in the general management of the school than were the female teachers. On the other hand, female teachers were more concerned with the encroachment of teaching duties on their family and social lives, problems of classroom discipline and lack of administrative support. Both lack of administrative support with discipline problems and lack of effective school policies were cited by members of both sexes as contributing to their resignation, but to a greater extent with female teachers. The major causes of discipline problems were found to be the failure of students to do their homework and their general lack of motivation. One of the most significant findings was the perceived lack of competence of the principal in administrative skills such as decision making, staff support and general school management. For career-oriented teachers, the lack of promotional opportunities was given as the major reason for their resignation, while dissatisfaction with assessment procedures compounded this problem. Male teachers were concerned about perceived discriminatory practices by the subject superintendents. Constructive suggestions are put forward which point to ways of surmounting the perceived shortcomings within the government secondary school system.
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Barnett, Chris. "Cross-Sectoral Approaches Combining Career and Vocational Education in Schools in Western Australia". Australian Journal of Career Development 7, nr 3 (październik 1998): 8–9. http://dx.doi.org/10.1177/103841629800700304.
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“Programs for lower secondary students supporting their access to vocational education and training in the senior years: a cross-sectoral approach including school and industry profession development” is a project funded by the Career Education Association of Western Australia and the Department of Employment, Education, Training and Youth Affairs. The project objectives, findings and recommendations from the preliminary research and other project developments are described. The Internet address for regular updated information is also provided.
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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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Millett, Stephan, i Alan Tapper. "Philosophy and Ethics in Western Australian Secondary Schools". Educational Philosophy and Theory 46, nr 11 (5.03.2013): 1212–24. http://dx.doi.org/10.1080/00131857.2013.771444.
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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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Bowden, Mark P., i James Doughney. "Socio-economic status, cultural diversity and the aspirations of secondary students in the Western Suburbs of Melbourne, Australia". Higher Education 59, nr 1 (15.05.2009): 115–29. http://dx.doi.org/10.1007/s10734-009-9238-5.
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Lummis, Geoffrey William, Julia Elizabeth Morris i Graeme Lock. "The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education". History of Education Review 45, nr 1 (6.06.2016): 115–30. http://dx.doi.org/10.1108/her-12-2014-0045.
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Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.
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Dimmock, Clive, i Helen Wildy. "Conceptualizing curriculum management in an effective secondary school: a Western Australian case study". Curriculum Journal 6, nr 3 (wrzesień 1995): 297–323. http://dx.doi.org/10.1080/0958517950060303.
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Lambert, Kirsten, Peter R. Wright, Jan Currie i Robin Pascoe. "Data-Driven Performativity: Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools". Review of Education, Pedagogy, and Cultural Studies 37, nr 5 (20.10.2015): 460–75. http://dx.doi.org/10.1080/10714413.2015.1091260.
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McKay, Erin, Carl Vlazny i Steven Cumming. "Relationships and sexuality education topics taught in Western Australian secondary schools during 2014". Sex Education 17, nr 4 (10.04.2017): 454–70. http://dx.doi.org/10.1080/14681811.2017.1306437.
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Parker, Lesley H., i Léonie J. Rennie. "Teachers' Perceptions of the Implementation of Single-Sex Classes in Coeducational Schools". Australian Journal of Education 41, nr 2 (sierpień 1997): 119–33. http://dx.doi.org/10.1177/000494419704100203.
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THIS paper reports research conducted as part of the Single-Sex Education Pilot Project (SSEPP) which was undertaken in 1993–1994 in Western Australia. The project involved the implementation of single-sex science and/or mathematics in ten coeducational secondary schools. Unlike previous similar initiatives, the SSEPP included professional development for the teachers involved and systematic monitoring. The paper presents an analysis of teachers' reactions to and perceptions of the SSEPP. It gives voice to teachers' views of the major issues which arose during the project, concerning outcomes for students, school organisation, teacher professional development, community response and sustainability of the change.
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Power, Anne, i Debra Costley. "Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder". Australasian Journal of Special Education 38, nr 1 (29.05.2014): 34–50. http://dx.doi.org/10.1017/jse.2014.6.
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This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.
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Mander, David, i Frank Bobongie. "Working Alliances: The Importance of Accessing Peer/Cultural Support in Educational Practice". Australian Educational and Developmental Psychologist 27, nr 1 (1.06.2010): 41–53. http://dx.doi.org/10.1375/aedp.27.1.41.
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AbstractThis is a reflective paper grounded in practice. It addresses the nature of working alliances in education between colleagues from different cultural, professional and generational backgrounds. The authors are specifically concerned with discussing the significance of accessing peer/cultural support in education, in particular how one colleague mentored another and the way knowledge was exchanged during this process to increase awareness and understanding. This topic is considered in the context of supporting male Aboriginal and Torres Strait Islander students while they study and live away from home to complete their secondary school education at boarding school in Western Australia (WA).
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Hosie, Peter. "Realistic uses of AUSSAT for distance education in Western Australian primary and secondary schools". Distance Education 9, nr 1 (marzec 1988): 27–47. http://dx.doi.org/10.1080/0158791880090103.
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Higgins, Marc, Blue Mahy, Rouhollah Aghasaleh i Patrick Enderle. "Patchworking Response-ability in Science and Technology Education". Reconceptualizing Educational Research Methodology 10, nr 2-3 (30.12.2019): 356–83. http://dx.doi.org/10.7577/rerm.3683.
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Within science and technology education, concepts of justice, in/equity, and ethics within science education are simultaneously ubiquitous, necessary, yet un(der)theorized. Consequently, the potential for reproducing and reifying systems of power remains ever present. In response, there is a recent but growing movement within science and technology education that follows the call by Kayumova and colleagues (2019) to move “from empowerment to response-ability.” It is a call to collectively organize, reconfigure, and reimagine science and technology education by taking seriously critiques of Western modern science and technology from its co-constitutive exteriority (e.g., feminist critiques). Herein, we pursue the (re)opening of responsiveness with/in methodology by juxtaposing differential, partial, and situated accounts of response-ability: de/colonizing the Anthropocene in science teacher education in Canada (Higgins); speculative fiction at the science-ethics nexus in secondary schooling in Australia (Mahy); and a reciprocal model for teaching and learning computational competencies with Latinx youth in the US (Aghasaleh and Enderle).
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Barwood, Donna, Dawn Penney i Christine Cunningham. "A paradox or a culture of acceptance? The idiosyncratic workforce delivering health education in lower secondary government schools in Western Australia". Asia-Pacific Journal of Health, Sport and Physical Education 8, nr 3 (10.08.2017): 193–209. http://dx.doi.org/10.1080/18377122.2017.1362955.
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Bloot, Regina, i Jennifer Browne. "Factors Contributing to the Lack of Female Leadership in School Physical Education". Journal of Teaching in Physical Education 14, nr 1 (październik 1994): 34–59. http://dx.doi.org/10.1123/jtpe.14.1.34.
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This paper focuses on reasons why so few females hold head of department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, women held only 5 (7%) of the 70 substantive head of department appointments in 1991. In-depth interviews were conducted with 27 female physical education teachers to document their career experiences and aspirations. Analysis revealed that constraints on the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender roles, and comprised systemic, attitudinal, and internalized barriers. It is proposed that social settings from studentship, through teacher education, to the teaching environment could play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers.
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Browne, Jennifer. "Reasons for the Selection or Nonselection of Physical Education Studies by Year 12 Girls". Journal of Teaching in Physical Education 11, nr 4 (lipiec 1992): 402–10. http://dx.doi.org/10.1123/jtpe.11.4.402.
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In Western Australia from 1984 to 1988, enrollment in Physical Education Studies by Year 12 girls decreased from 44% to 37%. The present study wanted to ascertain reasons why girls were disposed or not disposed toward selecting this subject. A questionnaire was administered to 103 girls taking Physical Education Studies and 103 girls not taking it in eight government secondary schools. Analyses revealed that girls taking Physical Education Studies liked physical activity, thought physical education classes were fun, appreciated the break from the classroom, felt it helped to keep them fit, enjoyed learning new skills, liked the sports offered, and perceived themselves as being good at physical education. The most important reasons given by girls for not selecting Physical Education Studies were that other subjects were more important to their career plans, that they could not fit it into their timetable, that they obtained enough exercise out of school, and that there was too much competitive activity.
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Asquith, Nicole L., Tania Ferfolia, Brooke Brady i Benjamin Hanckel. "Diversity and safety on campus @ Western: Heterosexism and cissexism in higher education". International Review of Victimology 25, nr 3 (3.10.2018): 320–40. http://dx.doi.org/10.1177/0269758018799032.
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Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.
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Morris, Julia E. "Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art". Australian Educational Researcher 45, nr 4 (28.03.2018): 455–72. http://dx.doi.org/10.1007/s13384-018-0269-8.
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Abstract This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding.
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Dixon, Kathryn. "An Investigation of the Factors Influencing the Institutionalisation of Career Education Programs in Western Australian Secondary Schools". Australian Journal of Career Development 3, nr 1 (marzec 1994): 49. http://dx.doi.org/10.1177/103841629400300125.
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Gilligan, Conor, Therese Shaw, Shelley Beatty, Laura Thomas, Karen Louise Lombardi i Robyn Susanne Johnston. "Do schools and alcohol mix? Australian parents' perspectives". Health Education 120, nr 3 (6.04.2020): 229–45. http://dx.doi.org/10.1108/he-02-2020-0010.
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PurposeAlcohol use by adults at school events and alcohol promotion through school fundraising activities is common, but little is known about secondary school parents' attitudes towards these practices. Parental attitudes may influence principals' decision-making on this topic, particularly in jurisdictions where education department guidance is limited. This study explored parents' attitudes towards the consumption or promotion of alcohol in schools or at school events.Design/methodology/approachParents (n = 298) from five non-government secondary schools in Western Australia completed an online survey and provided responses relating to the promotion and availability of alcohol through their child's school.FindingsThis sample of parents were evenly divided in support of alcohol consumption or support of schools as alcohol-free zones. Parents reporting higher alcohol consumption were more supportive of alcohol promotion and use through schools, and those with higher education supported use of alcohol for school fundraising. Almost 20% of parents were neutral on several measures indicating they could be swayed by social pressure. Engaging parents is an ongoing challenge for school principals and alcohol may play a part in engagement activities. The results from this small, exploratory study suggest even engaged parents may have very differing views on alcohol use in schools.Practical implicationsEducation departments are encouraged to explore these issues carefully and introduce changes incrementally to assist decision-making and minimise potential parent disengagement.Originality/valueThis paper addresses a knowledge gap about parents' attitudes towards alcohol in secondary schools. These findings can support those involved in the development of school alcohol policies.
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Leggett, Bridget M. "Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School". Australian Journal of Education 41, nr 3 (listopad 1997): 276–88. http://dx.doi.org/10.1177/000494419704100306.
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CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.
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Burns, Sharyn K., Jacqueline Hendriks, Lorel Mayberry, Scarlett Duncan, Roanna Lobo i Lina Pelliccione. "Evaluation of the implementation of a relationship and sexuality education project in Western Australian schools: protocol of a multiple, embedded case study". BMJ Open 9, nr 2 (luty 2019): e026657. http://dx.doi.org/10.1136/bmjopen-2018-026657.
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IntroductionThere is recognition of the importance of comprehensive relationships and sexuality education (RSE) throughout the school years worldwide. Interventions have found some positive outcomes; however, the need for a greater focus on positive sexuality and relevant contemporary issues has been identified by teachers and students. The Curtin RSE Project provides training for teachers and preservice teachers and supports schools through training and advice to implement comprehensive school health promotion (CSHP) focusing on RSE allowing schools to develop programmes relevant to their school community. To examine contemporary phenomenon within a real word context, a case study design will be used to measure implementation. This paper will describe the protocol for a multiple, embedded case study to measure the implementation of CSHP focusing on RSE in a purposive sample of Western Australian schools.Methods and analysisThis mixed methods study will include a multiple, embedded case study. Schools (n=3–4) will be purposively selected from within Western Australia based on their capacity to commit to implementing RSE as a case study school. Data will be collected from students (Grade 6 for primary school; Grades 7–12 for secondary school); teachers and other key staff and parents. Methods include school climate and school curriculum audits, documentation (collected with key staff at baseline and annually), interviews (parents and teachers at Year 2), focus groups (students at Year 2) and an online student survey (collected with students baseline and annually).Ethics and disseminationSchool principals will provide consent for school participation and staff and parents will provide individual consent. Student assent and parental consent will be obtained for student participants. Results will be disseminated through open-access reports, peer-reviewed journals and conference presentations.
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Osborne, Sam. "Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools". Australian Journal of Indigenous Education 42, nr 2 (grudzień 2013): 182–93. http://dx.doi.org/10.1017/jie.2013.25.
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MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).
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Myers, Gael, Megan Sauzier, Amanda Ferguson i Simone Pettigrew. "Objective assessment of compliance with a state-wide school food-service policy via menu audits". Public Health Nutrition 22, nr 09 (22.02.2019): 1696–703. http://dx.doi.org/10.1017/s1368980019000156.
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AbstractObjectiveThe Healthy Food and Drink Policy was implemented in Western Australian government schools in 2007. The aim of the present study was to assess the compliance of Western Australian school canteen menus with the policy a decade after its introduction.DesignThe traffic-light system that underpins the Healthy Food and Drink Policy categorises foods and drinks into three groups: ‘green’ healthy items, ‘amber’ items that should be selected carefully and ‘red’ items that lack nutritional value. Canteen menus were collected online and each menu item was coded as a green, amber or red choice.SettingWestern Australia.ParticipantsOnline canteen menus from 136 primary and secondary government schools.ResultsThe majority of audited school menus met policy requirements to include ≥60 % green items (84 %) and ≤40 % amber items (90 %), but only 52 % completely excluded red items. Overall, approximately half (48 %) of school canteen menus met all three traffic-light targets. On average, 70 % of the menu items were green, 28 % were amber and 2 % were red. Primary-school canteen menus were more likely than those from secondary schools to meet the requirements of the policy.ConclusionsWhile the sampled Western Australian government school canteen menus were highly compliant with most of the requirements of the Healthy Food and Drink Policy, many offered red foods and/or drinks. Providing all schools with further education about identifying red items and offering additional services to secondary schools may help improve compliance rates.
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DZHUS, OKSANA. "DEVELOPMENT OF UKRAINIAN SCHOOL AND EDUCATIONAL AFFAIR AS A BASIS OF PROFESSIONAL PREPARATION OF THE YOUTH OF UKRAINIAN DIASPORA IN THE SECOND HALF OF THE XX-TH CENTURY". Journal of Vasyl Stefanyk Precarpathian National University 6, nr 1 (17.04.2019): 97–106. http://dx.doi.org/10.15330/jpnu.6.1.97-106.
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The formation and development of the Ukrainian school and educational affair as the basis for the professional training of Ukrainian youth in the Western countries in the second half of the XX-th century is examined in the article. The emphasis was given to the complexity and multiplicity of this process, which was caused by the socioeconomic and educational policies of the states, which became a new homeland for the Ukrainians, geography and compactness of their resettlement, employment in the different branches of the economy, the presence in the diaspora of the professional intelligentsia, its national awareness, the state religious life, etc. Accordingly, in different countries (Germany, Great Britain, Poland, Canada, USA, Australia, Argentina), this process was different, more or less intense and had results, but it still remains an object of interest as an important support of native cultural heritage, an inexhaustible source of preserving its spirituality bearers.
The institutional forms and types of obtaining of pedagogical education by Ukrainians in the Western countries of the second half of the 20th century, the peculiarity of teaching and educational activities in different types of educational establishment and the main tendencies of the development of the Ukrainian school and educational affairs are presented. Among them: an expansion of the network of pre-school establishments, primary, secondary and high schools in connection with the arrival of emigrants to countries of Western Europe, America and Australia; public uniting efforts of leading Ukrainian public associations in preserving the national identity and spirituality of Ukrainians born outside Ukraine's native land; development of scientifically grounded, adapted to the needs and conditions of Ukrainians living in the diaspora of the theory of teaching and national education of younger generations; improving the content of studying and educational process in all types of schools, bringing it to the standards of the existing state education system and the increased requirements of economic and cultural life of the countries that have become a new homeland for Ukrainians.
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Carroll, Christine. "‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms". British Journal of Music Education 36, nr 02 (lipiec 2019): 155–71. http://dx.doi.org/10.1017/s0265051719000196.
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AbstractThis article examines curriculum and practice in Australian secondary classroom music education, in order to trace the inclusion of, and provision for, students with learning orientations based on popular music forms. A 60-year period of curriculum reform, matriculation statistics and literature is surveyed with a focus on the state of New South Wales (NSW), where the ‘non-literate’ student musician was first acknowledged in curriculum documents dating from the late 1970s at the senior secondary level (Music Syllabus Year 11 and 12: New 2 Unit A Course. Draft Document). Three overlapping eras frame discussion. The first discusses the original post–World War II school curriculum established for Western art music (WAM); the second discusses the period of curriculum reform beginning in the 1960s and 1970s, which leads to the inclusion of popular music at junior secondary levels; and the third is the present era from roughly 1980 onwards, where separate pathways of instruction are maintained for WAM and students with interests in popular and contemporary musics. Legitimation Code Theory (LCT) from the sociology of education is employed, with analysis unveiling a series of historic code shifts and clashes with implications for present practice. An unveiling of these codes explains the cause of ongoing tensions surrounding the inclusion of popular music and musicians in Australian music classrooms and provides foundation for much-needed curriculum development in the NSW context, and potentially elsewhere, where similar dynamics underpin practice in secondary classrooms.
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Pettigrew, Simone, Melanie Pescud i Robert J. Donovan. "Traffic light food labelling in schools and beyond". Health Education Journal 71, nr 6 (31.10.2011): 746–53. http://dx.doi.org/10.1177/0017896911424659.
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Objective: The present study investigated stakeholders’ reactions to the introduction of a traffic light food classification system in primary and secondary school canteens. Design: Interviews and focus groups were conducted with stakeholders approximately 18 months after the introduction of the traffic light system, followed by telephone and web-based surveys. Setting: The context of the study was Western Australia, where a comprehensive healthy food policy was recently introduced in government schools. Method: Stakeholder groups included parents, principals, teachers, canteen managers, and representatives of parents and citizens committees. Results: Participants reported high levels of acceptance of the traffic light system and supported its extension to nutrition education programmes targeting children and parents. Conclusion: The results suggest that there is likely to be considerable support for an extension of the traffic light policy to the health curriculum in schools and into other food provision contexts.
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Lonsdale, Chris, Aidan Lester, Katherine B. Owen, Rhiannon L. White, Louisa Peralta, Morwenna Kirwan, Thierno M. O. Diallo i in. "An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial". British Journal of Sports Medicine 53, nr 6 (9.10.2017): 341–47. http://dx.doi.org/10.1136/bjsports-2017-097904.
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ObjectiveQuality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA.MethodsA two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation.ResultsStudents (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation.ConclusionsAMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions.Trial registration numberACTRN12614000184673.
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Houghton, Stephen, Pete Odgers i Annemaree Carroll. "Reputations, Self-Concepts and Coping Strategies of Volatile Solvent Users". Journal of Drug Education 28, nr 3 (wrzesień 1998): 199–210. http://dx.doi.org/10.2190/6fur-7x21-97ex-p36n.
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Data pertaining to the reputations, self-concepts and coping strategies of thirty-one secondary school Volatile Solvent Users (VSUs), forty-four ex-VSUs, and forty-eight non-VSUs in the Perth Metropolitan area of Western Australia were obtained using the High School Student Activity Questionnaire. Findings revealed that significant differences between current VSUs, ex-VSUs, and non-VSUs were more attributable to factors of reputation enhancement than to factors of either self-concept or coping strategies. Current VSUs identified themselves as both having and wanting to have a more non-confronting reputation, and as admiring drug-related activities significantly more than both ex-VSUs and non-VSUs. Two coping variables were also found to be significant indicating that females use more nonproductive coping strategies and external coping strategies than males. No interaction effects were identified. The implications for drug education and further research are discussed.
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Coffey, Anne, i Shane Lavery. "Student leadership in the middle years: A matter of concern". Improving Schools 21, nr 2 (4.10.2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.
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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.
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Byrne, Christopher, Andrew Radley, Sarah Karen Inglis, Lewis J. Z. Beer, Nicki Palmer, Minh Duc Pham, Brendan Healy, Joseph S. Doyle, Peter Donnan i John F. Dillon. "Reaching mEthadone users Attending Community pHarmacies with HCV: an international cluster randomised controlled trial protocol (REACH HCV)". BMJ Open 10, nr 8 (sierpień 2020): e036501. http://dx.doi.org/10.1136/bmjopen-2019-036501.
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IntroductionHepatitis C virus (HCV) is a global public health threat, and novel models of care are required to treat those currently or previously at highest risk of infection, particularly persons who inject drugs (PWID; ever injected), as conventional healthcare models do not have the reach to deliver cure of HCV to disadvantaged, disproportionately affected communities. In Western Europe and Australasia, it is estimated that HCV affects between 0.4% and 1.0% of the regions’ populations, accordingly, it affects between 0.4% and 0.7% of the populations of countries in this study (Scotland, Wales and Australia). Reaching mEthadone users Attending Community pHarmacies with HCV (REACH HCV) will evaluate community pharmacy-based diagnostic outreach and HCV treatment against conventional HCV testing and treatment pathways for clients receiving opioid substitution therapy (OST) in community pharmacies.Methods and analysisREACH HCV is an international multicentre cluster randomised controlled trial with sites in Scotland, Wales and Australia. The sites are community pharmacies which are randomised equally to one of two pathways: the pharmacy intervention pathway or the education-only (control) pathway. Participants are recruited from OST clients in these pharmacies.In the pharmacy intervention pathway, participants receive a rapid point-of-care HCV PCR test in their pharmacy by a study outreach nurse. If positive, direct-acting antivirals (DAAs) are delivered to participants via their pharmacist in line with their OST schedule.In the education-only pathway, pharmacists counsel OST clients on HCV and refer them to the nearest nurse-led clinic or general practitioner offering HCV testing according to standard care protocols. If positive, DAAs are delivered as in the intervention pathway.The primary endpoint for both pathways is sustained viral response at 12 weeks post-treatment . Secondary outcomes are: cost-efficacy by pathway; participants tested by pathway; adherence to therapy by pathway and impact of blood test results on treatment decisions.A statistical analysis plan will be finalised prior to data lock. Analysis will be by intention to treat (ITT) to show superiority. Modified ITT analysis will also be undertaken to explore the steps in the pathways.Ethics and disseminationThe trial received ethical favourable opinion from the East of Scotland Research Ethics Committee 2 (19/ES/0025) for UK sites and approval from the Alfred Hospital Ethics Committee (148/19) for Australian sites and complies with principles of Good Clinical Practice. Final results will be presented in peer-reviewed journals and at relevant conferences.Trial registration numberClinicalTrials.gov Registry NCT03935906.Protocol versionV.4.0—19 March 2020.
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Poynting, Scott, i Greg Noble. "‘Rekindling the Spark’: Teachers' Experiences of ‘Accelerative Learning’". Australian Journal of Education 42, nr 1 (kwiecień 1998): 32–48. http://dx.doi.org/10.1177/000494419804200103.
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SEVERAL teacher training packages called ‘Accelerative Learning’ (AL) have recently attracted widespread support among teachers in Australian schools. AL purports to expound a ‘brain theory’, covering various ‘learning styles’. This project investigated the experience of teachers who were attracted by AL. The authors surveyed AL texts, conducted participant observation in AL training, and interviewed AL proponents including 24 teachers at three Western Sydney secondary schools. We found a sense of revitalisation for teachers undertaking AL. While the brain theory of AL resonates with teachers' ‘scientific’ training, its formulaic solutions deal with the craft aspect of teaching. Teachers are seeking immediately practical solutions to the crisis they are experiencing with intensification of their work. Appearing to ‘cater to’ learners overlooked in ‘conventional’ teaching, AL's formulas fix differences in cultures of learning into individual, biological ones — reinforcing social inequalities. Nevertheless an important grain of good sense can be identified in teachers' common sense of AL, in its returning of schools' attention to pedagogy.
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Warburton, Jeni, Robyne Le Brocque i Linda Rosenman. "Older People—The Reserve Army of Volunteers?: An Analysis of Volunteerism among Older Australians". International Journal of Aging and Human Development 46, nr 3 (1.01.1998): 229–45. http://dx.doi.org/10.2190/6n5v-td6j-l8d7-by7d.
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In Australia, as in other Western countries, policy-makers are turning their attention to older people, particularly the early retired, as a rich potential source of volunteers. This study examines volunteer behavior in a sample of older Australians in either their immediate pre or post retirement phase. It involves a secondary analysis of data collected for a study on retirement, and seeks to examine the main social and demographic differences between those who volunteer and those who do not. The key concepts associated with volunteering are the availability of 1) time and 2) social and personal resources. Logistic regression analyses revealed that volunteers are significantly more likely to come from the higher occupational classes, are less likely to be self-employed, and are more likely to view their health positively. Implications of these results for social policy are discussed.
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Cardoso, Patricia, Laura Thomas, Robyn Johnston i Donna Cross. "Encouraging Student Access to and Use of Pastoral Care Services in Schools". Australian Journal of Guidance and Counselling 22, nr 2 (grudzień 2012): 227–48. http://dx.doi.org/10.1017/jgc.2012.28.
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School-based health services (SBHS) including pastoral care can play a pivotal role in addressing adolescent health and wellbeing; including their tobacco and other drug use. To maximise the benefits of these services, they need to be accessible, useful for, and acceptable to students. This formative, qualitative study involved 12 focus groups within nine lower socio-economic Western Australian Government secondary schools. The purpose was to identify student (n = 59) perceptions of the availability and usefulness of SBHS (and other identified caring staff) to reduce students’ harm associated with tobacco and other drug use. The findings suggest students were aware of the SBHS available to them, but considered them less useful if staff were regularly unavailable; presented a ‘don't care’ attitude; held solely disciplinary roles; and were based in an area of the school unfamiliar to the student. Services were considered useful when staff members built rapport with students; took time to listen; followed-up with students and displayed a general concern for the student's wellbeing. Interestingly, students acknowledged trusting health teachers more than SBHS staff for tobacco information and support. These findings have important implications for school counsellors and other school health/pastoral care staff who want to increase the likelihood of students approaching and using school support services to reduce harm associated with tobacco and other harmful drug (OHD) use.
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Izadinia, Mahsa. "Preservice teachers’ professional identity development and the role of mentor teachers". International Journal of Mentoring and Coaching in Education 5, nr 2 (6.06.2016): 127–43. http://dx.doi.org/10.1108/ijmce-01-2016-0004.
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Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.
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Katzenellenbogen, Judith M., Daniela Bond-Smith, Anna P. Ralph, Mathilda Wilmot, Julie Marsh, Ross Bailie i Veronica Matthews. "Priorities for improved management of acute rheumatic fever and rheumatic heart disease: analysis of cross-sectional continuous quality improvement data in Aboriginal primary healthcare centres in Australia". Australian Health Review 44, nr 2 (2020): 212. http://dx.doi.org/10.1071/ah19132.
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ObjectiveThis study investigated the delivery of guideline-recommended services for the management of acute rheumatic fever (ARF) and rheumatic heart disease (RHD) in Australian primary healthcare centres participating in the Audit and Best Practice for Chronic Disease (ABCD) National Research Partnership project. MethodsARF and RHD clinical audit data were collected from 63 Aboriginal centres in four Australian jurisdictions using the ABCD ARF/RHD audit tool. Records of up to 30 patients treated for ARF and/or RHD were analysed per centre from the most recent audit conducted between 2009 and 2014. The main outcome measure was a quality of ARF and RHD care composite indicator consisting of nine best-practice service items. ResultsOf 1081 patients, most were Indigenous (96%), female (61%), from the Northern Territory and Queensland (97%) and <25 years of age (49%). The composite indicator was highest in the 0–14 year age group (77% vs 65–67% in other age groups). Timely injections and provision of client education are important specific areas for improvement. Multiple regression showed age >15 years to be a significant negative factor for several care indicators, particularly for the delivery of long-acting antibiotic injections and specialist services in the 15–24 year age group. ConclusionsThe results suggest that timely injection and patient education are priorities for managing ARF and RHD, particularly focusing on child-to-adult transition care. What is known about the topic?The burden of rheumatic fever and RHD in some Aboriginal communities is among the highest documented globally. Guideline-adherent RHD prevention and management in primary health care (PHC) settings are critically important to reduce this burden. Continuous quality improvement (CQI) is a proven strategy to improve guideline adherence, using audit cycles and proactive engagement of PHC end users with their own data. Previously, such CQI strategies using a systems approach were shown to improve delivery of ARF and RHD care in six Aboriginal health services (three government and three community controlled). What does this paper add?This paper focuses on the variation across age groups in the quality of ARF and/or RHD care according to nine quality of care indicators across 63 PHC centres serving the Aboriginal population in the Northern Territory, Queensland, South Australia and Western Australia. These new findings provide insight into difference in quality of care by life stage, indicating particular areas for improvement of the management of ARF and RHD at the PHC level, and can act as a baseline for monitoring of care quality for ARF and RHD into the future. What are the implications for practitioners?Management plans and innovative strategies or systems for improving adherence need to be developed as a matter of urgency. PHC professionals need to closely monitor adherence to secondary prophylaxis at both the clinic and individual level. RHD priority status needs to be assigned and recorded as a tool to guide management. Systems strengthening needs to particularly target child-to-adult transition care. Practitioners are urged to keep a quick link to the RHDAustralia website to access resources and guidelines pertaining to ARF and RHD (https://www.rhdaustralia.org.au/arf-rhd-guideline, accessed 3 October 2019). CQI strategies can assist PHC centres to improve the care they provide to patients.
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Richards, Brooke, Miriam Sullivan i Peter R. Mawson. "A case study of environmental offsets for the endangered Carnaby’s cockatoo (Calyptorhynchus latirostris)". Pacific Conservation Biology 26, nr 3 (2020): 269. http://dx.doi.org/10.1071/pc19038.
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Environmental offsets are applied in Western Australia (WA) as a management tool to compensate for residual significant impacts of clearing and development of habitat for the endangered Carnaby’s cockatoo (Calyptorhynchus latirostris). In the past 20 years many offsets have been established for the species. This research investigated whether environmental offsets were effective for conserving Carnaby’s cockatoo habitat. The research was conducted as a case study describing offset implementation in WA based on 45 state-approved development proposals (2011–16) and 20 federally approved development proposals (2013–15). Land acquisition offsets were the most common type used for both WA- and federally approved developments. Only one offset that contributed to the 25364ha acquired has been vested as conservation estate. Land acquisition offsets allow development to occur without significant time delays, as developers have been able to use the transfer of funds for land purchase to fulfil most, or all, of their offset obligation(s). Those lands purchased by the Department of Biodiversity, Conservation and Attractions (and its predecessors) in fulfilment of offset conditions have been strategically acquired to either extend existing conservation estate, or to create a significant contiguous corridor of habitat suitable for Carnaby’s cockatoos. Other offset types such as research and education were rarely used to fulfil offset obligations. There was free and easy access to online primary documentation associated with the granting of offsets, but secondary documentation was mostly unavailable and prevented in-depth investigation. Overall, mitigation of impacts on Carnaby’s cockatoos from development of key habitat through environmental offsets shows promise, but thus far has resulted in a net loss of habitat for Carnaby’s cockatoo.
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Newhouse, C. Paul, i Martin Cooper. "Computer-based oral exams in Italian language studies". ReCALL 25, nr 3 (26.06.2013): 321–39. http://dx.doi.org/10.1017/s0958344013000141.
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AbstractIn this paper we report on one component of a three-year study into the use of digital technologies for summative performance assessment in senior secondary courses in Western Australia. One of the courses was Italian Studies, which had an oral communication outcome externally assessed with an oral performance for which students travelled to a central location and undertook an interview with two assessors. Apart from the logistical difficulties for both students and the organising body, this method did not leave an enduring record of the process, and raised questions about the reliability of the assessment. Over the three years of this study, we tried several approaches to using digital technology to assess oral performance, including a portfolio of sub-tasks leading up to a video-recorded oral presentation, a computer-based exam, a video recorded interview, and an online exam that included oral audio-recordings. For each of the years online marking tools supported two methods of drawing inferences about student performance from the representations: the more traditional analytical method and the comparative pairs method. Rasch analysis of the results of the two methods showed that both were at an acceptable level of reliability. Overall, students and teachers reported that they liked using audiovisual recordings and online performance tasks for revision but not for summative assessment. The study also demonstrated that the scores from externally marked computer-based oral tasks carried out in class time correlated highly with the scores from traditional face-to-face recorded interviews. Therefore, online assessment of oral performance appears to be an equally effective way to facilitate assessment when compared with traditional methods and offers other affordances, such as convenience and access from a variety of locations, as well as providing an enduring record of student performance.
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Rahmawati, Yuli, Peter C. Taylor i Rekha K. Koul. "CRITICAL REFLECTIONS OF A CHEMISTRY TEACHER EDUCATOR IN REVEALING TEACHING IDENTITY: A CRITICAL AUTEOTHNOGRAPHY RESEARCH". JRPK: Jurnal Riset Pendidikan Kimia 3, nr 1 (27.06.2013): 142. http://dx.doi.org/10.21009/jrpk.031.01.
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This article focuses on critical reflections on my teaching identity when I engaged as a co-teacher with three science teachers and their students from different social and cultural backgrounds. I am a university based chemistry teacher educator from Indonesia who worked in a 3-year longitudinal co-teaching project in lower secondary schools in Western Australia. As the research involved critical reflection on my own professional praxis, I adopted a multi-paradigmatic research approach with critical auto/ethnography as the research methodology. Over time, critical reflection enabled me to develop difference awareness, empathy and rapport, sharing of control and power, mutual understanding and negotiation. However, I found myself struggling to engage deeply with the science teachers and their students, due in part to socio-cultural factors. In this article, I investigate my autobiographical self as a science teacher educator facing the dilemma of aspiring to become increasingly empowered whilst simultaneously being controlled by external socio-cultural forces. As I worked with the 3 science teachers I found within their characters a mirror of my own history as a science teacher. I came to realise the power of meaning making for students’ learning and also that in my own teaching history I had ignored it when the power of the technical interest strongly controlled the science classroom. The journey of working closely with the three science teachers invoked in me continuous reflection on my own evolving teaching identity as a science educator who is committed to transformative learning theory, who has faith in constructivism as a pedagogical referent, who envisions better teacher-student relationships, and who is trying to establish the wisdom of dialectical thinking; a set of beliefs that I hope will help me to stay on the pathway of increasing empowerment for better education.
Key Words: Co-teaching, teaching identity, auto/ethnography, transformative learning
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Thomas, Roger. "Upper‐secondary Education in Victoria, Australia". Compare: A Journal of Comparative and International Education 16, nr 1 (styczeń 1986): 81–90. http://dx.doi.org/10.1080/0305792860160105.
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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia". Higher Education, Skills and Work-Based Learning 8, nr 3 (13.08.2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.
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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.
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Goddard, David, i Keith F. Punch. "Ideological conflict in education: Western Australia, 1983‐1989". Journal of Educational Administration 34, nr 4 (październik 1996): 60–72. http://dx.doi.org/10.1108/09578239610128621.
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Peterson, K. M. "An overview of secondary physics education in Australia". Physics Education 26, nr 2 (marzec 1991): 88–92. http://dx.doi.org/10.1088/0031-9120/26/2/001.
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Mulder, Jean. "Establishing Linguistics in Secondary Education in Victoria, Australia". Language and Linguistics Compass 1, nr 3 (30.04.2007): 133–54. http://dx.doi.org/10.1111/j.1749-818x.2007.00010.x.
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