Artykuły w czasopismach: „Lesbian teachers – Western Australia”

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Beer, Christopher, Natasha Watson, Lisa Caputo, Kathryn Hird i Leon Flicker. "Students and Teachers' Preferences for Undergraduate Dementia Education in Western Australia". Gerontology & Geriatrics Education 32, nr 3 (lipiec 2011): 273–90. http://dx.doi.org/10.1080/02701960.2011.599900.

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Lewis, Philip, i Keith Norris. "Demand, Supply and Adjustment in the Teachers Labour Market". Australian Journal of Education 36, nr 3 (listopad 1992): 260–77. http://dx.doi.org/10.1177/000494419203600304.

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There have been important changes in the labour market for teachers in Australia over recent years which have not received much attention from economists. This paper analyses the way in which a particular state, namely Western Australia, has adjusted to these changes. The analysis of how the teachers labour market works is of interest both in Australia and overseas.

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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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Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford i Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia". Australian Review of Applied Linguistics 34, nr 1 (1.01.2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.

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Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.

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Corrie, L. "Vertical Integration: Teachers’ Knowledge and Teachers’ Voice". Australasian Journal of Early Childhood 20, nr 3 (wrzesień 1995): 1–5. http://dx.doi.org/10.1177/183693919502000302.

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The Ministerial Task Force in Western Australia has stimulated debate on the issue of vertical integration in the early years of school. This paper traces the theoretical basis for vertical integration, and some differences in pedagogy between preprimary and primary teachers. Contrasts are drawn between transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of pupil control. It is suggested that these important issues of pedagogical knowledge should be addressed in order to achieve the underlying principles of vertical integration. In addition, early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and act as advocates for their profession.

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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia". Journal of Visual Impairment & Blindness 83, nr 1 (styczeń 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.

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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.

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Sharplin, Elaine Denise. "Reconceptualising out-of-field teaching: experiences of rural teachers in Western Australia". Educational Research 56, nr 1 (2.01.2014): 97–110. http://dx.doi.org/10.1080/00131881.2013.874160.

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Dawson, Vaille. "Use of Information Communication Technology by Early Career Science Teachers in Western Australia". International Journal of Science Education 30, nr 2 (5.02.2008): 203–19. http://dx.doi.org/10.1080/09500690601175551.

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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, nr 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.

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O'Donoghue, Tom, i Stephen O'Brien. "Teachers’ Perceptions of Parental Involvement in School Decision Making: A Western Australia Case Study". International Journal of Educational Reform 4, nr 4 (październik 1995): 404–14. http://dx.doi.org/10.1177/105678799500400402.

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Martin, Tess. "Policy to practice: TAFE teachers’ unofficial code of professional conduct – Insights from Western Australia". International Journal of Training Research 10, nr 2 (sierpień 2012): 118–31. http://dx.doi.org/10.5172/ijtr.2012.10.2.118.

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Wilson-Ali, Nadia, Nicola Yelland i Jeanne Marie Iorio. "Teachers as researchers: Life, death, and making waves". Global Studies of Childhood 11, nr 3 (30.08.2021): 281–89. http://dx.doi.org/10.1177/20436106211038775.

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In this colloquium we share stories from two schools located in Western Australia that were inspired from the Reggio Emilia education project. The focus is on a view of children as capable citizens of the now. The examples in practice describe learning scenarios in which educators work as researchers using the ordinary moments of daily classroom life. It is in these ordinary moments where a pedagogy of listening is enacted.

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Carroll, John, i Noel Howieson. "Is Australia Neglecting its Creative Potential?" Gifted Education International 6, nr 3 (styczeń 1990): 186–91. http://dx.doi.org/10.1177/026142949000600313.

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The article begins from a cross-cultural study of creative thinking which showed Australian children as one of the least creative groups tested. A longitudinal study of this group is compared with its American equivalent showing the Australians as comparatively low creative achievers in adult life. A sample of Western Australian children is tested to see how they perform today, and a programme which selects highly able children for special advancement is examined to see if it bypasses the highly creative children. Finally, the value that teachers place on pupil characteristics that appear to be congruent with creativity is examined.

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

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

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Moon, Brian, i Barbara Harris. "Career Motivations, Role Expectations and Curriculum Knowledge of Prospective Secondary English Teachers in Western Australia". Australian Journal of Teacher Education 41, nr 12 (grudzień 2016): 41–66. http://dx.doi.org/10.14221/ajte.2016v41n12.4.

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McCluskey, Alison, Garth Kendall i Sharyn Burns. "Students’, parents’ and teachers’ views about the resources required by school nurses in Perth, Western Australia". Journal of Research in Nursing 24, nr 7 (8.11.2018): 515–26. http://dx.doi.org/10.1177/1744987118807250.

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Background Nurses play a significant role in promoting health in schools; however, they are often poorly resourced to do so. Aims The aim of the study was to identify the perceptions of students, parents and teachers regarding the resources school nurses require in order to practise effectively in the secondary school environment in Perth, Western Australia. Methods One-on-one interviews were conducted with parents, teachers, nurses, school principals and school counsellors. Focus groups were conducted at three schools with students in years 10, 11 and 12, parents and teachers. Interviews and focus group data were analysed using thematic analysis. Results It was acknowledged that nurses in all schools were under-resourced, with large student numbers contributing to high workloads. The importance of privacy during a visit to the school nurse was highlighted by students. All stakeholders discussed the advantages of nurses completing extra qualifications, in addition to an undergraduate degree. Appropriate support and supervision were also highlighted. Conclusions School nurses need to thoroughly document and describe the work that they do and collaborate within the school community to advocate for increased resources. There is a great need for further research regarding the school nurse role involving the whole school community, and most importantly the students.

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Soto-Chodiman, Rebecca, Julie Ann Pooley, Lynne Cohen i Myra Frances Taylor. "Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms". Australasian Journal of Special Education 36, nr 2 (2.11.2012): 97–111. http://dx.doi.org/10.1017/jse.2012.10.

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The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

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Lockwood, Richard, i Anne Lockwood. "Quality of School-based Physical Education and Sport for Students with Disabilities in Western Australia". Australasian Journal of Special Education 22, nr 1 (1998): 38–49. http://dx.doi.org/10.1017/s1030011200024258.

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The relative quality of Physical Education and Sport for students with and without disabilities was examined by surveying the views of students, teachers, and support staff in a sample of West Australian schools. The findings indicate differences in quality of Physical Education and Sport for students with and without disabilities. Students with disabilities did not receive the same quality of Physical Education and Sport experiences, although they tended to be enthusiastic about what they did receive. A higher proportion of this group completed activities other than fully participating in Physical Education and Sport. Depending on individual circumstances, this may suggest that in addition to the inclusion model, there may be a need to establish parallel or segregated and personalised programs for some students. The findings also highlighted the urgent need for (a) inclusionary practice to be an integral part of pre‐service teacher education, (b) a range of professional development and networking opportunities for teachers of Physical Education, and (c) greater resources to be allocated for equipment, facilities and support staff to assist students with disabilities.

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Thomas, Tony. "The Age and Qualifications of Special Education Staff in Australia". Australasian Journal of Special Education 33, nr 2 (1.10.2009): 109–16. http://dx.doi.org/10.1375/ajse.33.2.109.

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AbstractThis article reports on the results of a survey distributed in April 2007 to government special education schools and settings throughout Australia. The survey collected information about the age and special education qualifications of teaching staff. It followed a similar survey that was distributed in May 2006 to Victorian special schools that found that 44.9% of teachers and principals were aged 50 years or more, and 68.9% had a special education qualification. In the current survey, the percentage of principals and teachers aged 50 years or more in the responding schools ranged from 37.5% in New South Wales to 51.0% in the Australian Capital Territory. The percentage of special education qualified staff varied from 53.1% in the Australian Capital Territory to 86.6% in Western Australia. These results are examined in further detail and possible implications discussed.

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Choy, S. Chee, Judith Dinham, Joanne Sau-Ching Yim i Paul Williams. "Reflective Thinking Practices Among Pre-Service Teachers: Comparison Between Malaysia and Australia". Australian Journal of Teacher Education 46, nr 2 (luty 2021): 1–15. http://dx.doi.org/10.14221/ajte.2021v46n2.1.

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Reflective practices are considered an important part of a pre-service teachers’ (PSTs) professional learning experiences. However, there has been much criticisms on its efficacy as a learning tool for teacher professional development. This paper will relate a study that was designed to compare reflective teaching practices in two culturally different countries, namely Malaysia and Australia. These two countries were chosen as they offered an opportunity to study differences in reflective thinking practices from an Asian and a Western cultural perspective among PSTs. The study used a framework using five constructs: lifelong learning skills, self-assessment, self-belief, teaching awareness, and reflective thinking. The sample consisted of 387 Malaysian PSTs and 378 Australian PSTs who are enrolled in Bachelor level programmes. The results clearly indicate that while reflective thinking is emphasised in the teacher education programmes, the conceptualisation of the process of reflective thinking between the two cohorts of PSTs are very different. Limitations and implications for practice are discussed.

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Topliss, John. "Exploring a framework for the mentoring of early career teachers in Catholic schools in Western Australia". Journal of Philosophy in Schools 7, nr 1 (5.06.2020): 101. http://dx.doi.org/10.46707/jps.v7i.111.

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Dimmock, Clive, i John Hattie. "Principals' and Teachers' Reactions to School Restructuring". Australian Journal of Education 38, nr 1 (kwiecień 1994): 36–55. http://dx.doi.org/10.1177/000494419403800103.

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There have been relatively few studies that have gauged the thoughts, reactions and expectations held by those working in schools towards decentralisation and restructuring of school systems. This study investigates the views held by a sample of principals and teachers in Western Australia of the likely effects of restructuring on changing roles and responsibilities, actual and desired outcomes, changing power and influence relations, personal values, and difficulties in meeting new expectations. Both principals and teachers predicted that decentralisation and devolution would increase their workloads and broaden their roles. Principals would require more human and technical management competencies; teachers would assume more non-teaching duties. Notwithstanding difficulties and drawbacks, principals and teachers believed that restructuring would lead to better, more effective, and more efficient schools.

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Hesterman, Sandra, i Anna Targowska. "The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners". Australasian Journal of Early Childhood 45, nr 1 (3.12.2019): 30–42. http://dx.doi.org/10.1177/1836939119885305.

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This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.

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Stout, Rosana Mary, Wendy Cumming-Potvin i Helen Wildy. "Torch Bearer, Weary Juggler, and Heckler: Representations of Teacher Leadership". Articles 52, nr 3 (8.08.2018): 637–55. http://dx.doi.org/10.7202/1050907ar.

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This paper is drawn from a mixed methods study, which examined the leadership practices of teachers in the Level Three Classroom Teachers program in Western Australia. Three archetypal characters, the Torch Bearer, Weary Juggler, and Heckler, are used to represent the diverse leadership experiences of these “expert” teachers and the extent to which they embraced or resisted policy constructions of teacher leadership. Narrative analysis and the construction of these representations provided the means of inserting teachers’ voices and problematizing dominant discourses on teacher leadership in a way that invites policymakers to reconsider the larger narrative of teacher leadership, along with the personal dimension of leadership work.

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Forlin, Peter, i Chris Forlin. "Constitutional and Legislative Framework for Inclusive Education in Australia". Australian Journal of Education 42, nr 2 (sierpień 1998): 204–17. http://dx.doi.org/10.1177/000494419804200206.

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IN this article we argue that, despite the complex arrangement of laws and policies for education in Australia, there is no legal mandate to ensure that inclusive education occurs. Although the legislative framework for inclusion appears deficient compared with other western countries, there are avenues for persons with a disability to seek redress. The legislative structure for education in Australia is presented from a constitutional basis. The duties, rights and responsibilities of teachers, specifically when including children with disabilities in their regular classrooms, are examined from a legal perspective. Finally, recent cases which have challenged regular class placements for children with disabilities are reviewed.

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Little, Helen, Ellen Beate Hansen Sandseter i Shirley Wyver. "Early Childhood Teachers' Beliefs about Children's Risky Play in Australia and Norway". Contemporary Issues in Early Childhood 13, nr 4 (1.01.2012): 300–316. http://dx.doi.org/10.2304/ciec.2012.13.4.300.

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Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western societies, such as Australia, the United Kingdom and the United States of America, is less apparent in other developed countries, notably some of the European and Scandinavian countries. To explore some of these cultural differences, early childhood practitioners from Australia and Norway were interviewed regarding their provision of outdoor play experiences for children and their attitudes towards risk-taking in play. Practitioners from both countries recognised the importance of risky play for children's development and well-being. However, differences in the extent to which children's risky play was supported were evident. Factors associated with the quality of the outdoor environment, regulatory requirements, and a litigious environment were identified as constraining teaching practice for the Australian practitioners. The findings have implications for the development of policy that supports teachers' pedagogical decision-making in providing developmentally challenging play environments for children.

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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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Russell, Alan, Craig H. Hart, Clyde C. Robinson i Susanne F. Olsen. "Children's sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles". International Journal of Behavioral Development 27, nr 1 (styczeń 2003): 74–86. http://dx.doi.org/10.1080/01650250244000038.

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Links between both temperament and parenting, and children's sociable and aggressive behaviour with peers (physical and relational), were examined. The research was undertaken in two Western cultures (the United States and Australia) assumed to be similar in socialisation practices and emphases. The moderating effects of parent sex and child sex were also examined. Parents completed questionnaires on parenting styles and child temperament. Preschool teachers rated children's aggressive and sociable behaviour. US children were rated higher on both types of aggression by teachers and on sociability, activity, and emotionally by parents. Girls were rated as more relationally aggressive and more prosocial than boys, with boys higher on physical aggression. Mothers were more authoritative, with fathers more authoritarian, although the latter was mainly a result obtained from US parents. In both the United States and Australia, temperament consistently predicted child sociable and aggressive behaviours, with some evidence of fathers' authoritarian parenting also contributing. The results show the relevance for parenting and child development of gender, and the importance of culture differences even between two Western and individualist countries.

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Clarke, Maggie. "Commentary: Students’, parents’ and teachers’ views about the resources required by school nurses in Perth, Western Australia". Journal of Research in Nursing 24, nr 7 (8.11.2018): 527–28. http://dx.doi.org/10.1177/1744987118807269.

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Oakley, Grace, Helen Wildy i Ye’Elah Berman. "Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms". Journal of Early Childhood Literacy 20, nr 4 (11.06.2018): 655–79. http://dx.doi.org/10.1177/1468798418779171.

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This article reports on an exploratory mixed-methods study that investigated how the creation of multimodal digital texts, using tablets, and open-ended creative apps contributed to the literacy learning of five-year-old children in two schools in low socioeconomic areas in Western Australia. Participating teachers learned about seven exemplar learning activities designed to engage children in multimodal text creation using tablets, primarily to improve literacy. Teachers used exemplars to guide their literacy planning and practice over three school terms. Pre- and post-test scores suggest that aspects of participating children’s reading had improved. Teachers also reported some improvements in children’s oral language and writing, as well as reading.

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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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Rogers, S. L., L. Barblett i K. Robinson. "Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia". Australian Educational Researcher 45, nr 4 (3.04.2018): 493–513. http://dx.doi.org/10.1007/s13384-018-0270-2.

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AbstractStories appear frequently in the Australian media regarding parent and teacher perceptions and attitudes towards the National Assessment Program—Literacy and Numeracy. However, thorough empirical investigations of parent perceptions are sparse. This study presents a survey of 345 parents across Years 3 and 5 from a sample of Independent schools in Western Australia. A representative sample of teachers from these schools were also surveyed in order to compare and contrast parent and teacher perspectives about the transparency and accountability associated with testing, the usefulness of results for helping individual students, and the perceived clarity of communication of results. Findings reveal mixed positive and negative views that reside within an overall prevailing low opinion of the testing. Some ways for improving the perception of the testing with the general public are discussed.

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Moore, Clive. "Greg Weir". Queensland Review 14, nr 2 (lipiec 2007): 56. http://dx.doi.org/10.1017/s1321816600006620.

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How do political activists begin? What is their motivation? For quiet Greg Weir, just graduated as a trainee school teacher from Kelvin Grove College of Advanced Education in 1976, it was being refused employment by the Queensland government because he was a spokesperson for a gay student support group. Minister for Education Val Bird said in Parliament that ‘student teachers who participated in homosexual and lesbian groups should not assume they would be employed by the Education Department on graduation’. With his future as a teacher destroyed, Greg became one of Queensland's best-known political activists. His cause was taken up by the Australian Union of Students and he became a catalyst in developing awareness of gay and lesbian issues all over Australia. Greg was then employed as a staff member in the office of Senator George Georges and later Senator Bryant Burns, and became a Labor Party activist, influential in the peace, anti-nuclear, education and civil liberties movements in the 1970s and 1980s. He also helped set up HIV/AIDS awareness groups in the 1980s, and went on to become one of the central organisers of the campaign for gay law reform in 1989–90, which culminated in the decriminalisation of male homosexuality in 1990. In 1991 Greg was involved in campaigns to include homosexuality as a category in new antidiscrimination legislation.

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Cain, Melissa, i Jennifer Walden. "Musical diversity in the classroom: Ingenuity and integrity in sound exploration". British Journal of Music Education 36, nr 1 (13.06.2018): 5–19. http://dx.doi.org/10.1017/s0265051718000116.

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This paper examines the practice of five music educators in Canada and Australia who, despite the pervasiveness of ingrained Western-based pedagogy in these countries, are forging ahead with culturally diverse music programmes. Their work is presented as five ‘snapshots of practice’ which provide inspiration and conceptual ideas for other teachers aiming to diversify their practice in music education. While willingness and enthusiasm are paramount, it is these exemplars of innovative and resourceful practice which are crucial in assisting teachers to recognize that alternative forms of musicianship are both legitimate and essential to a well-rounded education in sonic exploration.

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

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

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Fan, Jie. "Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia". English Language Teaching 12, nr 7 (20.06.2019): 139. http://dx.doi.org/10.5539/elt.v12n7p139.

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In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners’ needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation.

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Barblett, Lennie. "One Size doesn't Fit All: Patterns of Pre-Primary Teacher Policy Engagement". Australasian Journal of Early Childhood 28, nr 2 (czerwiec 2003): 27–31. http://dx.doi.org/10.1177/183693910302800206.

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In Western Australia the non-compulsory early years of school are administered by the compulsory schooling sector. Consequently, the ways in which pre-primary teachers are asked to account for their work have changed. Pre-primary teachers are asked to implement a school development plan and provide evidence of accomplishment of the school priorities. Such requirements have unsettled teachers, as they believe the ‘one size fits all’ application of school policies does not capture the essence of early childhood pedagogy and practice. This paper draws on qualitative and quantitative data collected during a study that investigated pre-primary teacher accountability from the policy level to the practicalities of classroom life. The study suggests that policies pertaining to the early years need to be written in such a way that meets the needs of the system, but also fits with the cultures of pre-primary teachers' classrooms.

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Temmerman, Nita. "The Philosophical Foundations of Music Education: The Case of Primary Music Education in Australia". British Journal of Music Education 8, nr 2 (lipiec 1991): 149–59. http://dx.doi.org/10.1017/s0265051700008251.

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Primary music education programme development and implementation is founded on philosophical beliefs about the purpose of music education.Primary classroom teachers who ultimately have responsibility for development and implementation of the music education programme formulate their philosophical beliefs about the purpose of music education based on a multitude of variables. Whilst their own past music experiences and education assume significance in the formation of a music education philosophy, the primary music curriculum documents provided by education authorities constitute an important source for teachers' current philosophical opinion about the purpose of music education.Two philosophical arguments have thus far formed the basis of the purpose of music education in the history of the western world, namely, the intrinsic and extrinsic arguments. Primary music curriculum documents have also been based on one (or perhaps both), of these philosophical views about the purpose of music education.In this article a discussion of the philosophical foundations of music education, with special reference to primary music education in Australia, is presented. Five primary music curriculum documents will be looked at, and commentary given about the current philosophical status of Australian primary music education and the implications for programme development and implementation.

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McHardy, Janet, i Elaine Chapman. "Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read." Literacy and Numeracy Studies 24, nr 2 (15.12.2016): 24–42. http://dx.doi.org/10.5130/lns.v24i2.4809.

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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

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McKelvey, Robert S., John A. Webb, Loretta V. Baldassar, Suzanne M. Robinson i Geoff Riley. "Sex Knowledge and Sexual Attitudes Among Medical and Nursing Students". Australian & New Zealand Journal of Psychiatry 33, nr 2 (kwiecień 1999): 260–66. http://dx.doi.org/10.1046/j.1440-1614.1999.00549.x.

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Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students. Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through third-year undergraduate nursing students at Edith Cowan University. Outcome measures were students' attitudes toward controversial aspects of human sexuality expressed on a five-point Likert scale and a modified version of the Kinsey Institute/Roper Organization National Sex Knowledge Test. Results: A significant relationship was found between certain background and sociodemographic variables, sexual attitudes and sex knowledge. The background variable most strongly related to both attitudes and knowledge was frequency of attendance at religious services of any religious denomination during the past month, with those attending three or more times more likely to express negative attitudes and have lower sex knowledge scores. Lower sex knowledge was related to negative attitudes toward gay/lesbian/bisexual behaviour, masturbation, premarital sex and contraception. Other important background and sociodemographic variables related to negative attitudes were: never having experienced sexual intercourse; right-wing political orientation; lower family income; gender and ethnicity. Conclusions: Negative attitudes toward controversial aspects of human sexuality and lower sex knowledge scores among medical and nursing students can be predicted on the basis of background and sociodemographic variables. Education aimed at increasing sex knowledge and modifying negative attitudes may increase students' ability to function more effectively as sexual history takers and sex counsellors.

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Stamopoulos, Elizabeth. "Elucidating the Dilemma of P1 in Western Australian Schools: Towards a Solution". Contemporary Issues in Early Childhood 4, nr 2 (czerwiec 2003): 188–217. http://dx.doi.org/10.2304/ciec.2003.4.2.8.

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Currently in Western Australian schools, the early childhood education profession faces profound change, as a result of changes to classroom combinations. One of these is an innovation called ‘P1’, which involves grouping pre-primary and year 1 students in the one class. Unlike other composite primary year classes, P1 demands an amalgamation of early childhood and primary curriculum and philosophy. To date, the basis on which P1 curriculum is to be built has yet to be established. No formal process been articulated for dealing with the ideological differences and beliefs that exist in schools with respect to early childhood and primary education. This article draws on a five-year Western Australia (WA) study, which examined teachers' conceptual and behavioural positions toward P1. The findings indicated a need for leadership, specialised staff, resolution of philosophical differences, curriculum guidelines, quality support structures and the enhancement of school and community relationships. There were also concerns that government and curriculum expertise had not kept pace with the needs of staff.

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Roberts, Pauline, Lennie Barblett i Ken Robinson. "Early years teachers’ perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum". Australasian Journal of Early Childhood 44, nr 3 (18.06.2019): 309–20. http://dx.doi.org/10.1177/1836939119855562.

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National Assessment Program for Numeracy and Literacy (NAPLAN) is the national assessment programme for literacy and numeracy in Australia administered to children in Years 3, 5, 7 and 9 each year. The testing process was introduced in 2008 and is described by the developers as low stakes, however, research has highlighted that this is not the case. This paper examines the perceptions of teachers in the early years of school on the impact NAPLAN has on wellbeing of stakeholders, and the pedagogy and curriculum in early years teachers’ classrooms. Through focus group interviews, the early childhood teachers in 10 independent Western Australian school sites were asked about their experiences of NAPLAN in terms of their wellbeing and that of the children and families with whom they interact. Findings highlight that early years teachers describe that the impact of NAPLAN is felt in the lower years of school by all stakeholders-parents, children and teachers. This study highlights the need for additional research in this area, particularly in diverse settings, to gain evidence of impact that could inform the practice of the NAPLAN testing programme.

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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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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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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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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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Fields, Barry A. "The social and educational effects of student mobility: implications for teachers and guidance officers". Journal of Psychologists and Counsellors in Schools 7 (listopad 1997): 45–56. http://dx.doi.org/10.1017/s1037291100001230.

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Australia has one of the most highly mobile populations in the Western World and yet there is very little awareness or appreciation of the social and educational impact of the phenomenon in this country. School personnel are particularly culpable in this regard, maintaining an image of schooling as a system focussed on relatively stable class groups. The available data, however, paint a very different picture, and one which compels not only the attention of educators but a variety of individuals from the helping professions and welfare agencies.This article explores the nature of student mobility and its effects on children. Particular attention is given to support programs for mobile children with the focus on policy development, remedial instruction, and counselling.The dynamic nature of Australia's population is a significant demographic feature of Australian life and yet it is not widely recognized or appreciated by the community at large or by the country's policy makers. As with other highly mobile populations in developed countries around the world, there exists an illusion of stability in both the work-place and in domestic life (Settles, 1993).

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Williams, Janet. "Preferences of High Ability (Gifted) Students in Special and Mainstreamed Classes for Particular Teacher Characteristics". Australian Educational and Developmental Psychologist 5, nr 1 (maj 1988): 32–36. http://dx.doi.org/10.1017/s0816512200025803.

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ABSTRACTDespite the critical importance of the teacher in any learning environment, there has been relatively little research into the characteristics of effective teachers of high ability (gifted) students. The majority of studies report the view of ‘experts’ rather than judgements made by the students themselves.In this study, a modified version of the Student Perception of Teachers (SPOT) rating scale was used to measure the relative importance to gifted students of personal-social, cognitive and classroom management characteristics of teachers.The sample consisted of two groups of high ability students in years 8,9 and 10 at government senior high schools in Western Australia. One group had been selected to participate in an academic extension programme and therefore the students were in special classes; the other consisted of students of similar ability, but attending the regular school programme.Similarities and differences in the preferences of the mainstreamed and special groups are outlined, and findings compared with the results of two similar studies carried out in lsrael and the USA, but using only students in special programmes.lmplications for the selection and training of teachers of high ability students are discussed.

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Barblett, Lennie, Marianne Knaus i Caroline Barratt-Pugh. "The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning". Australasian Journal of Early Childhood 41, nr 4 (grudzień 2016): 36–43. http://dx.doi.org/10.1177/183693911604100405.

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IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhood knowledge serve and for what purpose? This has come to the forefront of debate as play as a pedagogical tool is disappearing from programs for four- and five-year-old children in favour of early academics through a pushdown curriculum. Such a trend was confirmed from research conducted with 200 Western Australian early years educators (mainly teachers) to discuss their most concerning early childhood pedagogical issue. This paper describes the educators' most significant concern, which was the erosion of play-based learning and the tension about the use of play as a legitimate pedagogical tool in early years programs. The analysis revealed competing knowledge about current moves in early childhood education. The knowledge shared by educators has implications for quality learning and teaching in the early years and impacts on children, educators, parents and schools, and in particular, early childhood pedagogy.

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