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Authors:David J Stevenson, James T Neill, Kayla Ball, Rebecca Smith, Melena C Shores Abstract: Australian Journal of Education, Ahead of Print. Student violence directed at school educators appears to be increasing, thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This observational study surveyed 369 government primary school staff in the Australian Capital Territory. Sixty per cent of respondents reported abusive language, 42% physical aggression, and 43% experienced other threatening behaviour from students at least weekly. More than one-third of respondents rated the impact of these experiences as moderate or higher. The most effective prevention strategies, according to respondents, were the educator’s response to the threat, focusing on the student’s needs, working collaboratively, and using antecedent control. The most effective coping strategies were debriefing, self-care, and work support. The most helpful sources of support were workplace colleagues, partners, school leaders, and friends. This study offers a solution-focused perspective about what works in preventing and coping with occupational violence from educators’ points of view. Citation: Australian Journal of Education PubDate: 2022-05-23T02:18:47Z DOI: 10.1177/00049441221092472
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Authors:Pauline Taylor-Guy Abstract: Australian Journal of Education, Ahead of Print.
Citation: Australian Journal of Education PubDate: 2022-05-17T01:26:35Z DOI: 10.1177/00049441221093819
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Authors:Amanda Heffernan, David Bright, Misol Kim, Fiona Longmuir, Bertalan Magyar Abstract: Australian Journal of Education, Ahead of Print. Concerns are mounting about the attraction and retention of teachers in Australian schools. This study draws upon a questionnaire of 2444 Australian primary and secondary school teachers, which revealed that only 41% of respondents intended to remain in the profession. Through a thematic analysis of the qualitative data within the questionnaire, we use employee turnover theory to enable an understanding of the reasons 1446 of the respondents described as influencing their intentions to leave the profession. These reasons included heavy workloads, health and wellbeing concerns for teachers and the status of the profession. We also use turnover theory to analyse responses from all 2444 respondents and explore possible mitigating strategies or practices that might reduce turnover intention, including meaningful reductions in workload and raising the status of the teaching profession. In doing so, we contribute nuanced qualitative empirical insights which can inform policy and practice. Citation: Australian Journal of Education PubDate: 2022-05-06T11:50:42Z DOI: 10.1177/00049441221086654
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Authors:Christina Gray, Helen Egeberg, Tammy Green Abstract: Australian Journal of Education, Ahead of Print. The gap between theory and practice during initial teacher training has been an enduring topic of research due to its impact on teacher-readiness. Given the COVID-19 pandemic campus closures threatening to widen the gap, this research was a timely intervention aimed at connecting pre-service teachers to their professional network. Specifically, the project brought together pre-service drama teachers and in-service drama teachers (identified as positive mentors and practitioners) in two 90 minute online forums, to explore pedagogical perspectives and understandings. Semi-structured focus-group and individual interviews were held with 21 pre-service drama teachers. Data revealed that the lived experience shared by drama teachers assisted pre-service teachers translate theory into practice supporting the learning of their pedagogical craft, both instructionally and behaviourally. Furthermore, this collaboration appeared to enhance motivation, build connection to the drama education community and inspire pre-service students during a personally and professionally challenging time in their initial teacher training. Citation: Australian Journal of Education PubDate: 2022-04-26T10:20:19Z DOI: 10.1177/00049441221090006
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Authors:Garry Falloon, Markus Powling, Sharon Fraser, Vesife Hatisaru Abstract: Australian Journal of Education, Ahead of Print. Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals’ and teachers’ proximal processes and developmental assets in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements. Citation: Australian Journal of Education PubDate: 2022-04-17T09:56:14Z DOI: 10.1177/00049441221083347
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Authors:Paul F. Burke, John Buchanan Abstract: Australian Journal of Education, Ahead of Print. Staffing rural and regional schools remains an intractable problem. This study identifies effective incentives for attracting teachers to difficult-to-staff rural and remote schools in New South Wales (NSW), Australia. Compared to their urban counterparts, students in these schools are disadvantaged by teacher staff shortages, inexperience and attrition. The research investigated the ability for existing incentives of the NSW Department of Education, other education systems and other professions to attract professionals to rural and remote appointments using a discrete choice experiment methodology. The findings identify ways of attracting teachers of differing levels of experience and commitment to work in such areas. Citation: Australian Journal of Education PubDate: 2022-02-01T06:55:50Z DOI: 10.1177/00049441211066357
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Authors:Kylie Hillman First page: 3 Abstract: Australian Journal of Education, Ahead of Print.
Citation: Australian Journal of Education PubDate: 2022-02-09T12:46:31Z DOI: 10.1177/00049441211069206
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Authors:Kang Ma, Anne McMaugh, Michael Cavanagh First page: 57 Abstract: Australian Journal of Education, Ahead of Print. This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement. Citation: Australian Journal of Education PubDate: 2022-01-03T07:04:49Z DOI: 10.1177/00049441211060474
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Authors:Nicola Bell, Kevin Wheldall First page: 73 Abstract: Australian Journal of Education, Ahead of Print. The present study was conducted to explore how the relationships between reading comprehension constructs change according to word reading accuracy, as measured in a large convenience sample (n = 857) of school-aged students (Years 3–6) with reading difficulties. Multiple regression analyses containing interaction variables were conducted, to determine whether word reading accuracy moderated the relationships between the dependent variable (i.e. reading comprehension) and independent variables (i.e. each of vocabulary and nonword reading accuracy). The interaction variable between word reading accuracy and receptive vocabulary was significant, with steeper slopes evident among more skilled readers compared to less skilled readers. Conversely, the interaction variable between word reading accuracy and nonword reading accuracy was also significant, but with steeper slopes evident among the less skilled reader groups. These patterns align with what has been found in typically developing children: as word reading ability improves, reading comprehension depends more so on language comprehension skills than lower-level decoding skills. Citation: Australian Journal of Education PubDate: 2022-02-07T03:35:30Z DOI: 10.1177/00049441211062941
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Authors:Mark Dowley, Suzanne Rice First page: 92 Abstract: Australian Journal of Education, Ahead of Print. National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student. Citation: Australian Journal of Education PubDate: 2022-01-03T08:49:28Z DOI: 10.1177/00049441211061889
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Authors:Tebeje Molla First page: 5 Abstract: Australian Journal of Education, Ahead of Print. For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment. Citation: Australian Journal of Education PubDate: 2021-03-09T04:13:36Z DOI: 10.1177/0004944121997468
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Authors:Vicki J Keast First page: 26 Abstract: Australian Journal of Education, Ahead of Print. A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made. Citation: Australian Journal of Education PubDate: 2021-12-15T12:07:32Z DOI: 10.1177/00049441211059239
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Authors:Michelle Trudgett, Susan Page, Stacey K Coates First page: 40 Abstract: Australian Journal of Education, Ahead of Print. The number of Indigenous Australians engaged in the higher education has risen steadily in recent years. Since the 1970s, several groups have been established to represent issues impacting Indigenous staff and students across the Australian higher education sector. Despite the deep passion and commitment by Indigenous leaders to advance Indigenous education in general, no single group currently provides adequate representation and advocacy on these issues. This article reports on findings from an Australian Research Council-funded study on Indigenous leadership in higher education. In doing so, it shares the perspectives of senior Indigenous leaders, university executive such as Vice-Chancellors and Indigenous academics. Ultimately, this article purports that it is necessary for the Federal Government and Universities Australia to work collaboratively with Indigenous People if we are going to see collective advancement across the sector and that this needs to occur in a more meaningful way than currently exercised. Citation: Australian Journal of Education PubDate: 2021-04-23T09:57:34Z DOI: 10.1177/00049441211011178
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