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Authors:Laura Kotevska4334The University of Sydney; Australia Abstract: Australian Journal of Education, Ahead of Print.
Citation: Australian Journal of Education PubDate: 2025-05-31T09:45:02Z DOI: 10.1177/00049441251342613
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Authors:Jasmine Turner; Rachel M. Roberts1066The University of Adelaide, Australia, , Junwen Chen2219Australian National University, Australia, , Michael Proeve1066The University of Adelaide, Australia Abstract: Australian Journal of Education, Ahead of Print. Growing with Gratitude (GWG) is a universal prevention program based on positive psychology that aims to prevent anxiety and depression in primary-school-aged children. The mental health of children is a key concern for schools as it has an extensive ... Citation: Australian Journal of Education PubDate: 2025-05-27T02:49:10Z DOI: 10.1177/00049441251344371
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Authors:Tanya Serry2080La Trobe University; Australia, , Lisa FurlongUniversity of Canterbury, New Zealand, , Pamela Snow, Tessa Weadman, Caitlin Stephenson2080La Trobe University, Australia Abstract: Australian Journal of Education, Ahead of Print. Remote teaching during the COVID-19 pandemic provided a unique opportunity for parents of early years students to gain insights into instructional methods used to teach reading and spelling. We used this opportunity to seek parents’ perspectives about the ... Citation: Australian Journal of Education PubDate: 2025-05-13T11:01:53Z DOI: 10.1177/00049441251340099
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Authors:Nicola Bell, Kevin Wheldall; Australia608890, , Kevin Wheldall608890Macquarie University, Australia Abstract: Australian Journal of Education, Ahead of Print. The Martin and Pratt Nonword Reading Test (‘Martin & Pratt’) is an Australian-normed assessment of nonword reading accuracy. The current study was conducted to examine whether this test still validly and accurately estimates the decoding skills of primary school-aged children, despite its norms having been collected in 1996. To address these questions, reading assessment data were collected from 176 Australian students (3 independent schools) from Years 1 through 6. Strong correlations between the Martin & Pratt and similar measures were observed, although the standard scores generated were consistently higher than other tests. This pattern of results indicated that the test is valid but overestimates nonword reading ability. Citation: Australian Journal of Education PubDate: 2025-03-01T01:57:37Z DOI: 10.1177/00049441241310642
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Authors:Kylie Hillman; 56366Australian Council for Educational ResearchEmail: Kylie.Hillman@acer.org Abstract: Australian Journal of Education, Ahead of Print.
Citation: Australian Journal of Education PubDate: 2025-02-25T12:53:32Z DOI: 10.1177/00049441251321242
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Authors:Cheryl Kickett-Tucker, Jennifer Dodd, Juli Coffin, Debra Johnson, Donna Cross, Sophie Karangaroa; Jennifer Dodd1649Curtin University, Australia, , Juli Coffin5673Murdoch University, Australia, , Deborah Johnson3078Michigan State University, USA, , Donna Cross2720University of Western Australia, Australia, , Sophie Karangaroa1649Curtin University, Australia Abstract: Australian Journal of Education, Ahead of Print. The Moombaki (where the river meets the sky) study hypothesises that increasing the knowledge and pride that Aboriginal children have of their identity will contribute positively toward their education, health and well-being outcomes. Through research yarning circles conducted at three urban primary schools in Boorloo (Perth), Aboriginal educators (Aboriginal and Islander Education Officers [AIEOs] and teachers) described how to respond to Aboriginal students’ needs in school environments. These included culturally safe environments for the provision of culturally responsive education. Forty-five non-Aboriginal teachers and school leaders (Principals and Vice-Principals) also participated. The article prioritises the voices of the Aboriginal educators and discusses the findings in relation to their lived experiences of working with non-Aboriginal educators. The findings show that AIEOs repeatedly manage the resistance and reluctance of non-Aboriginal educators to meaningfully collaborate in culturally safe and responsive ways. The findings also show the potential for non-Aboriginal staff to work alongside Aboriginal educators. Citation: Australian Journal of Education PubDate: 2025-02-25T08:29:59Z DOI: 10.1177/00049441251321532
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Authors:Catherine Holmes, John Guenther, Rhonda Oliver, Robyn Ober; John Guenther7930Batchelor Institute of Indigenous Tertiary Education, Australia, , Rhonda Oliver1649Curtin University, Australia, , Robyn Ober7930Batchelor Institute of Indigenous Tertiary Education, Australia Abstract: Australian Journal of Education, Ahead of Print. Despite contrary evidence, attendance remains a measurement of success in remote First Nations education. This motivation, in part, derives from the Australian Government’s ‘Closing the Gap’ policies, which in the past included attendance targets for First Nations students. These assumed that increased school attendance led to improved school outcomes. Our article provides an account of what students, school staff and community members living, working and studying in remote and very remote communities say leads to increased school engagement and attendance. We argue concerns about school attendance are more often about poor engagement in learning at school than they are about the proportion of children and young people attending school on any day. The factors that either encourage or negatively impact attendance/engagement are discussed, including school environment, leadership, governance, teachers and teaching, student and external factors, systemic and policy issues. The findings have implications for schools, systems, policies, and funding priorities. Citation: Australian Journal of Education PubDate: 2024-12-10T06:31:36Z DOI: 10.1177/00049441241303785
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Authors:Karen Guo, Elizabeth Rouse; Elizabeth RouseDeakin University, Australia Abstract: Australian Journal of Education, Ahead of Print. The Reggio Emilia Approach (REA) to early years education has attracted considerable attention over the past decades, with a growing interest in its adoption internationally. Despite a substantial body of qualitative research in the field, there remains a gap in understanding how the REA has influenced teaching pedagogies beyond the REA context. This study presents a metasynthesis of qualitative studies on Reggio-inspired practices in Australia, examining 23 articles published over the last two decades. Findings confirm the significant impact of the REA on research, teaching and learning, cementing its status as a promising avenue. Yet integrating it into Australian early years education poses challenges, necessitating proactive measures such as educator and policy maker involvement, professional development, resource support, and a rethink of conventional teaching methods. Citation: Australian Journal of Education PubDate: 2024-11-27T09:48:29Z DOI: 10.1177/00049441241302831
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Authors:Youmen Chaaban, Hoa Thi Mai Ngyuyen; Doha, Qatar, , Hoa Thi Mai Nguyen7800University of New South Wales, Sydney, NSW, Australia Abstract: Australian Journal of Education, Ahead of Print. This qualitative case study uses a boundary crossing lens to explore pre-service teachers’ professional experience through their own perspectives and those of their mentor teachers. A constant comparative method was used to analyse multiple sources of data, including in-depth interviews, field observations, feedback sessions, and reflection meetings. Data analysis revealed three major themes and nine subthemes. These themes illustrated the way the pre-service teachers experienced boundary crossing throughout the professional experience, including (1) navigating collaborative and hierarchical relationships, (2) integrating converging and diverging epistemologies, and (3) engaging in identity work. The study details the subthemes by giving voice to converging and opposing perspectives and reveals the complexities inherent in boundary crossing. Implications for leveraging the professional learning of pre-service teachers echo previous studies and herald the need for considering multiplicity and hybridity in any bridge-construction endeavours across universities, schools and the spaces in between. Citation: Australian Journal of Education PubDate: 2024-11-19T04:10:49Z DOI: 10.1177/00049441241301843
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Authors:Pamela Marie Patrick, Elizabeth Bensley; Elizabeth Bensley2541Monash University, Australia Abstract: Australian Journal of Education, Ahead of Print. Research has shown that teachers are at increased risk for compassion fatigue and low career satisfaction. Compassion fatigue may occur as a result of repeated exposure to traumatic experiences of someone in their care. Utilising a sample of 334 Australian teachers, the present study examined the impact of coping styles on compassion fatigue and compassion satisfaction. Regression analyses revealed that avoidant coping strategies were significant predictors of compassion fatigue. Conversely, teachers who utilised problem-focused coping strategies reported lower levels of compassion fatigue and higher levels of compassion satisfaction than teachers who used other types of coping strategies. These results serve to inform future supports and strategies to promote teacher wellbeing and satisfaction. Citation: Australian Journal of Education PubDate: 2024-11-05T05:53:55Z DOI: 10.1177/00049441241297714
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Authors:Kylie Hillman Abstract: Australian Journal of Education, Ahead of Print.
Citation: Australian Journal of Education PubDate: 2024-09-17T09:06:59Z DOI: 10.1177/00049441241274408
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