Pub Date : 2023-05-23DOI: 10.1007/s13384-023-00635-7
Donna Pendergast, Beryl Exley, Frances Hoyte
In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. We delve into the public commentary about the broader commission of preservice and graduate teacher quality in general and the TPA in particular. We draw on Bernstein's pedagogic identities and deductively apply this theory to explore this phenomenon. We use a data set of publicly available legacy media and social media tweets made over a ten-month period from August 2019 to May 2020 to reveal the focus, inherent bias and pedagogic identities promoted by these public discourses. The paper concludes with discussion about the implications of these drivers on the public perception of quality in ITE and on the status of teaching more broadly.
{"title":"Public commentary on teacher quality: an analysis of media comment on the teaching performance assessment.","authors":"Donna Pendergast, Beryl Exley, Frances Hoyte","doi":"10.1007/s13384-023-00635-7","DOIUrl":"10.1007/s13384-023-00635-7","url":null,"abstract":"<p><p>In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. We delve into the public commentary about the broader commission of preservice and graduate teacher quality in general and the TPA in particular. We draw on Bernstein's pedagogic identities and deductively apply this theory to explore this phenomenon. We use a data set of publicly available legacy media and social media tweets made over a ten-month period from August 2019 to May 2020 to reveal the focus, inherent bias and pedagogic identities promoted by these public discourses. The paper concludes with discussion about the implications of these drivers on the public perception of quality in ITE and on the status of teaching more broadly.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-19"},"PeriodicalIF":2.1,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10204678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9686583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-20DOI: 10.1007/s13384-023-00633-9
Catherine Waite, Lucas Walsh, Rosalyn Black
{"title":"Negotiating senses of belonging and identity across education spaces","authors":"Catherine Waite, Lucas Walsh, Rosalyn Black","doi":"10.1007/s13384-023-00633-9","DOIUrl":"https://doi.org/10.1007/s13384-023-00633-9","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49629985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-20DOI: 10.1007/s13384-023-00632-w
Felicity Roux, S. Burns, J. Hendriks, H. Chih
{"title":"“What’s going on in my body?”: gaps in menstrual health education and face validation of My Vital Cycles®, an ovulatory menstrual health literacy program","authors":"Felicity Roux, S. Burns, J. Hendriks, H. Chih","doi":"10.1007/s13384-023-00632-w","DOIUrl":"https://doi.org/10.1007/s13384-023-00632-w","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45204750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-20DOI: 10.1007/s13384-023-00629-5
A. Skourdoumbis, M. Thomas, S. Rawolle
{"title":"Being critical of the student achievement problem in Australia","authors":"A. Skourdoumbis, M. Thomas, S. Rawolle","doi":"10.1007/s13384-023-00629-5","DOIUrl":"https://doi.org/10.1007/s13384-023-00629-5","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49247708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-20DOI: 10.1007/s13384-023-00620-0
N. Nakata
{"title":"Indigenous languages & education: Do we have the right agenda?","authors":"N. Nakata","doi":"10.1007/s13384-023-00620-0","DOIUrl":"https://doi.org/10.1007/s13384-023-00620-0","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47224143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1007/s13384-023-00631-x
Helen Adam, M. Byrne
{"title":"‘I’m not from a country, I’m from Australia.’ Costumes, scarves, and fruit on their heads: The urgent need for Culturally Responsive Pedagogy when sharing diverse books with children","authors":"Helen Adam, M. Byrne","doi":"10.1007/s13384-023-00631-x","DOIUrl":"https://doi.org/10.1007/s13384-023-00631-x","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-20"},"PeriodicalIF":2.1,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46937659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.3102/0013189X231166441
In Figure 1 of the original version of this article published OnlineFirst, the text in the legends were inadvertently switched. In Panel A and Panel C, “Distant Host Country” and “Neighboring Host Country” were swapped. Similarly, in Panel B and Panel D, “Low Income Host Country” and “High Income Host Country” were also swapped. The correct figure and legend appear below. This has been corrected for the online and print versions of the article. CORRIGENDUM
{"title":"Corrigendum to “School Inclusion of Refugee Students: Recent Trends From International Data”","authors":"","doi":"10.3102/0013189X231166441","DOIUrl":"https://doi.org/10.3102/0013189X231166441","url":null,"abstract":"In Figure 1 of the original version of this article published OnlineFirst, the text in the legends were inadvertently switched. In Panel A and Panel C, “Distant Host Country” and “Neighboring Host Country” were swapped. Similarly, in Panel B and Panel D, “Low Income Host Country” and “High Income Host Country” were also swapped. The correct figure and legend appear below. This has been corrected for the online and print versions of the article. CORRIGENDUM","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"165 1","pages":"NP1 - NP1"},"PeriodicalIF":2.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76913465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1007/s13384-023-00625-9
Sally Baker, Loshini Naidoo
The growing literature on access, participation, and success of refugees entering higher education has illustrated the myriad challenges that this cohort faces. Much of this research has rightly focused on the student perspective, exploring the barriers and challenges that impede entry, engagement, and achievement. Relatedly, there is growing attention to the need for trauma-informed support, particularly following the impacts of COVID on learning. This article takes these challenges as a departure point to adjust the gaze on universities and ask what needs to be considered and implemented in order to develop better student supports. We use Tronto's (2013) notion of ethics of care-examining issues of attentiveness (caring about), responsibility (caring for), competence (caregiving), responsiveness (care receiving), and trust (caring with)-to carefully probe how universities can develop trauma-informed supports that are more caring and nuanced, not only for students from refugee backgrounds but for all students.
{"title":"Developing trauma-informed university supports for refugee background students in Australia: Refocusing through an ethics of care lens.","authors":"Sally Baker, Loshini Naidoo","doi":"10.1007/s13384-023-00625-9","DOIUrl":"10.1007/s13384-023-00625-9","url":null,"abstract":"<p><p>The growing literature on access, participation, and success of refugees entering higher education has illustrated the myriad challenges that this cohort faces. Much of this research has rightly focused on the student perspective, exploring the barriers and challenges that impede entry, engagement, and achievement. Relatedly, there is growing attention to the need for trauma-informed support, particularly following the impacts of COVID on learning. This article takes these challenges as a departure point to adjust the gaze on universities and ask what needs to be considered and implemented in order to develop better student supports. We use Tronto's (2013) notion of ethics of care-examining issues of attentiveness (caring about), responsibility (caring for), competence (caregiving), responsiveness (care receiving), and trust (caring with)-to carefully probe how universities can develop trauma-informed supports that are more caring and nuanced, not only for students from refugee backgrounds but for all students.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-16"},"PeriodicalIF":2.1,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10141824/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9686580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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