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1.
Emily Miller Tahereh Ziaian Adrian Esterman 《International Journal of Inclusive Education》2018,22(4):339-359
Schools have the potential for significant impact on the lives of Australian students with a refugee background. Many of these young people speak at least one language other than English, have previous histories of interrupted schooling or have experienced trauma during times of displacement and forced migration. Combined with the further challenges of settling within an unfamiliar cultural frame, these students experience a range of circumstances which are not present for many of their Australian-born peers. Australian students with a refugee background have diverse skill and abilities, with many showing independence and resilience. Opportunities for academic learning and development of social capital within the school context can be enhanced with relevant pedagogy and policy which draws upon and highlights the positive individual qualities that these students exhibit. Australian school practices are shaped by both state and federal education policies, which are interpreted and applied by individual schools within their own frameworks. This review considers recent literature on the experiences of Australian students with a refugee background as they participate in schooling, with a focus on the ways in which schools provide either opportunities or barriers to engagement. 相似文献
2.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
3.
Korean elementary school students’ English learning demotivation: a comparative survey study 总被引：1，自引：0，他引：1
Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11
This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire
data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in
private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically
significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate
success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending
private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of
integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing
the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so
that their English learning motivation can be maintained. 相似文献
4.
Gillian Kidman 《Research in Science Education》2010,40(3):353-373
Of concern is an international trend of students’ increasing reluctance to choose science courses in both their final years
of secondary school and tertiary levels of education. Research into the phenomenon indicates an influencing factor to be the
‘uninteresting curriculum’ (OECD 2006) of school science. This paper presents an exploration of what biotechnology key ideas students and teachers consider to
be interesting. A survey was constructed and completed by 500 Australian students and their 35 teachers. Interviews were conducted
with a sample of students and teachers. The Chi-square statistics revealed a significant difference between the student and
teacher survey responses in four of the six a priori factors. A rank ordering of the key ideas, based on whole group mean
scores, indicates only a small overlap in modern biotechnology key ideas of interest to both the students and teachers. The
results suggest the key ideas teachers are interested in and incorporate into their curriculum, are not the key ideas students
are interested in learning about. This mismatch is particularly prevalent and problematic in situations where curriculum choice
is available within a mandated framework or syllabus, which is the case for these teachers and students. The study also found
students withdrawing from biology courses in post compulsory settings due to lack of interest and perceived lack of relevance
of the course. 相似文献
5.
This article is a response to ‘Mapping educational research and its impact on Australian schools’, Chapter 2 of The Impact
of Educational Research, in which researchers Allyson Holbrook, John Ainley, Sid Bourke, John Owen, Philip McKenzie, Sebastian
Mission and Trevor Johnson report on their Commonwealth Education Department commissioned study. They mined the Australian
Education Index and the Bibliography of Education Theses in Australia for patterns in education research in Australia over
the years 1984–1997 and compared the results with additional data obtained from university education faculties, postgraduate
students of education, school principals, system-level administrators and professional associations. 相似文献
6.
Some proposals for change to the role of the catholic sector in the Australian school funding policy process 总被引：1，自引：0，他引：1
Michael Furtado 《The Australian Educational Researcher》2006,33(3):55-90
This paper is set against a history of school funding policies in Australia that begins with the first public policy recognition
of the disadvantages experienced by government and non-government schools in the 1973 Schools in Australia (Karmel) Report.
The paper traces a history of school funding policy linking it with the current backlash against public education and retaliatory
backlash constructions of public schools as the new disadvantaged in an increasingly competitive and deregulated school funding
policy environment. These backlashes, argued to be against the indiscriminate funding of independent schools policy by several
protagonists of public education, are framed in terms equivalent to what Lingard and Douglas (1999) have called ‘recuperative’
politics. From the kind of recuperative statist politics considered in this paper, construing the backlash effects of public
and private schools as damaging and unproductive as those emerging from the gender wars in education policy, I propose a move
to an Australian school funding arrangement in which all schools, both public and private, are integrated into one deregulated
and equally funded sector, as typify diverse school provisions in several OECD polities (Caldwell 2004, FitzGerald 2004).While
briefly tracing a school funding policy chronology, this paper also concentrates on the current policy moment in relation
to school funding, that signals the end of distinctive public and private education sectors, and in the context of which it
argues that private schools should be funded equally to state schools, a trend in evidence since 1996. The focus on the current
policy moment entails an abbreviated analysis of the Fitzgerald Report (‘Governments Working Together: A Better Future for
All Australians’ 2004), which makes a number of recommendations to the Victorian and other governments in relation to the
public funding of all Australian schools1. The paper addresses the impact of this trend especially on the funding of Australian Catholic schools. 相似文献
7.
Hong Kong education has always been regarded as examination-oriented and students were taught only to memorize and not to
think. This paper gives an account of a school project in teaching critical thinking in the junior classes of a secondary
school. This project is a collaboration between lecturers in teacher education and teachers working in the frontline. As a
first attempt, the topic “fact and opinion” was chosen. In this paper, both the teaching approach and the teaching materials
used are presented. Teachers ’ feedback was obtained through informal sharing of information and student ’s evaluation were
obtained through a simple student survey. Through this process, a number of problems and insights related to this issue were
revealed. This experience had implications for ways in which critical thinking in a cultural context like Hong Kong where
memorization of facts is the norm can be developed and promoted. 相似文献
8.
Stories of reform in science education: commentary on opp(reg)ressive policies and tempered radicals
Russell Tytler 《Cultural Studies of Science Education》2010,5(4):967-976
This response to the two papers (by Rodriguez and Carlone et al.) on science education reform acknowledges first the coherence
of the arguments presented around four reform narratives; that of the process of becoming science-enthusiastic, the nature
of beliefs of science reform teachers, the barriers to reform, and the institutional expressions of these barriers. In the
commentary I first discuss the reform ‘problem’ in terms of two interacting issues—the purposes of school science and the
value placed on it in an elementary school curriculum. The insights produced in these papers are then used to reflect on a
range of experiences and current policy debates in Australia. Finally, in this commentary, I point out: (a) the relationship
of the papers to the reform issue of opposition to Standards Based Science (SBS) from proponents’ traditional conceptions
of science education, discussing how this more specific reform question relates to the two papers; and (b) the singular nature
of the I-meanings characterised in the Carlone et al. paper, describing (using Australian examples) how the notions of tempered
radicals and I-meanings might also be used to characterise complexities in the processes of school science reform. 相似文献
9.
Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect
the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research
shows that the implementation of environmental education in primary schools is problematic and has had limited success. However,
the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective
implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about
environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of
environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge
and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education
goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and
beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland
primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental
education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring
to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental
literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved
within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals
of environmental education, namely the production of an informed, committed and active citizenry. 相似文献
10.
Loshini Naidoo 《British Journal of Sociology of Education》2009,30(3):261-273
Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after‐school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu’s theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under‐represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterised as socio‐culturally disadvantaged. 相似文献
11.
Francisco Cano 《European Journal of Psychology of Education - EJPE》2007,22(2):131-151
In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning
and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and
familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’
approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’
scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement,
higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach.
Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep
and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches)
showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic
achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant
ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide
an integrated view of students’ webs of experience. 相似文献
12.
Felicity McArdle 《The Australian Educational Researcher》2012,39(1):91-106
It would be a rare thing to visit an early years setting or classroom in Australia that does not display examples of young
children’s artworks. This practice serves to give schools a particular ‘look’, but is no guarantee of quality art education.
The Australian National Review of Visual Arts Education (, 2009) has called for changes to visual art education in schools. The planned new National Curriculum includes the arts (music,
dance, drama, media and visual arts) as 1 of the 5 learning areas. Research shows that it is the classroom teacher that makes
the difference, and teacher education has a large part to play in reforms to art education. This paper provides an account
of one foundation unit of study (Unit 1) for first year university students enrolled in a 4-year Bachelor degree program who
are preparing to teach in the early years (0–8 years). To prepare pre-service teachers to meet the needs of children in the
twenty-first century, Unit 1 blends old and new ways of seeing art, child and pedagogy. Claims for the effectiveness of this
model are supported with evidence-based research, conducted over the 6 years of iterations and ongoing development of Unit
1. 相似文献
13.
Homophobic bullying is a serious concern for students, parents, teachers, and school officials. This article reviews evidence
on the status of this problem and how it may be addressed in a multilevel and multidisciplinary manner growing out of a social–ecological
perspective on homophobic bullying as a social phenomenon. The ecological framework developed by Urie Bronfenbrenner (1977, 1979) is applied to organize this effort, which includes micro-, exo-, and macro-systems in which behavior and development are
embedded. The inherent fluidity of experience postulated by Bronfenbrenner’s ecological approach offers hope that as practices
and policy to promote diversity move forward, they will reshape the social ecology of sexual minority youth. 相似文献
14.
Jennifer Gore Kathryn Holmes Max Smith Leanne Fray Patrick McElduff Natasha Weaver 《高等教育研究与发展》2017,36(7):1383-1400
Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations. 相似文献
15.
Quality and Qualms in the Marking of University Assignments by Sessional Staff: An Exploratory Study 总被引：3，自引：0，他引：3
The higher education sector is increasingly reliant upon casual (‘sessional’) staff for teaching and marking purposes. While
this practice has been little examined in the past, over the last few years increasing attention has been paid to the quality
of marking, mainly because students and academic staff alike are becoming increasingly likely to question examples of poor
practice. Hence, many universities in Australia are now attempting to introduce stricter procedures relating to marking. Despite
current concerns, there is little published research on marking practices in Australian universities. This paper adds to the
body of knowledge by reporting on two pieces of empirical research into the use of casual markers. A project at Charles Sturt
University comprised focus groups of, respectively, students, lecturers and markers, and a survey of distance education students.
Research at the University of South Australia focused on pedagogical issues relating to marking, comparing the approaches
of permanent lecturing staff with those of sessional markers. The results of these projects provide a useful insight into
areas of current concern to university staff and management. 相似文献
16.
As a new reform in Australian education, middle schooling has been gaining momentum. The rationale behind middle schooling
is to bridge the traditional primary-high school gap and provide a more developmentally appropriate educational experience
for young adolescents. Middle schooling in the USA has gone through a “boom-to-bust” cycle and is currently undergoing a “reinvention”
as research on practice and reporting of research on practice has, in the most part, been ad hoc and piecemeal. If Australian
middle schools are to avoid the boom-to-bust-to-reinvention cycle experienced in parts of the USA (Beane 2001), then a more
systematic approach to researching practice is required. Research-based criteria for systematic study and improvement of middle
school practice have been identified as (a) acceptance as part ofplanning alternative practice, (b)effectiveness as part ofimplementing alternative practice, and (c)sustainability as part ofevaluating alternative practice. 相似文献
17.
Orla Doyle Louise McEntee Kelly A. McNamara 《European Journal of Psychology of Education - EJPE》2012,27(1):133-154
Socioeconomic inequalities in children’s skills and capabilities begin early in life and can have detrimental effects on future
success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities
using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community
in order to investigate the role of relative disadvantage on children’s development. SES differences across multiple domains
of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false
discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background
does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness
domains. This implies that the neighbourhood may play a role in children’s school readiness skills. These results suggest
that school readiness interventions should target all children living in disadvantaged communities as each child may be at
risk of poor school readiness. 相似文献
18.
Many university faculties of education across Australia employ a model of internship for final semester pre-service teacher
education students to help them make a smooth transition into the teaching profession. While a growing body of research has
explored pre-service teachers’ experiences of their practicum, including the internship, which is the final professional experience
within a course of study, very little work has considered micropolitics as a lens through which to interpret interns’ relationships
with their school supervisors/mentors. This paper uses a micropolitical framework to interpret reflective reports written
by 145 Bachelor of Education (primary) interns who recorded their perceptions of their professional learning experience within
the context of a relationship with their school-based mentors. Several key themes are identified that highlight interns’ reports
of a range of micropolitical strategies at play. The paper concludes by raising a number of implications for universities
and schools regarding how better to facilitate interns’ transition into the profession. 相似文献
19.
Loshini Naidoo 《Educational Research for Policy and Practice》2008,7(3):139-150
This paper discusses the Refugee Action Support Partnership Project between the University of Western Sydney, The Australian
Literacy and Numeracy Foundation and the NSW-Department of Education and Training (DET). The critical ethnographic method
is used to evaluate the after-school homework tutoring centres as a vehicle of literacy development and youth transitions.
Given the nature of strife and unrest in the African Continent, refugee children may have been unable to attend school before
coming to Australia, or obtained only interrupted schooling at best. Since parents are unfamiliar with the education system
and because many do not speak English, they cannot help their children as they would wish to, and children may be left to
deal with difficulties alone. The School of Education at UWS offers service learning programs like the after-school homework
tutoring centres, to deliver effective and sustainable support to schools so that refugee students can feel safe and begin
to learn. 相似文献
20.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献