Pub Date : 2023-03-28DOI: 10.1177/00049441231155708
Jenny Dean, Philip Roberts, N. Downes, Ada Goldsmith
Rurality is an identified point of disadvantage in measures such as the Index of Community Socio-Educational Advantage (ICSEA) and school resourcing models. However, socioeconomic disadvantage is commonly used as an explanation for lower average student achievement in rural locations. Thus, policies are often directed towards reducing disadvantage associated with socioeconomic status, and rurality is overlooked. This research tests the validity of these assumptions using a matched study approach. We examine data on New South Wales (NSW) students, schools and courses to investigate how the English and Mathematics achievement levels of students in their final year of secondary school are associated with family and school characteristics across locations. The findings show that socioeconomic variation does not fully account for differences in achievement in rural locations. Instead, rurality appears to mediate other effects on student achievement in a complex interplay of factors contributing to lower average results. This highlights the need to consider the specificities of rurality in schooling, particularly the role of rural knowledges and perspectives in schooling and student achievement.
{"title":"The spatial implications of academic achievement in Year 12: Rethinking discourses of disadvantage in rural locations","authors":"Jenny Dean, Philip Roberts, N. Downes, Ada Goldsmith","doi":"10.1177/00049441231155708","DOIUrl":"https://doi.org/10.1177/00049441231155708","url":null,"abstract":"Rurality is an identified point of disadvantage in measures such as the Index of Community Socio-Educational Advantage (ICSEA) and school resourcing models. However, socioeconomic disadvantage is commonly used as an explanation for lower average student achievement in rural locations. Thus, policies are often directed towards reducing disadvantage associated with socioeconomic status, and rurality is overlooked. This research tests the validity of these assumptions using a matched study approach. We examine data on New South Wales (NSW) students, schools and courses to investigate how the English and Mathematics achievement levels of students in their final year of secondary school are associated with family and school characteristics across locations. The findings show that socioeconomic variation does not fully account for differences in achievement in rural locations. Instead, rurality appears to mediate other effects on student achievement in a complex interplay of factors contributing to lower average results. This highlights the need to consider the specificities of rurality in schooling, particularly the role of rural knowledges and perspectives in schooling and student achievement.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"94 - 114"},"PeriodicalIF":1.3,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46777487","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 : 2023-02-20DOI: 10.1177/00049441221146555
Anne E. Southall, L. Baxter, F. Gardner
Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their practice and relationships and insight into alternate ways of responding. While recommendations in the trauma-informed education literature emphasise the need for schools to support teachers in this deeply reflective work, it is rarely included in implementation practices. This study trials a form of critical reflection, the Reflective Circle Education Model (RCEM), with a group of six teachers in a school in Victoria Australia over a school year. Teacher perspectives on the value of the RECM model to support trauma-informed practice are then discussed.
{"title":"Transforming trauma-informed understanding into trauma-informed practice: The Reflective Circle Education Model","authors":"Anne E. Southall, L. Baxter, F. Gardner","doi":"10.1177/00049441221146555","DOIUrl":"https://doi.org/10.1177/00049441221146555","url":null,"abstract":"Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their practice and relationships and insight into alternate ways of responding. While recommendations in the trauma-informed education literature emphasise the need for schools to support teachers in this deeply reflective work, it is rarely included in implementation practices. This study trials a form of critical reflection, the Reflective Circle Education Model (RCEM), with a group of six teachers in a school in Victoria Australia over a school year. Teacher perspectives on the value of the RECM model to support trauma-informed practice are then discussed.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"62 - 75"},"PeriodicalIF":1.3,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47842078","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 : 2023-02-17DOI: 10.1177/00049441231157100
E. Nik
{"title":"Book Review: Colin Seale, Tangible Equity: A Guide for Leveraging Student Identity, Culture, and Power to Unlock Excellence In and Beyond the Classroom","authors":"E. Nik","doi":"10.1177/00049441231157100","DOIUrl":"https://doi.org/10.1177/00049441231157100","url":null,"abstract":"","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"115 - 117"},"PeriodicalIF":1.3,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42607836","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 : 2023-02-17DOI: 10.1177/00049441231152943
Francisco Perales, Melissa Johnstone, Ning Xiang, W. Tomaszewski
Australian children from regional, rural and remote (RRR) areas exhibit lower educational outcomes than their peers in metropolitan areas. The mechanisms driving the comparatively poorer educational outcomes of children in RRR areas, however, are not well understood. This paper proposes and tests two sets of factors that may be responsible for these disparities: population socio-demographic composition and school climate. Using rich survey and linked administrative data from the Longitudinal Study of Australian Children (n = 9,248 observations), we estimate the relative contribution of these sets of factors to RRR children’s disadvantage in NAPLAN numeracy test scores. Our results indicate that both socio-demographic and school climate factors account for part of the educational disparities between children in RRR and metropolitan areas. These findings suggest that hybrid policy approaches that tackle both the social determinants of educational success and use schools as an intervention site are required to close the achievement gap.
{"title":"Explaining achievement gaps between students from regional and metropolitan areas: Accounting for socio-demographic and school climate factors","authors":"Francisco Perales, Melissa Johnstone, Ning Xiang, W. Tomaszewski","doi":"10.1177/00049441231152943","DOIUrl":"https://doi.org/10.1177/00049441231152943","url":null,"abstract":"Australian children from regional, rural and remote (RRR) areas exhibit lower educational outcomes than their peers in metropolitan areas. The mechanisms driving the comparatively poorer educational outcomes of children in RRR areas, however, are not well understood. This paper proposes and tests two sets of factors that may be responsible for these disparities: population socio-demographic composition and school climate. Using rich survey and linked administrative data from the Longitudinal Study of Australian Children (n = 9,248 observations), we estimate the relative contribution of these sets of factors to RRR children’s disadvantage in NAPLAN numeracy test scores. Our results indicate that both socio-demographic and school climate factors account for part of the educational disparities between children in RRR and metropolitan areas. These findings suggest that hybrid policy approaches that tackle both the social determinants of educational success and use schools as an intervention site are required to close the achievement gap.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"76 - 93"},"PeriodicalIF":1.3,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41316668","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 : 2022-11-01DOI: 10.1177/00049441221131875
Karen de Bruin
and Saggers in the third article. This article presents an examination of what drives and what hinders the transformation to a single inclusive system in Queensland, the Australian jurisdiction with the most progressive policy for inclusive education in Australia. The following two articles, both by Elizabeth Dickson, examine the legal barriers to inclusive education for school students with disability. The fourth article considers the shortcomings of the DDA itself, while the fi fth article examines the adversarial nature of the legal system within which it functions. The sixth article by Tanya Serry, Pamela Snow, Lorraine Hammond, Emina McLean and Jane McCormack considers the preparation for teachers to work in inclusive classrooms through the example of reading in-struction. Their fi ndings highlight lingering attitudinal barriers within the teaching workforce, and those who prepare them, as many teachers expressed low con fi dence in their capability to support students experiencing reading dif fi culties, low expectations of those students ’ capacity to learn and make progress, and a view that the learning of students with disability is the responsibility of specialists beyond the general education classroom. The seventh and fi nal article by Tim Pitman and Matthew Brett considers how inclusion and disability are themselves conceptualised and traces the trajectory of conceptual models over the past 150 years through the example of higher education policy. The authors conclude by noting the lingering traces of historical thinking such as charity and welfarism within contemporary policy and argue for a new model, grounded in what they term (A)ccessibility, that would genuinely support the agency and educational aspirations of students with disability.
{"title":"150 years of Education for Students with Disability: Progress Made and Remaining Challenges. Guest Editorial","authors":"Karen de Bruin","doi":"10.1177/00049441221131875","DOIUrl":"https://doi.org/10.1177/00049441221131875","url":null,"abstract":"and Saggers in the third article. This article presents an examination of what drives and what hinders the transformation to a single inclusive system in Queensland, the Australian jurisdiction with the most progressive policy for inclusive education in Australia. The following two articles, both by Elizabeth Dickson, examine the legal barriers to inclusive education for school students with disability. The fourth article considers the shortcomings of the DDA itself, while the fi fth article examines the adversarial nature of the legal system within which it functions. The sixth article by Tanya Serry, Pamela Snow, Lorraine Hammond, Emina McLean and Jane McCormack considers the preparation for teachers to work in inclusive classrooms through the example of reading in-struction. Their fi ndings highlight lingering attitudinal barriers within the teaching workforce, and those who prepare them, as many teachers expressed low con fi dence in their capability to support students experiencing reading dif fi culties, low expectations of those students ’ capacity to learn and make progress, and a view that the learning of students with disability is the responsibility of specialists beyond the general education classroom. The seventh and fi nal article by Tim Pitman and Matthew Brett considers how inclusion and disability are themselves conceptualised and traces the trajectory of conceptual models over the past 150 years through the example of higher education policy. The authors conclude by noting the lingering traces of historical thinking such as charity and welfarism within contemporary policy and argue for a new model, grounded in what they term (A)ccessibility, that would genuinely support the agency and educational aspirations of students with disability.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"215 - 217"},"PeriodicalIF":1.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45403229","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 : 2022-10-11DOI: 10.1177/00049441221130551
T. Serry, P. Snow, L. Hammond, Emina J Mclean, Jane McCormack
We explored the perspectives of school-based educators located in Victoria, Australia, regarding their support of students who have reading difficulties. An anonymous survey was completed by 523 participants, including educators, educational leaders and Student Support Services staff. Results revealed multiple areas of concern related to their capacity to work on reading intervention with these students. Although participants reported that students with reading difficulties were present in most classes, confidence to work effectively with these students was mixed. They described feeling poorly prepared by preservice programs and indicated that insufficient time and mentorship prevented them from serving these students optimally. As a group, they privileged many approaches that align with best practice for struggling readers, such as explicit instruction, but perceived that such practices are not always feasible to implement. Support was also strong for practices considered non-evidence-based, such as adhering to students’ preferred ‘learning-style’. Recommendations for school-based practice, with a specific focus on students with reading difficulties, are made.
{"title":"Educators’ perspectives about teaching and supporting students with learning difficulties in reading","authors":"T. Serry, P. Snow, L. Hammond, Emina J Mclean, Jane McCormack","doi":"10.1177/00049441221130551","DOIUrl":"https://doi.org/10.1177/00049441221130551","url":null,"abstract":"We explored the perspectives of school-based educators located in Victoria, Australia, regarding their support of students who have reading difficulties. An anonymous survey was completed by 523 participants, including educators, educational leaders and Student Support Services staff. Results revealed multiple areas of concern related to their capacity to work on reading intervention with these students. Although participants reported that students with reading difficulties were present in most classes, confidence to work effectively with these students was mixed. They described feeling poorly prepared by preservice programs and indicated that insufficient time and mentorship prevented them from serving these students optimally. As a group, they privileged many approaches that align with best practice for struggling readers, such as explicit instruction, but perceived that such practices are not always feasible to implement. Support was also strong for practices considered non-evidence-based, such as adhering to students’ preferred ‘learning-style’. Recommendations for school-based practice, with a specific focus on students with reading difficulties, are made.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"292 - 313"},"PeriodicalIF":1.3,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42881815","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 : 2022-10-08DOI: 10.1177/00049441221127708
E. Dickson
The Disability Discrimination Act 1992 (Cth) (DDA) prohibits discrimination by schools against students with disability. The DDA and the associated Disability Standards for Education 2005 (Cth) (DSE) also impose a positive obligation on schools to make reasonable adjustment for students with disabilities. The promise of inclusion implicit in these laws, however, has not always been delivered upon, as there are still opportunities for schools to exclude students with disabilities, without breaching the laws. This article provides an overview of relevant provisions of the DDA and DSE, before considering the legal barriers to inclusion which have been constructed by courts through their interpretation of the DDA.
{"title":"Barriers to inclusion embedded in the Disability Discrimination Act 1992 (Cth)","authors":"E. Dickson","doi":"10.1177/00049441221127708","DOIUrl":"https://doi.org/10.1177/00049441221127708","url":null,"abstract":"The Disability Discrimination Act 1992 (Cth) (DDA) prohibits discrimination by schools against students with disability. The DDA and the associated Disability Standards for Education 2005 (Cth) (DSE) also impose a positive obligation on schools to make reasonable adjustment for students with disabilities. The promise of inclusion implicit in these laws, however, has not always been delivered upon, as there are still opportunities for schools to exclude students with disabilities, without breaching the laws. This article provides an overview of relevant provisions of the DDA and DSE, before considering the legal barriers to inclusion which have been constructed by courts through their interpretation of the DDA.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"265 - 280"},"PeriodicalIF":1.3,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44957002","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 : 2022-10-04DOI: 10.1177/00049441221127454
Catia Malaquias
The adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006 and, in particular, Article 24 was a landmark in the struggle of people with disability for recognition of their fundamental human rights, including their right to education. As a legally binding treaty under international law, imposing obligations on States Parties that signed and ratified it (including Australia), it required those States Parties to bring their domestic legislation into conformity with their CRPD obligations. The Disability Discrimination Act 1992 (DDA), and the Disability Standards for Education 2005 (Standards) made under it, remain the principal Australian statutory protection of the rights of students with disability to access education on the basis of equality and non-discrimination even though the DDA and the Standards preceded the CRPD. This article explores the proposition that the DDA and the Standards do not adequately implement Australia’s international legal obligations in relation to the education of students with disability. Note: This article makes use of agreed or legally defined terms. These terms are presented in italics throughout.
{"title":"Unrealised promises and hollow claims: Australia’s failure to enact its international obligations under the CRPD for the education of students with disability","authors":"Catia Malaquias","doi":"10.1177/00049441221127454","DOIUrl":"https://doi.org/10.1177/00049441221127454","url":null,"abstract":"The adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in 2006 and, in particular, Article 24 was a landmark in the struggle of people with disability for recognition of their fundamental human rights, including their right to education. As a legally binding treaty under international law, imposing obligations on States Parties that signed and ratified it (including Australia), it required those States Parties to bring their domestic legislation into conformity with their CRPD obligations. The Disability Discrimination Act 1992 (DDA), and the Disability Standards for Education 2005 (Standards) made under it, remain the principal Australian statutory protection of the rights of students with disability to access education on the basis of equality and non-discrimination even though the DDA and the Standards preceded the CRPD. This article explores the proposition that the DDA and the Standards do not adequately implement Australia’s international legal obligations in relation to the education of students with disability. Note: This article makes use of agreed or legally defined terms. These terms are presented in italics throughout.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"235 - 250"},"PeriodicalIF":1.3,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43783281","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 : 2022-09-28DOI: 10.1177/00049441221125282
S. Carrington, Carly J. Lassig, Lara Maia-Pike, Glenys Mann, S. Mavropoulou, Beth R. Saggers
Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia.
{"title":"Societal, systemic, school and family drivers for and barriers to inclusive education","authors":"S. Carrington, Carly J. Lassig, Lara Maia-Pike, Glenys Mann, S. Mavropoulou, Beth R. Saggers","doi":"10.1177/00049441221125282","DOIUrl":"https://doi.org/10.1177/00049441221125282","url":null,"abstract":"Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia.","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"66 1","pages":"251 - 264"},"PeriodicalIF":1.3,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43807842","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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