Pub Date : 2020-02-27DOI: 10.1177/0004944119894099
K. Rigby
Bullying in schools, defined as a systematic abuse of power in interpersonal relations, may be undertaken individually and/or by groups. The extent to which schoolchildren report that they are bullied by their peers in each of these ways was examined in a survey of Australian schoolchildren (N = 1688) in Years 5–10 attending 36 coeducational primary or secondary schools. Being bullied by an individual student was reported by both males and females as occurring significantly more often than being bullied by groups. Applying multiple regression analysis, the reported frequency of individual and group bullying, after controlling for age and gender, independently predicted the severity of negative outcomes as assessed by measures of negative emotional impact, such as feeling unsafe from bullying, absenteeism due to bullying and reported negative impact on school work. Although group bullying was less commonly reported, its negative effects on student well-being were generally more severe. Implications are examined for student education about bullying and addressing individual and group-based bullying in appropriate ways.
{"title":"How do victims of bullying in Australian schools view their perpetrators – As individuals or as groups? Implications for educators","authors":"K. Rigby","doi":"10.1177/0004944119894099","DOIUrl":"https://doi.org/10.1177/0004944119894099","url":null,"abstract":"Bullying in schools, defined as a systematic abuse of power in interpersonal relations, may be undertaken individually and/or by groups. The extent to which schoolchildren report that they are bullied by their peers in each of these ways was examined in a survey of Australian schoolchildren (N = 1688) in Years 5–10 attending 36 coeducational primary or secondary schools. Being bullied by an individual student was reported by both males and females as occurring significantly more often than being bullied by groups. Applying multiple regression analysis, the reported frequency of individual and group bullying, after controlling for age and gender, independently predicted the severity of negative outcomes as assessed by measures of negative emotional impact, such as feeling unsafe from bullying, absenteeism due to bullying and reported negative impact on school work. Although group bullying was less commonly reported, its negative effects on student well-being were generally more severe. Implications are examined for student education about bullying and addressing individual and group-based bullying in appropriate ways.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"25 - 39"},"PeriodicalIF":1.3,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119894099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246834","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 : 2020-02-25DOI: 10.1177/0004944119900044
J. Doyle
{"title":"Chris Rowell (ed.), Social Media in Higher Education: Case Studies, Reflections and Analysis","authors":"J. Doyle","doi":"10.1177/0004944119900044","DOIUrl":"https://doi.org/10.1177/0004944119900044","url":null,"abstract":"","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"91 - 92"},"PeriodicalIF":1.3,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119900044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49190500","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 : 2020-02-19DOI: 10.1177/0004944120901883
Michael Corliss, A. Daly, P. Lewis
Since 2006 there have been significant changes in the labour market for university graduates, most notably the Global Financial Crisis of 2007 and the subsequent downturn in gross domestic product growth, and a huge expansion in university places. This article presents estimates of the monetary returns in Australia associated with the completion of bachelor degrees in 2016 for a range of fields of study and compares them to the estimates for 2006. The results show that for the median person, there are still good monetary incentives to complete these degrees and the private rate of return compares favourably with the long-term real bond rate. However, the article also concludes that the return to an individual investing in bachelor education had mostly declined in the period 2006–2016. There is, again, considerable variation between disciplines and for some, completion of a bachelor degree does not yield positive returns. The key factors determining the monetary rate of return are the discipline of the degree and the graduates’ subsequent labour force status. Graduates in full-time employment in most disciplines avoided being among those with low (or negative) rates of return. In addition, there is some evidence of skills mismatch and over skilling among the lowest paid university graduates.
{"title":"Is a university degree still a worthwhile financial investment in Australia?","authors":"Michael Corliss, A. Daly, P. Lewis","doi":"10.1177/0004944120901883","DOIUrl":"https://doi.org/10.1177/0004944120901883","url":null,"abstract":"Since 2006 there have been significant changes in the labour market for university graduates, most notably the Global Financial Crisis of 2007 and the subsequent downturn in gross domestic product growth, and a huge expansion in university places. This article presents estimates of the monetary returns in Australia associated with the completion of bachelor degrees in 2016 for a range of fields of study and compares them to the estimates for 2006. The results show that for the median person, there are still good monetary incentives to complete these degrees and the private rate of return compares favourably with the long-term real bond rate. However, the article also concludes that the return to an individual investing in bachelor education had mostly declined in the period 2006–2016. There is, again, considerable variation between disciplines and for some, completion of a bachelor degree does not yield positive returns. The key factors determining the monetary rate of return are the discipline of the degree and the graduates’ subsequent labour force status. Graduates in full-time employment in most disciplines avoided being among those with low (or negative) rates of return. In addition, there is some evidence of skills mismatch and over skilling among the lowest paid university graduates.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"73 - 90"},"PeriodicalIF":1.3,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944120901883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48181005","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 : 2020-02-19DOI: 10.1177/0004944119896816
Jill Duncan, Renée Punch, M. Gauntlett, R. Talbot-Stokes
Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a systematic search of law and education databases that identified 18 peer-reviewed articles discussing the legislation, relevant literature and related case law in the context of the education of students with disability in Australia. Content analysis of the articles indicated the existence of problems in several areas of the intersection between the law, policy and practice. These are outlined under five key themes: inclusion/exclusion, jurisdictions and definitions, the complaints-driven system, legislation clarity and reasonable adjustments. The review concludes with recommendations and suggestions for action.
{"title":"Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia: A scoping review","authors":"Jill Duncan, Renée Punch, M. Gauntlett, R. Talbot-Stokes","doi":"10.1177/0004944119896816","DOIUrl":"https://doi.org/10.1177/0004944119896816","url":null,"abstract":"Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a systematic search of law and education databases that identified 18 peer-reviewed articles discussing the legislation, relevant literature and related case law in the context of the education of students with disability in Australia. Content analysis of the articles indicated the existence of problems in several areas of the intersection between the law, policy and practice. These are outlined under five key themes: inclusion/exclusion, jurisdictions and definitions, the complaints-driven system, legislation clarity and reasonable adjustments. The review concludes with recommendations and suggestions for action.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"64 1","pages":"54 - 72"},"PeriodicalIF":1.3,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119896816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43204547","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 : 2019-10-22DOI: 10.1177/0004944119878480
M. Torok, Victoria Rasmussen, Quincy J. J. Wong, A. Werner-Seidler, B. O’Dea, J. Toumbourou, A. Calear
Childhood emotional and behavioural problems can indicate a higher risk of developing mental illness in adolescence and beyond. Schools provide an appropriate setting in which to deliver universal preventions to improve well-being and protect against early risks for mental health disorder. However, interventions can often be difficult to implement in schools due to their perceived or actual burdensomeness and implementation challenges can affect effectiveness. Teacher-delivered well-being interventions that can be integrated into usual classroom teaching practices provide a potential solution. This study examines the efficacy of a teacher-delivered programme, the Good Behaviour Game, in Australian primary schools. The programme significantly reduced emotional and behavioural problems as measured by the Strengths and Difficulties Questionnaire from baseline to post-intervention, suggesting that it may be an effective teaching practice for managing students in the classroom and for promoting well-being and development.
{"title":"Examining the impact of the Good Behaviour Game on emotional and behavioural problems in primary school children: A case for integrating well-being strategies into education","authors":"M. Torok, Victoria Rasmussen, Quincy J. J. Wong, A. Werner-Seidler, B. O’Dea, J. Toumbourou, A. Calear","doi":"10.1177/0004944119878480","DOIUrl":"https://doi.org/10.1177/0004944119878480","url":null,"abstract":"Childhood emotional and behavioural problems can indicate a higher risk of developing mental illness in adolescence and beyond. Schools provide an appropriate setting in which to deliver universal preventions to improve well-being and protect against early risks for mental health disorder. However, interventions can often be difficult to implement in schools due to their perceived or actual burdensomeness and implementation challenges can affect effectiveness. Teacher-delivered well-being interventions that can be integrated into usual classroom teaching practices provide a potential solution. This study examines the efficacy of a teacher-delivered programme, the Good Behaviour Game, in Australian primary schools. The programme significantly reduced emotional and behavioural problems as measured by the Strengths and Difficulties Questionnaire from baseline to post-intervention, suggesting that it may be an effective teaching practice for managing students in the classroom and for promoting well-being and development.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"63 1","pages":"292 - 306"},"PeriodicalIF":1.3,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119878480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45219561","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 : 2019-10-22DOI: 10.1177/0004944119880644
Shani Sniedze-Gregory
{"title":"Lyn Stone, Reading for Life: High Quality Literacy Instruction for All","authors":"Shani Sniedze-Gregory","doi":"10.1177/0004944119880644","DOIUrl":"https://doi.org/10.1177/0004944119880644","url":null,"abstract":"","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"63 1","pages":"351 - 353"},"PeriodicalIF":1.3,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119880644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44296385","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 : 2019-10-21DOI: 10.1177/0004944119880621
Saiyidi Mat Roni, M. Merga
Children’s attitudes towards, and frequency of recreational reading influence their reading skill level. The aim of this study was to determine the relative influence of research-supported intrinsic and extrinsic variables that can shape this attitude and practice, and to investigate the use of artificial neural network as an adjunct approach in such analysis. Data from 997 Australian students in primary Years 4 and 6 were analysed to examine the influence of 10 variables on reading frequency and attitudes. Data were subject to analysis using artificial neural network, binomial logistic regression and linear regression. The results from the three methods of analysis indicate that library visitation, perception of importance and early literacy are the top three ranked variables in artificial neural network, with all three also significant (p < .001) in binomial logistic regression and linear regression. Providing students regular opportunity for library visitation may be a valuable intervention for educators and parents seeking to enhance children’s reading frequency and attitudes.
{"title":"The influence of extrinsic and intrinsic variables on children’s reading frequency and attitudes: An exploration using an artificial neural network","authors":"Saiyidi Mat Roni, M. Merga","doi":"10.1177/0004944119880621","DOIUrl":"https://doi.org/10.1177/0004944119880621","url":null,"abstract":"Children’s attitudes towards, and frequency of recreational reading influence their reading skill level. The aim of this study was to determine the relative influence of research-supported intrinsic and extrinsic variables that can shape this attitude and practice, and to investigate the use of artificial neural network as an adjunct approach in such analysis. Data from 997 Australian students in primary Years 4 and 6 were analysed to examine the influence of 10 variables on reading frequency and attitudes. Data were subject to analysis using artificial neural network, binomial logistic regression and linear regression. The results from the three methods of analysis indicate that library visitation, perception of importance and early literacy are the top three ranked variables in artificial neural network, with all three also significant (p < .001) in binomial logistic regression and linear regression. Providing students regular opportunity for library visitation may be a valuable intervention for educators and parents seeking to enhance children’s reading frequency and attitudes.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"63 1","pages":"270 - 291"},"PeriodicalIF":1.3,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119880621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49309818","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 : 2019-10-20DOI: 10.1177/0004944119880612
Tebeje Molla, A. Nolan
A policy problem is a discursive construction, and the way in which the problem is framed determines both the nature of the policy responses and the possibility of resolving it. In this paper, drawing on critical frame analysis, we examined three major equity policies in the Australian early childhood education and care (ECEC) sector. In mapping out framing and reasoning devices of the policies, our analytical interest is to highlight the representation of inequality as a problem and unmask underlying assumptions of the equity responses. The findings show that disadvantage in Australia’s ECEC sector has been framed as a lack of access, limited navigational capacity and cultural exclusion; and the framings are underpinned by economic, educational and social rationales. The analysis also reveals problematic categories, issue-omissions and conceptual shifts within the texts. The paper draws practical implications of the frame contradictions and silences.
{"title":"The problem of inequality in Australia’s early childhood education and care sector: A policy frame analysis","authors":"Tebeje Molla, A. Nolan","doi":"10.1177/0004944119880612","DOIUrl":"https://doi.org/10.1177/0004944119880612","url":null,"abstract":"A policy problem is a discursive construction, and the way in which the problem is framed determines both the nature of the policy responses and the possibility of resolving it. In this paper, drawing on critical frame analysis, we examined three major equity policies in the Australian early childhood education and care (ECEC) sector. In mapping out framing and reasoning devices of the policies, our analytical interest is to highlight the representation of inequality as a problem and unmask underlying assumptions of the equity responses. The findings show that disadvantage in Australia’s ECEC sector has been framed as a lack of access, limited navigational capacity and cultural exclusion; and the framings are underpinned by economic, educational and social rationales. The analysis also reveals problematic categories, issue-omissions and conceptual shifts within the texts. The paper draws practical implications of the frame contradictions and silences.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"63 1","pages":"322 - 339"},"PeriodicalIF":1.3,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119880612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45688264","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 : 2019-10-20DOI: 10.1177/0004944119881546
Alex Lovat, I. Darmawan
Recently, several countries have attempted to encourage life-long learning and to widen university accessibility to include a wider mix of students. In Australia, numerous new pathways with the Vocational Education and Training sector have been established for these purposes. This study reports on the effects that two variables, gender and age, had on the university academic performance of students who had taken a Vocational Education and Training pathway to an Australian university using whole cohort data (n = 542) for Vocational Education and Training pathway students enrolled between 2005 and 2012; two-way between-group analyses of variance were conducted to assess the effects of both gender and age on undergraduate academic achievement. Age and gender were both related to students’ academic performance, with higher performance among female students and groups of older students. There were also differences in the effects that gender had on academic performance depending upon age group.
{"title":"The academic performance of Vocational Education and Training pathway university students and the effects of gender and age","authors":"Alex Lovat, I. Darmawan","doi":"10.1177/0004944119881546","DOIUrl":"https://doi.org/10.1177/0004944119881546","url":null,"abstract":"Recently, several countries have attempted to encourage life-long learning and to widen university accessibility to include a wider mix of students. In Australia, numerous new pathways with the Vocational Education and Training sector have been established for these purposes. This study reports on the effects that two variables, gender and age, had on the university academic performance of students who had taken a Vocational Education and Training pathway to an Australian university using whole cohort data (n = 542) for Vocational Education and Training pathway students enrolled between 2005 and 2012; two-way between-group analyses of variance were conducted to assess the effects of both gender and age on undergraduate academic achievement. Age and gender were both related to students’ academic performance, with higher performance among female students and groups of older students. There were also differences in the effects that gender had on academic performance depending upon age group.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"63 1","pages":"307 - 321"},"PeriodicalIF":1.3,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0004944119881546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48850659","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}
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