JournalTOCs

Journal of Student Engagement : Education Matters
Number of Followers: 13

This is an Open Access Journal

Open Access journal
ISSN (Print) 1839-8340
Published by U of Wollongong

[7 journals]

Start Early: Promoting Mindfulness in Primary Schools to Delay the Onset
of Stress [The last paper of this journal explains how promoting
‘mindfulness’ in primary school education could provide a means of
enhancing student wellbeing at school. It was written by a 4th year
pre-service primary school teacher]
- Authors: Cagla Dincsoy
  Abstract: Primary schools are the foundational stages in the education system – an extensive seven-year period that offers both growth and development to students. During this time, an individual’s wellbeing, that is, the way an individual feels, interacts, moves, mentally functions and personally devotes themselves, is in constant evolution (DEC NSW, 2015). Healthy wellbeing is dependent on constant interaction with positive change, however, environmental factors may potentially pose negative distress, causing personal wellbeing to enter a state of imbalance (DEC NSW, 2015). This paper explains how promoting ‘mindfulness’ in primary school education, could provide a means of reducing the prevalence of psychosocial stress and enhancing overall performance at school. The practicality of this article is supported with age-related developmental and ethical considerations associated with implementing mindfulness interventions, along with a discussion of research findings.
  PubDate: Wed, 07 Mar 2018 20:21:23 PST
JSEEM 7(1) - Author Biographies
- Authors: Russell Walton
  Abstract: Author biographies for the volume 7, number 1 issue of the Journal of Student Engagement: Education Matters, 2017.
  PubDate: Mon, 30 Jan 2017 17:11:27 PST
The Experience of Parenting a Child With Dyslexia: An Australian
perspective
- Authors: Kerrie Delany
  Abstract: Dyslexia is a complex multi-faceted concept that hinders literacy development across the lifespan. Literature reports that parenting a child with dyslexia can be traumatic. This qualitative study begins to bridge a gap in the literature to explore the experience of parenting a child with dyslexia in Australia. A small homogenous sample of five mothers participated in an individual one-off, semi-structured, audio-recorded interview. Using interpretative phenomenological analysis, the overarching core of the participant’s experience was ‘A long difficult journey toward personal empowerment’. Five themes conceptualised this journey: grieving the loss of normal; fierce but reluctant warriors; navigating system failures; the changing sense of self; and hope for the future. This is the first known study to apply disability literature and a model of psychological empowerment (PE) to explain the evolving nature of parenting a child with dyslexia. Future research, therefore, could expand these findings across wider demographic samples to further validate these findings and inform the development of relevant support services to assist parents in the long difficult journey of parenting a child with dyslexia in Australia.
  PubDate: Mon, 30 Jan 2017 17:11:23 PST
Burnout in NSW School Counsellors: Relationships between mindfulness,
career-sustaining practices and work setting
- Authors: Kym-Myree Earle
  Abstract: Burnout, a multifaceted psychological construct, is associated with a diverse range of undesirable physical and psychological consequences. School counsellor, employed in New South Wales (NSW) public schools, like other mental health professionals and teachers, are vulnerable to burnout that may negatively affect their work with students. While there is some international research into burnout within school counsellors, no studies have examined this within NSW school counsellors. This study, therefore, replicated Australian research by Di Benedetto and Swadling (2014), who investigated the relationships among burnout in psychologists, work-setting, mindfulness and career-sustaining behaviours (CSBs). One hundred and thirty-one NSW Department of Education (NSW DoE) school counsellors (M = 44.08, SD=11.99) were surveyed to assess self-reported burnout, mindfulness and CSB preferences. Moderate levels of burnout were reported among these school counsellors. School counsellors working in rural areas reported significantly higher burnout compared to counsellors working in Sydney metropolitan or urban (Wollongong, Newcastle, Central Coast) areas. There was a strong negative relationship between mindfulness and burnout. Specific CSBs had small to medium associations with lower burnout. Some CSB preferences were linked to higher burnout. Increasing mindfulness practices may help in the prevention and management of burnout in NSW school counsellors.
  PubDate: Mon, 30 Jan 2017 15:56:23 PST
Burnout in NSW School Counsellors: How do years of experience,
career-sustaining behaviours and mindfulness affect burnout levels'
- Authors: Amanda Rodd
  Abstract: The purpose of the current study was to determine correlations between years of service and burnout experienced by members of the New South Wales Department of Education school counselling service in Australia. The benefits of participation in mindfulness and career-sustaining behaviours on levels of burnout in the sample were also explored. The 138 participants each completed a burnout inventory, mindfulness questionnaire and career-sustaining behaviours questionnaire. The participants were allocated to one of three groups: highly experienced, experienced or inexperienced. Results indicated that, as years of experience increased, levels of burnout decreased. Participation in some, but not all, facets of mindfulness were found to increase as years of experience increased. Participation in mindfulness and careersustaining behaviours were associated with lower levels of burnout. Spending time with a partner/family and maintaining self-awareness were the two careersustaining behaviours that were found to have the largest positive impact on levels of burnout. However, additional research in this area is required to further elucidate the types of career-sustaining behaviours that have the mostpositive impacts on burnout.
  PubDate: Mon, 30 Jan 2017 15:56:20 PST
The role of secure peer groups in social and emotional outcomes for
adolescents in an academically selective high school setting
- Authors: Leanne Foubister
  Abstract: This qualitative study sought the voice of eight adolescents attending two academically selective high schools in New South Wales to better understand how peer groups influence the social and emotional wellbeing of ability grouped students. The 21-item Depression, Anxiety, Stress Scale (DASS-21; Lovibond & Lovibond, 1995) was used to measure participants’ self-reported psychological wellbeing. Individual semi-structured interviews explored the factors that contributed to the formation and maintenance of secure peer relationships, and a school’s role in this. Transcripts were interrogated utilising iterative principles of interpretive phenomenological analysis (Smith, 1995). The findings from this study suggest that secure peer groups have a positive influence on the social and emotional outcomes of students who attend academically selective high schools. The formation and maintenance of school-based friendship groups, however, is hindered by several logistical constraints outside the control of the individual students.
  PubDate: Mon, 30 Jan 2017 15:51:17 PST
Spirituality and Wellbeing: Primary teacher and school counsellor
perspectives
- Authors: Suzanne Schwebel
  Abstract: Addressing the spiritual wellbeing of students in New South Wales (NSW) schools is not only important for their overall wellbeing but is now part of the NSW Department of Education and Communities’ (NSW DEC, 2015) Wellbeing Framework for Schools, However, research indicates there may be challenges due to difficulties and confusion regarding how to address student spiritual wellbeing in a secular education setting. Using a qualitative design, the current study aimed to explore teacher and counsellor perceptions of spiritual wellbeing, and how these may impact their ability to address spiritual wellbeing in practice. Semi-structured interviews were conducted with three teachers and three school counsellors and the transcripts were analysed using interpretative phenomenological analysis. Implications and recommendations for reducing barriers to implementation are considered and avenues for future research are highlighted. In particular, it is recommended for governing bodies of teachers and counsellors to recognise this challenge as an ethical dilemma, to provide education and training to develop teacher and counsellor understandings of spiritual wellbeing and to reflect on their own beliefs within this framework.
  PubDate: Mon, 30 Jan 2017 15:51:14 PST
Editorial 2017 - JSEEM 7(1)
- Abstract: Welcome to a special postgraduate edition of JSEEM. The contributing authors have all been SCIT (School Counsellors in Training) students with the University of Wollongong, Australia. To take part in the SCIT program applicants must have attained a teaching qualification, be employed by the New South Wales Department of Education (NSW DoE) and enrol in a Graduate Diploma in Psychology. The cutting-edge program takes two years for completion and facilitates simultaneous work as a school counsellor with university study. The diploma is designed to address the requirements of such bodies as the Psychology Board of Australia and the Australian Psychological Society, as well as providing partial qualification to register as a psychologist with the Pyschology Board of Australia (supervision of practice is also required). In the final year, students undertake a major research project. This issue of JSEEM is comprised of a selection of the higher-ranked projects from 2016.
  PubDate: Mon, 30 Jan 2017 15:33:24 PST
JSEEM 6(1) - Author biographies
- Authors: Russell Walton
  Abstract: Author biographies for the volume 6, number 1 issue of the Journal of Student Engagement: Education Matters, 2016.
  PubDate: Thu, 04 Aug 2016 21:41:13 PDT
Resilience in children: Educational significance
- Authors: Robert Angelkovski
  Abstract: Everybody will encounter adversity in life at one point or another. Being able to deal with the situation competently, and move forward, depends on resilience. Psychologists refer to two widely known approaches for dealing with adversity: emotion focused and problem focused, the latter being the more desirable, as the emotion-focused approach has been linked with depression. However, having effective coping skills does not occur automatically and children need some guidance in this respect. Despite, in most cases, parents1 playing the major role in a child’s upbringing, schools also play a significant role. This paper discusses some practical applications for educators which may help foster resilience in children they teach.
  PubDate: Thu, 04 Aug 2016 21:41:09 PDT
The importance of ‘teacher quality’ and ‘quality teaching’ on
academic performance
- Authors: Courtney Belsito
  Abstract: This paper aims to address the importance of, and difference between, the concepts of ‘teacher quality’ and ‘quality teaching’, based on students’ academic performances within the Programme for International Student Assessment test (PISA) and the National Assessment Program of Literacy and Numeracy (NAPLAN). Comparisons will then be made between countries to determine the impact of ‘teacher quality’ and ‘quality teaching’ upon the success of student outcomes based on the rankings of PISA and NAPLAN. The paper will also address what changes have been incorporated among the selected countries to improve their international education ranking.
  PubDate: Thu, 04 Aug 2016 21:36:13 PDT
Critical and Creative Thinkers in Mathematics Classrooms
- Authors: Sarah Sanders
  Abstract: There has been increased recognition of the need for teachers to equip students with critical and creative thinking skills. This paper argues the importance of critical and creative thinking skills in the context of a mathematics classroom. In particular, it will address the role of teacher pedagogy in creating a collaborative and supportive learning environment to foster the development of critical and creative thinking skills. The principles of constructivism are emphasised, as effective pedagogical considerations that may enhance critical and creative thinking skills in mathematics classrooms.
  PubDate: Thu, 04 Aug 2016 21:36:09 PDT
Mathematical learning with a purpose
- Authors: Elizabeth Giardini
  Abstract: Creating real-world, relevant and purposeful learning experiences in mathematics for children correlates strongly with the three forms of engagement: cognitive, operative and affective. Affective engagement is the most problematic as it is unachievable without purposeful mathematical learning experiences, however, the three forms of engagement are interrelated. Each must be considered when planning for purposeful mathematics, as they are all vital to assist moving beyond the common attitude towards mathematics as boring or irrelevant. Enabling students to engage cognitively, operatively and affectively with mathematics, enhances their ability to have a more positive and successful experience. The aim of this article is to demonstrate how real, relevant and purposeful mathematical experiences can look in a classroom context, taking the three forms of engagement into account.
  PubDate: Thu, 04 Aug 2016 21:16:09 PDT
The impact of teacher–student relationships on the development of
talent: Connections with Gagné’s DMGT 2.0
- Authors: Wade Dever
  Abstract: Teacher–student relationships are a critical component in education, influencing development across emotional, behavioural, academic and social domains. While there is considerable research on teacher–student relationships in the everyday classroom, little has been identified on the impact of teacher– student relationships within the gifted and talented population. This review draws together research on teacher–student relationships and Gagné’s gifted and talented developmental theory. The paper firstly discusses teacher–student relationships in a broad sense and defines the gifted and talented developmental process in line with Gagné’s theory. The paper then combines the two bodies of research to explore and discuss the potential impacts that teacher–student relationships may have on the development of talent. In particular, the paper will discuss the effects that teacher–student relationships have on the identification processes needed to acknowledge those who are gifted and talented. Additionally, the paper will explore how motivation in regards to academic achievement can be fuelled by negative teacher–student relationships. A discussion will follow on how relationships formed with peers can affect those who are gifted and talented and how the teacher–student relationship can have a significant role in how peer relationships develop.
  PubDate: Thu, 04 Aug 2016 21:11:12 PDT
Editorial 2016 - JSEEM 6(1)
- Authors: Russell Walton
  Abstract: Welcome to issue six of the Journal of Student Engagement: Education matters. In the journal’s short existence our undergraduate authors have had their articles downloaded approx. 80,000 times. When the journal started, such a figure in such a short time was beyond our wildest expectations. It is a credit to all of the undergraduate authors that, through their dedication to their disciplines and education, the journal has reached such a wide audience. Teaching, however, requires a different set of skills to writing an article. For each of our contributors, their formative teaching skills came not from writing essays but from practical experiences in the classroom. In this regard professional experiences (also known as practicum, prac. or PEX) play a fundamental role for teacher trainees. They allow students to assess their teaching skills, to reflect on their experiences and to adapt and improve in a real-world situation. For some students, it provides an opportunity to realise that teaching is not for them; for the majority, though, practical experience in the classroom is an affirmation not just of the career they have chosen but also of themselves and the value they bring to the classroom. The combination of quality professional classroom experiences and an opportunity to partake in such experiences in the early stages of pre-service teaching degrees is fundamental to the development of teaching competence. It is in the context of professional experience that the genesis for the ideas of each of this issue’s contributors lie.
  PubDate: Thu, 04 Aug 2016 21:11:08 PDT
JSEEM 5(1) - Author biographies
- Authors: Russell Walton
  Abstract: Author biographies for the volume 5, number 1 issue of the Journal of Student Engagement: Education Matters, 2015.
  PubDate: Tue, 13 Oct 2015 19:00:42 PDT
Reactive attachment disorder in children: Impacts on development,
educational implications and the need for secure attachment
- Authors: Alexia Ohtaras
  Abstract: The early years of a child’s life are regarded as the most important, in the sense that encounters within infancy tend to influence the child’s maturation. ‘Attachment’ is regarded as a prime contributor to the success or inhibition of child development, making it a vital component of child–caregiver interactions. This paper highlights the detrimental consequences that insecure attachment can have upon the maltreated child and their personal development through focusing on reactive attachment disorder (RAD). RAD is recognised as a clinical disorder that limits the child’s social abilities, emotional regulation and cognitive function. Throughout this paper, RAD will be explored in terms of origin, characteristics, implications and educational implications for children with the disorder, which will be framed within Bronfenbrenner’s Bioecological Model of Human Development. In accentuating the deleterious factors stemming from RAD, and ultimately insecure attachment, the need for secure attachment is implied.
  PubDate: Tue, 13 Oct 2015 18:55:42 PDT
Educational motivation meets Maslow: Self-actualisation as contextual
driver
- Authors: Michaela Neto
  Abstract: This paper considers motivation and the relationship to the self-actualisation needs proposed by Abraham Maslow, impacting the academic motivation of students. Self-actualisation needs, are applicable to self-determination theory as well general and academic motivation. The work of Maslow and his conceptions of self-actualisation have evolved over time and it is the aim of the author to marry modern notions of self-actualisation and motivation with ways by which they can inform educators’ practices.
  PubDate: Tue, 13 Oct 2015 18:45:42 PDT
Cognitive load and Asperger’s: Teaching relevance
- Authors: Lauren Leonard
  Abstract: This paper examines Asperger’s syndrome and Cognitive Load Theory, as well as makes links to teaching relevance and classroom implications. Currently it is recognised that those with Asperger’s may have an impaired sensory register (i.e., sensory overload), however, this may also be extended into Cognitive Load Theory. That being, Cognitive Load Theory may present a further understanding of the potential ‘overload’ occurring in minds of those with Asperger’s syndrome (i.e., working memory overload).
  PubDate: Tue, 13 Oct 2015 18:40:39 PDT
Using information and communication technologies to promote participation
and peer co-operation during collaborative literacy tasks for
English-language learners
- Authors: Callum Downes
  Abstract: Collaborative learning tasks have been used extensively to enhance the literacy development of English language learners for many years. In some cases, however, peer-assisted activities stifle language learning due to dominant– passive interaction patterns and the onset of performance anxiety. The proliferation of web-based information and communication technologies has provided an alternative to face-to-face interactions that can potentially overcome these limitations of collaborative literacy tasks. This paper will investigate the use of applications such as Google Docs, Facebook, Internet blogs and wikis in both school and home environments. The benefits of using such technology to increase the participation, co-operation and literacy development of English language learners during collaborative learning tasks will be discussed.
  PubDate: Tue, 13 Oct 2015 18:35:42 PDT

HOME > Browse the 73 Subjects covered by JournalTOCs
Subject	Total Journals