Pub Date : 2024-09-14DOI: 10.1177/00049441241278411
Neida Sechague Monroy, Mary Brushe, Alanna Sincovich, Zara Boulton, Tess Gregory
The dual-factor model of mental health proposes that high wellbeing and low distress are necessary to define mental health. This study used latent profile analysis to identify mental health profiles in a sample of 3,587 Australian grade 6 students and explored the association between mental health profiles and school outcomes measured in grades 7 and 9. Six mental health profiles were identified: complete mental health (i.e. high wellbeing and low distress; 30%), moderately mentally healthy (i.e. average wellbeing and low distress; 18%), symptomatic but content (i.e. high wellbeing and above-average distress; 19%), vulnerable (i.e. low wellbeing and below-average distress; 6%), moderately troubled (i.e. below-average wellbeing and high distress; 19%), and troubled (i.e. low wellbeing and high distress; 8%). After statistical adjustment for potential confounders (gender, language background, socio-economic status, and geographical remoteness), students with complete mental health showed significantly higher academic achievement and school engagement one and three years later compared with students with all other mental health profiles. Students with vulnerable and troubled profiles experienced the poorest school outcomes sustained over time (grade 7 and grade 9). Implications for school-based interventions to support the mental health and wellbeing of students are discussed.
{"title":"Associations between mental health profiles and later school outcomes","authors":"Neida Sechague Monroy, Mary Brushe, Alanna Sincovich, Zara Boulton, Tess Gregory","doi":"10.1177/00049441241278411","DOIUrl":"https://doi.org/10.1177/00049441241278411","url":null,"abstract":"The dual-factor model of mental health proposes that high wellbeing and low distress are necessary to define mental health. This study used latent profile analysis to identify mental health profiles in a sample of 3,587 Australian grade 6 students and explored the association between mental health profiles and school outcomes measured in grades 7 and 9. Six mental health profiles were identified: complete mental health (i.e. high wellbeing and low distress; 30%), moderately mentally healthy (i.e. average wellbeing and low distress; 18%), symptomatic but content (i.e. high wellbeing and above-average distress; 19%), vulnerable (i.e. low wellbeing and below-average distress; 6%), moderately troubled (i.e. below-average wellbeing and high distress; 19%), and troubled (i.e. low wellbeing and high distress; 8%). After statistical adjustment for potential confounders (gender, language background, socio-economic status, and geographical remoteness), students with complete mental health showed significantly higher academic achievement and school engagement one and three years later compared with students with all other mental health profiles. Students with vulnerable and troubled profiles experienced the poorest school outcomes sustained over time (grade 7 and grade 9). Implications for school-based interventions to support the mental health and wellbeing of students are discussed.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"119 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142269012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1177/00049441241274522
Michelle Locke, Michelle Trudgett, Susan Page
The Developing Indigenous Early Career Researchers Project is a three-year longitudinal study funded by the Australian Research Council that ran from January 2020 to December 2022. Its main focus was to investigate the experiences and perspectives of Indigenous Early Career Researchers working in universities across Australia. This article presents four main attributes identified by Indigenous Early Career Researchers as necessary to creating culturally safe spaces in Australian universities. These attributes include, safe to: (a) be Indigenous; (b) seek advice and make mistakes; (c) speak openly; and (d) trust. The successful implementation of these attributes requires institutional support and commitment in the form of relevant higher education policies and practices. Importantly, an overarching perspective of this article is that effective implementation of culturally safe spaces for Indigenous Early Career Researchers requires a significant shift in institutional discourse from the inclusion of Indigenous Peoples and Knowledges to recognising Indigenous Peoples as sovereign.
{"title":"Indigenous Early Career Researcher’s Perspectives of ‘safe spaces’’ in Higher Education","authors":"Michelle Locke, Michelle Trudgett, Susan Page","doi":"10.1177/00049441241274522","DOIUrl":"https://doi.org/10.1177/00049441241274522","url":null,"abstract":"The Developing Indigenous Early Career Researchers Project is a three-year longitudinal study funded by the Australian Research Council that ran from January 2020 to December 2022. Its main focus was to investigate the experiences and perspectives of Indigenous Early Career Researchers working in universities across Australia. This article presents four main attributes identified by Indigenous Early Career Researchers as necessary to creating culturally safe spaces in Australian universities. These attributes include, safe to: (a) be Indigenous; (b) seek advice and make mistakes; (c) speak openly; and (d) trust. The successful implementation of these attributes requires institutional support and commitment in the form of relevant higher education policies and practices. Importantly, an overarching perspective of this article is that effective implementation of culturally safe spaces for Indigenous Early Career Researchers requires a significant shift in institutional discourse from the inclusion of Indigenous Peoples and Knowledges to recognising Indigenous Peoples as sovereign.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"55 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/00049441241267924
Jessica Amy Sears, Rachel Wilson
The staffing and outsourcing of the marginalised curriculum area Health and Physical Education (HPE) has been an area of growing concern, alongside rising concerns for the decline of students’ health due to increased sedentary behaviour and mental health problems, yet there has been little research attention to the staffing and delivery of HPE in Australian schools. This article addresses that gap in understanding with analysis of data from a larger study examining positioning and implementation of HPE in schools. A mixed methods questionnaire was completed by 30% of government schools in New South Wales ( n = 556) providing data on staffing, delivery and outsourcing arrangements. Findings suggested that specialist HPE teachers are not in-charge of teaching HPE; and the majority (67%) of schools outsource at least some HPE, with far-reaching impacts on curriculum coverage and student exclusion from lessons evident. Findings also suggested that students experience varied methods of delivery in Physical Education (PE), and Health Education (HE) lessons. Together, these findings raise questions regarding the assurance of quality and equity, with implications for future policy and practice and the health and wellbeing of school children.
{"title":"Issues in staffing and outsourcing in schools. Who’s teaching health and physical education?","authors":"Jessica Amy Sears, Rachel Wilson","doi":"10.1177/00049441241267924","DOIUrl":"https://doi.org/10.1177/00049441241267924","url":null,"abstract":"The staffing and outsourcing of the marginalised curriculum area Health and Physical Education (HPE) has been an area of growing concern, alongside rising concerns for the decline of students’ health due to increased sedentary behaviour and mental health problems, yet there has been little research attention to the staffing and delivery of HPE in Australian schools. This article addresses that gap in understanding with analysis of data from a larger study examining positioning and implementation of HPE in schools. A mixed methods questionnaire was completed by 30% of government schools in New South Wales ( n = 556) providing data on staffing, delivery and outsourcing arrangements. Findings suggested that specialist HPE teachers are not in-charge of teaching HPE; and the majority (67%) of schools outsource at least some HPE, with far-reaching impacts on curriculum coverage and student exclusion from lessons evident. Findings also suggested that students experience varied methods of delivery in Physical Education (PE), and Health Education (HE) lessons. Together, these findings raise questions regarding the assurance of quality and equity, with implications for future policy and practice and the health and wellbeing of school children.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"76 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-20DOI: 10.1177/00049441241253027
Ian Hay, Yvonne M. Stevenson
This longitudinal study used regression path models to predict the influence on students’ reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported ( N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 ( n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students’ sense of control and certainty over their learning.
{"title":"The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement","authors":"Ian Hay, Yvonne M. Stevenson","doi":"10.1177/00049441241253027","DOIUrl":"https://doi.org/10.1177/00049441241253027","url":null,"abstract":"This longitudinal study used regression path models to predict the influence on students’ reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported ( N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 ( n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students’ sense of control and certainty over their learning.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"18 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-19DOI: 10.1177/00049441241258496
Carly Steele, Graeme Gower, Tetiana Bogachenko
In this article, we argue that current assessment practices in higher education require urgent examination and should be re-imagined in culturally responsive ways to ensure fairness for all. From sociocultural and social justice perspectives, we highlight examples of cultural and linguistic bias in assessment that disadvantages many First Nations students. Incorporating a constructivist viewpoint, we argue that assessment practices must keep pace with culturally responsive pedagogical practices to improve assessment validity for First Nations students and to maintain constructive alignment between learning, teaching, and assessment. Based on qualitative interviews with stakeholders in the On Country Teacher Education program, we describe how university lecturers changed their approaches to assessment and modified their assessment tasks to enact and create culturally responsive assessments. These practices, whilst beneficial for First Nations students, are viewed as being ‘responsive’ rather than ‘proactive’. Recommendations include shifting to a ‘proactive’ stance by evaluating the validity of student learning outcomes and assessment design from the onset.
{"title":"Creating and enacting culturally responsive assessment for First Nations students in higher education settings","authors":"Carly Steele, Graeme Gower, Tetiana Bogachenko","doi":"10.1177/00049441241258496","DOIUrl":"https://doi.org/10.1177/00049441241258496","url":null,"abstract":"In this article, we argue that current assessment practices in higher education require urgent examination and should be re-imagined in culturally responsive ways to ensure fairness for all. From sociocultural and social justice perspectives, we highlight examples of cultural and linguistic bias in assessment that disadvantages many First Nations students. Incorporating a constructivist viewpoint, we argue that assessment practices must keep pace with culturally responsive pedagogical practices to improve assessment validity for First Nations students and to maintain constructive alignment between learning, teaching, and assessment. Based on qualitative interviews with stakeholders in the On Country Teacher Education program, we describe how university lecturers changed their approaches to assessment and modified their assessment tasks to enact and create culturally responsive assessments. These practices, whilst beneficial for First Nations students, are viewed as being ‘responsive’ rather than ‘proactive’. Recommendations include shifting to a ‘proactive’ stance by evaluating the validity of student learning outcomes and assessment design from the onset.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"162 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-08DOI: 10.1177/00049441231214022
Trent D. Brown, Melissa M. Barnes, Ilana Finefter-Rosenbluh
Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on assessment literacy to interrogate the assessment practices of eight teachers. The findings reveal that teachers’ conceptual knowledge and their conceptions of assessment are influenced by government policies. Teachers acknowledged the importance of effectively interpreting and communicating assessment data in order to support student learning. Finally, the study found that the ways in which teachers meaningfully engaged students in the feedback process created opportunities for building assessment literacy in both teachers and students. This article highlights the gap in how teachers draw upon their conceptual knowledge and how that contextual knowledge allows them to enact assessment within their varied school contexts.
{"title":"Teacher Perspectives and Experiences of Assessment Literacy in Victorian Junior Secondary Schools","authors":"Trent D. Brown, Melissa M. Barnes, Ilana Finefter-Rosenbluh","doi":"10.1177/00049441231214022","DOIUrl":"https://doi.org/10.1177/00049441231214022","url":null,"abstract":"Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on assessment literacy to interrogate the assessment practices of eight teachers. The findings reveal that teachers’ conceptual knowledge and their conceptions of assessment are influenced by government policies. Teachers acknowledged the importance of effectively interpreting and communicating assessment data in order to support student learning. Finally, the study found that the ways in which teachers meaningfully engaged students in the feedback process created opportunities for building assessment literacy in both teachers and students. This article highlights the gap in how teachers draw upon their conceptual knowledge and how that contextual knowledge allows them to enact assessment within their varied school contexts.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"61 17","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.1177/00049441231220101
Tebeje Molla, A. Zaini, Hossein Shokouhi, Ruth Arber
The COVID-19 pandemic caused significant educational disruption globally. When the pandemic forced schools to switch to emergency home-schooling, parental engagement in education became more critical. Some parents found home-schooling as an opportunity to form stronger relationships with their children. Others acquired an enhanced insight into their children’s schoolwork. However, the emerging literature shows that, as not all parents were equally positioned to support their children’s learning at home, emergency home-schooling has resulted in a significant learning loss. Guided by the concept of capital interaction, this article reports on a qualitative case study that investigated the experiences of 20 migrant parents in Victoria, Australia. A thematic analysis of the data reveals challenges associated with parental self-efficacy, financial hardship, language and technological barriers, time constraints, and disengagement and exhaustion. Remote learning may return in the future, and we must prepare for such disruption by improving equitable access to education delivered online and at home. To this end, the paper outlines some policy ideas.
{"title":"‘It’s out of my hands’: Migrant parents’ challenging experiences of home-schooling during the COVID-19 lockdowns","authors":"Tebeje Molla, A. Zaini, Hossein Shokouhi, Ruth Arber","doi":"10.1177/00049441231220101","DOIUrl":"https://doi.org/10.1177/00049441231220101","url":null,"abstract":"The COVID-19 pandemic caused significant educational disruption globally. When the pandemic forced schools to switch to emergency home-schooling, parental engagement in education became more critical. Some parents found home-schooling as an opportunity to form stronger relationships with their children. Others acquired an enhanced insight into their children’s schoolwork. However, the emerging literature shows that, as not all parents were equally positioned to support their children’s learning at home, emergency home-schooling has resulted in a significant learning loss. Guided by the concept of capital interaction, this article reports on a qualitative case study that investigated the experiences of 20 migrant parents in Victoria, Australia. A thematic analysis of the data reveals challenges associated with parental self-efficacy, financial hardship, language and technological barriers, time constraints, and disengagement and exhaustion. Remote learning may return in the future, and we must prepare for such disruption by improving equitable access to education delivered online and at home. To this end, the paper outlines some policy ideas.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"51 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1177/00049441231218724
Rebecca Rosenberg, Karen de Bruin, Michelle Ludecke
In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing the cognitive, practical and moral dimensions of teaching that is the knowledge, skills and beliefs required to practice as an inclusive educator. We collected interview data from eight beginning teachers who transitioned into the profession in 2020 or 2021 and undertook a thematic analysis of these conversations. Our analysis identified that beginning teachers perceived that their teacher education at university did not prepare them sufficiently with 1. Strong professional inclusive education terminology and knowledge; 2. Practical and evidence-based skills for instruction and assessment; or 3. The opportunity to work with people with disabilities in inclusive contexts in order to become effective inclusive educators across all three domains. Findings are discussed and future directions for research are outlined.
{"title":"Beginning teacher preparation and readiness for the profession as inclusive educators","authors":"Rebecca Rosenberg, Karen de Bruin, Michelle Ludecke","doi":"10.1177/00049441231218724","DOIUrl":"https://doi.org/10.1177/00049441231218724","url":null,"abstract":"In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing the cognitive, practical and moral dimensions of teaching that is the knowledge, skills and beliefs required to practice as an inclusive educator. We collected interview data from eight beginning teachers who transitioned into the profession in 2020 or 2021 and undertook a thematic analysis of these conversations. Our analysis identified that beginning teachers perceived that their teacher education at university did not prepare them sufficiently with 1. Strong professional inclusive education terminology and knowledge; 2. Practical and evidence-based skills for instruction and assessment; or 3. The opportunity to work with people with disabilities in inclusive contexts in order to become effective inclusive educators across all three domains. Findings are discussed and future directions for research are outlined.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"39 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1177/00049441231205897
Jacqueline Gannon, Charley A. Budgeon, Ian W. Li
The number of times children change schools, or student mobility, is associated with multiple adverse outcomes across the life span. This study used administrative data from the Western Australian Department of Education for public primary school students who completed Year 6 between 2016 and 2019 to examine potential associations between student mobility and academic (using National Assessment Program – Literacy and Numeracy [NAPLAN] participation and scores) and behaviour outcomes (measured through school suspensions). The odds of participating (vs. not participating) in NAPLAN were significantly lower for students with high mobility. High mobility students also achieved significantly lower scores, on average, on NAPLAN literacy and numeracy at Year 3 and Year 5 compared with low mobility students. However, there was no evidence of an association between student mobility and school suspensions. These findings highlight the need for action to address substantial academic detriment for mobile students, many of whom are likely to be from lower socio-economic backgrounds. Furthermore, current policies to address academic disadvantage are likely to exclude those students at substantial academic risk and require revision to be appropriately triaged.
{"title":"Relationships between student mobility and academic and behavioural outcomes in Western Australian public primary schools","authors":"Jacqueline Gannon, Charley A. Budgeon, Ian W. Li","doi":"10.1177/00049441231205897","DOIUrl":"https://doi.org/10.1177/00049441231205897","url":null,"abstract":"The number of times children change schools, or student mobility, is associated with multiple adverse outcomes across the life span. This study used administrative data from the Western Australian Department of Education for public primary school students who completed Year 6 between 2016 and 2019 to examine potential associations between student mobility and academic (using National Assessment Program – Literacy and Numeracy [NAPLAN] participation and scores) and behaviour outcomes (measured through school suspensions). The odds of participating (vs. not participating) in NAPLAN were significantly lower for students with high mobility. High mobility students also achieved significantly lower scores, on average, on NAPLAN literacy and numeracy at Year 3 and Year 5 compared with low mobility students. However, there was no evidence of an association between student mobility and school suspensions. These findings highlight the need for action to address substantial academic detriment for mobile students, many of whom are likely to be from lower socio-economic backgrounds. Furthermore, current policies to address academic disadvantage are likely to exclude those students at substantial academic risk and require revision to be appropriately triaged.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"245 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136064048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.1177/00049441231204069
Matt Bower, Jennifer W. M. Lai, Penny Van Bergen, Lucie Hobson, Rebecca Stephens
The widespread move to online schooling during the COVID-19 crisis meant that parents played a significant role in educating their children. However, there is a paucity of research relating to parents’ perceptions of online and remote learning designs. This study used multiple regression analyses and thematic analysis of parent survey responses during COVID-19 to examine which online tasks reduced parental stress and student difficulty, increased student autonomy and learning, and increased parental satisfaction. A key finding was that digital creativity tasks were related to lower levels of parental stress, lower student difficulty, greater student autonomy and greater parent satisfaction with school support. Parents also preferred more web-conferencing lessons and offline tactile activities, and less digital worksheets. These findings have implications for educator-parent collaboration and for remote learning broadly.
{"title":"‘Lockdown’ learning designs – Parent preferences towards remote and online learning for their children during the COVID-19 pandemic","authors":"Matt Bower, Jennifer W. M. Lai, Penny Van Bergen, Lucie Hobson, Rebecca Stephens","doi":"10.1177/00049441231204069","DOIUrl":"https://doi.org/10.1177/00049441231204069","url":null,"abstract":"The widespread move to online schooling during the COVID-19 crisis meant that parents played a significant role in educating their children. However, there is a paucity of research relating to parents’ perceptions of online and remote learning designs. This study used multiple regression analyses and thematic analysis of parent survey responses during COVID-19 to examine which online tasks reduced parental stress and student difficulty, increased student autonomy and learning, and increased parental satisfaction. A key finding was that digital creativity tasks were related to lower levels of parental stress, lower student difficulty, greater student autonomy and greater parent satisfaction with school support. Parents also preferred more web-conferencing lessons and offline tactile activities, and less digital worksheets. These findings have implications for educator-parent collaboration and for remote learning broadly.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：