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A study of virtual reality and the empathetic experience in Australian secondary students Aust. Educ. Res. (IF 2.383) Pub Date : 2024-04-17 Emma Phillips, Aaron Jarden, Terence Bowles
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‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme Aust. Educ. Res. (IF 2.383) Pub Date : 2024-04-10 Juliana Ryan, Carla Luguetti, Bill Eckersley, Amy Howard, Chloe Hansen, Chloe Ford, Sarah Craig, Claire Brown
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What’s the use of educational research? Six stories reflecting on research use with communities Aust. Educ. Res. (IF 2.383) Pub Date : 2024-04-05 Sophie Rudolph, Eve Mayes, Tebeje Molla, Sophie Chiew, Natasha Abhayawickrama, Netta Maiava, Danielle Villafana, Rosie Welch, Ben Liu, Rachel Couper, Iris Duhn, Al Fricker, Archie Thomas, Menasik Dewanyang, Hayley McQuire, Sophie Hashimoto-Benfatto, Michelle Spisbah, Zach Smith, Tarneen Onus-Browne, Emma Rowe, Joel Windle, Fazal Rizvi
The question of how education research can be ‘useful’ is an enduring and challenging one. In recent years, this question has been approached by universities through a widespread ‘impact’ agenda. In this article, we explore the tensions between usefulness and impact and present six stories that reflect on research use with communities. These stories engage issues of the risk of usefulness, the time
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Understanding the reasons why career changers pursue or pass on a STEM teaching career: a Best–Worst Scaling (BWS) approach Aust. Educ. Res. (IF 2.383) Pub Date : 2024-04-02
Abstract Intractable shortages of science, technology, engineering, and mathematics (STEM) teachers have prompted international policy efforts to recruit career changers to the profession. This research determines the significant influences on career changers’ decisions to pursue or pass on STEM teaching careers. Surveys completed by 91 career changers from Queensland, Australia, were analysed with
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Collaborating and distributing leading: mosaics of leading practices Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-18 Jennifer Charteris, Dianne Smardon, Stephen Kemmis
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Deconstructing gendered approaches in ‘single-sex’ flexi schools: two Australian case studies Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-17 Glenda McGregor, Martin Mills
In Australia coeducation dominates government schooling, with single-sex institutions usually being the preserve of selective government schools and private, often elite, institutions. For marginalised young people who ‘drop out’ or are forced to leave the coeducational mainstream system, flexible and/or non-traditional schools provide alternative pathways. Such schools are primarily coeducational
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I belong; hence, I engage? A cohort study of transitions between school engagement classes and academic achievement: The role of relational school climate Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-15 Ioannis Katsantonis
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Virtual reality games for 3D multimodal designing and knowledge across the curriculum Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-13
Abstract Immersive virtual reality (VR) is anticipated to peak in development this decade bringing new opportunities for 3D multimodal designing across all levels of education. The need for students to gain capabilities with multimodal texts—texts that combine two or more modes, such as spoken, written, and visual—is emphasised at all levels of education from P-12 in the Australian Curriculum. Likewise
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‘Teaching up’ at school and home: young people’s contemporary gender perspectives Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-13
Abstract This paper explores young people’s understandings of gender and investigates their gender-based experiences in high schools in Australia. The discussion is based on qualitative research including focus groups and interviews with 47 recent high school leavers from diverse linguistic, socioeconomic, religious, ethnic, gender and sexuality backgrounds, who attended a broad range of high school
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Learning from a dilemma: The opportunities online teaching provided for teacher growth and development Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-13 Kathy Smith, Jennifer Mansfield, Megan Adams
The global 2020 COVID-19 pandemic impacted teaching and learning in all education institutions. The unprecedented and rapid shift from classroom based to fully online teaching raised unfamiliar dilemmas for educators, requiring immediate operational and pedagogical changes to meet previously unimagined demands. This study reports how an Australian school harnessed this experience and the teacher professional
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Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-11 Kok-Sing Tang, Felicity McLure, John Williams, Catherine Donnelly
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‘I left the teaching profession … and this is what I am doing now’: a national study of teacher attrition Aust. Educ. Res. (IF 2.383) Pub Date : 2024-03-11 Robyn Brandenburg, Ellen Larsen, Alyson Simpson, Richard Sallis, Dũng Trần
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A policy document analysis of student digital rights in the Australian schooling context Aust. Educ. Res. (IF 2.383) Pub Date : 2024-02-14
Abstract Contemporary education is being undeniably shaped by datafication, and while new algorithmic and automated decision-making processes can have educational benefits, they also raise issues about children’s digital rights and education policy responses to these rights. This study mapped how children’s digital right to privacy and related human rights concepts are present in education policy documents
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Online learning environment and student engagement: the mediating role of expectancy and task value beliefs Aust. Educ. Res. (IF 2.383) Pub Date : 2024-02-14 Hoi Vo, Hang Ho
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School uniforms that hurt: an Australian perspective on gendered mattering Aust. Educ. Res. (IF 2.383) Pub Date : 2024-02-14 Melissa Joy Wolfe
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Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey Aust. Educ. Res. (IF 2.383) Pub Date : 2024-02-12
Abstract Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers’ (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed
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The complexities of negotiating school choice for parents with gender diverse children Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-27 Kellie Burns, Brooke Manning
Understandings of gender diversity have increasingly recognised the rights and experiences of children and young people (Meyer & Pullen Sansfaçon, 2014, Smith et al., 2014). A small, but significant body of work focusses on the schooling experiences of gender diverse children/young people. The critical role parents play in supporting gender diverse children/young people is acknowledged (Davy & Cordoba
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Attending to slow violence: From Pride to Stand Out Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-25 Leanne Higham
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Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-25 Narelle Lemon, Kristina Turner
The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that
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Outdoor learning across the early years in Australia: Inconsistencies, challenges, and recommendations Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-23 Lisa Frances, Frances Quinn, Sue Elliott, Jo Bird
In this article, we explore inconsistencies in the implementation of outdoor learning across Australian early years’ education. The benefits of outdoor learning justify regular employment of this pedagogical approach in both early childhood education and primary school settings. Early childhood education services provide daily outdoor learning opportunities as required by Australian national policy
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‘Very little is done other than the odd reminder’…‘look after yourself’: a mixed-methods evaluation of what Australian teachers need and want from a wellbeing program Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-19 Joanne R. Beames, Anna Roberts, Mark Deady, Bridianne O’Dea, Aliza Werner-Seidler
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Supporting the inclusion of gender and sexuality diversity in schools: Auditing Australian education departmental policies Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-11 Jacqueline Ullman, Kate Manlik, Tania Ferfolja
While school policies are not a panacea, gender and sexuality diversity-inclusive policies have the potential to relieve educators’ concerns about what they are ‘allowed’ to engage with in respect to GSD inclusivity and to guide their proactive efforts to support gender and sexuality diverse (GSD) students. Unfortunately, policies enabling educators’ proactive, positive support for GSD students are
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Understanding and responsiveness in the trauma-informed adult ESL classroom Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-08
Abstract This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated
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Exploring what makes learning meaningful for postgraduate business students in higher education Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-08 Sandris Zeivots, Jessica Tyrrell, Dewa Wardak
While research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives
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Im/possible musical selves: experiences of female music students in a music degree Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-03 Helen English, Jon Drummond, Susan Kerrigan
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Decolonising practice in teacher education in Australia: Reflections of shared leadership Aust. Educ. Res. (IF 2.383) Pub Date : 2024-01-02 Rucelle Hughes, Aleryk Fricker
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Correction: Reducing racism in education: embedding Indigenous perspectives in curriculum Aust. Educ. Res. (IF 2.383) Pub Date : 2023-12-22 Gabrielle Murray, Stacey Campton
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'Everyone would freak out, like they’ve never seen a boy before’: young people’s experiences of single-sex secondary schooling in NSW Aust. Educ. Res. (IF 2.383) Pub Date : 2023-12-22
Abstract Although gender expansive views are increasingly evident amongst young people, segregation according to binary notions of gender underpins the organisational structures of single-sex secondary schools. While claims of educational benefits are common, particularly for girls, gender is difficult to disentangle from socioeconomic advantage and other factors. Evidence suggests that such schools
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Effect sizes of writing modality on K-6 students’ writing and reading performance: a meta-analysis Aust. Educ. Res. (IF 2.383) Pub Date : 2023-12-18 Anabela Abreu Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, Margaret Merga
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From fragmentation to coherence: student experience of assessment for learning Aust. Educ. Res. (IF 2.383) Pub Date : 2023-12-16 Julie Arnold, Jill Willis
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Positive education, Aristotelian eudaimonia, and adolescent notions of the ‘good’ life Aust. Educ. Res. (IF 2.383) Pub Date : 2023-12-13 Kylie Trask-Kerr, Tan-Chyuan Chin, Dianne A. Vella-Brodrick
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Sexisms and Un/welcome Diversity in Australian Universities Aust. Educ. Res. (IF 2.383) Pub Date : 2023-12-11 Emily M. Gray, And Pasley, Mindy Blaise, Jacqueline Ullman, Emma Fishwick
This paper offers an analysis of data from the second phase of a project entitled Understanding and Addressing Everyday Sexisms in Australian Universities, which involved interviewing key stakeholders with an understanding of and/or experiences of ‘Everyday Sexisms’ within the academy. The paper demonstrates how women understand themselves as inherently unwelcome within higher education in Australia
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Mediating teachers’ assessment work Aust. Educ. Res. (IF 2.383) Pub Date : 2023-12-07 Lenore Adie, Jeanine Gallagher, Claire Wyatt-Smith, Nerida Spina, Christopher DeLuca
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Enacting everyday democratic pedagogies in a birth-five early years setting Aust. Educ. Res. (IF 2.383) Pub Date : 2023-11-20 Victoria Whitington, Jamie Sisson, Anne-Marie Shin
The Australian Early Years’ Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education
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The curriculum of privilege: elite private boys’ school alumni’s engagements with gender justice Aust. Educ. Res. (IF 2.383) Pub Date : 2023-11-16 Claire E. Charles, George Variyan, Lucinda McKnight
Scholars in critical masculinities studies argue that we need men involved and engaged in gender equity movements for gender justice to be realised. Yet we need to know more about how different groups of men are understanding gender equity and what the barriers might be. Amidst significant media interest in elite private boys’ schooling and its possible (re)production of sexist cultures, this paper
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Reducing racism in education: embedding Indigenous perspectives in curriculum Aust. Educ. Res. (IF 2.383) Pub Date : 2023-11-02 Gabrielle Murray, Stacey Campton
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Using institutional ethnography and students’ voices to explore capacity to learn Aust. Educ. Res. (IF 2.383) Pub Date : 2023-11-01 Debra Talbot
As a response to declining student results on certain academic measures, a great deal of government policy intervention in Australia and internationally has been directed towards correcting a perceived deficit in teachers. Such interventions deliberately ignore the possibility that other factors might also be impacting student learning. The study reported here employed Institutional ethnography (IE)
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From disenfranchisement to hope through youth-adult participatory action research Aust. Educ. Res. (IF 2.383) Pub Date : 2023-10-31 Angelique Howell
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Becoming an English language teacher over lines of desire: Stories of lived experiences Aust. Educ. Res. (IF 2.383) Pub Date : 2023-10-31 Nashid Nigar, Alex Kostogriz, Laura Gurney
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Closing special schools: lessons from Canada Aust. Educ. Res. (IF 2.383) Pub Date : 2023-10-14 Glenys Mann, Suzanne Carrington, Carly Lassig, Sofia Mavropoulou, Beth Saggers, Shiralee Poed, Callula Killingly
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Surviving the educational landscape: a case study of leadership, policy tensions and marketisation Aust. Educ. Res. (IF 2.383) Pub Date : 2023-09-27 Lee Del Col, Garth Stahl
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‘They couldn’t wait, every day they would say are they coming today?’ Stakeholder perceptions of School–University partnership approaches to science teacher education Aust. Educ. Res. (IF 2.383) Pub Date : 2023-09-21 Marianne Logan, Amy Cutter-Mackenzie-Knowles, David Lynch, Maia Osborn
Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school–university partnership approach to science teacher education
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School-based research centres: one school’s exploration Aust. Educ. Res. (IF 2.383) Pub Date : 2023-09-21 Sarah Loch
School-based research centres are growing in number and have potential to amplify school students’ voices in research through activities within the school. This paper explores how one research centre in an independent school in Australia, in a financially and socially privileged context, is using tertiary-type structures (namely, an ethics committee, research journal and conference) to engage students
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Researching teachers’ time use: Complexity, challenges and a possible way forward Aust. Educ. Res. (IF 2.383) Pub Date : 2023-09-08 Greg Thompson, Sue Creagh, Meghan Stacey, Anna Hogan, Nicole Mockler
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Academic work from the perspectives of aspiring academics: a study of doctoral candidates and recent graduates Aust. Educ. Res. (IF 2.383) Pub Date : 2023-09-04 Ai Tam Le
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Transitional pathways through middle school for First Nations students in the Northern Territory of Australia Aust. Educ. Res. (IF 2.383) Pub Date : 2023-08-29 Abel Fekadu Dadi, Vincent He, John Guenther, Jiunn-Yih Su, Robyn Ober, Steven Guthridge
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Benefits of co-creating higher education learning resources: an industry participant perspective Aust. Educ. Res. (IF 2.383) Pub Date : 2023-08-27 Melinda Laundon, Penny Williams, Jannine Williams
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Towards an Indigenous literature re-view methodology: Aboriginal and Torres Strait islander boarding school literature Aust. Educ. Res. (IF 2.383) Pub Date : 2023-08-24 Jessa Rogers
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Suspensions in QLD state schools, 2016–2020: overrepresentation, intersectionality and disproportionate risk Aust. Educ. Res. (IF 2.383) Pub Date : 2023-08-24 Linda J. Graham, Callula Killingly, Matilda Alexander, Sophie Wiggans
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International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles Aust. Educ. Res. (IF 2.383) Pub Date : 2023-08-18 Karen Martin, Madeleine Dobson, Kate Fitzgerald, Madeleine Ford, Stephan Lund, Helen Egeberg, Rebecca Walker, Helen Milroy, Keane Wheeler, Amanda Kasten-Lee, Lisa Bayly, Angela Gazey, Sarah Falconer, Monique Platell, Emily Berger
Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of
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Fieldwork from A–Z? Exploring shifting identities in doctoral research in Australia and Zimbabwe Aust. Educ. Res. (IF 2.383) Pub Date : 2023-08-09 Matthew Harper, Kathleen Smithers
While research into PhD programs and doctoral students’ experiences has increased in recent years, fieldwork is overlooked as a source of learning and support. In education, the focus of this paper, fieldwork remains laced with notions of the anthropologist gathering data in a place that is not their own, which narrowly construct the role of the novice and their expectations around ‘doing’ research
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Platforms and possibilities: a scoping study of curriculum resources for global citizenship education Aust. Educ. Res. (IF 2.383) Pub Date : 2023-08-08 Louise Gwenneth Phillips, Liberty de Rivera, Pauline Harris
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Transitioning to work without school: experiences of the home educated Aust. Educ. Res. (IF 2.383) Pub Date : 2023-07-26 Leah Moir
The school-to-work transition is widely acknowledged as difficult, requiring meaningful support for young people to navigate successfully. This paper examines the reported experiences of six families navigating 23 home educated young people’s transition from compulsory education to tertiary education and work. Data from semi-structured interviews with the parents were thematically analysed using Bourdieu's
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Raising the social status of teachers: teachers as social entrepreneurs Aust. Educ. Res. (IF 2.383) Pub Date : 2023-07-21 Glen Bates, Rosemary Fisher, Kristina Turner, Tafadzwa Leroy Machirori, Andrew Rixon
In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian
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Digital technologies and the early childhood sector: are we fostering digital capabilities and agency in young children? Aust. Educ. Res. (IF 2.383) Pub Date : 2023-07-13 Sinead Wilson, Karen Murcia, Emma Cross, Geoff Lowe
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School-wide positive behavioural support in remote Australian schools: challenges in implementation Aust. Educ. Res. (IF 2.383) Pub Date : 2023-06-28 Laura Loucks, Wendi Beamish, Stephen Hay, Mark Tyler
Providing behavioural support to all students is increasingly recognised as an integral part of teaching and learning in schools throughout the world. This small-scale, qualitative study reports on the perceived challenges faced by staff in implementing school-wide behavioural support at two remote Indigenous primary schools in Queensland, Australia. Individual semi-structured interviews held with
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Intentionality and the active decision-making process in play-based learning Aust. Educ. Res. (IF 2.383) Pub Date : 2023-06-22 Mia Yue Chen, Elizabeth Rouse, Anne-Marie Morrissey
Play, which is both a context and process for children’s learning, has become a pivotal pedagogical component in global early childhood education. The uptake of intentional teaching has contributed to the shift in understandings of play, from viewing play as a means of recreation and entertainment to a more socio-cultural perspective that advocates for educators’ proactive and engaged roles in play
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Colonial texts on Aboriginal land: the dominance of the canon in Australian English classrooms Aust. Educ. Res. (IF 2.383) Pub Date : 2023-06-22 Amy Thomson
From its conception in Australia, subject ‘English’ has been considered central to the curriculum. The English literature strand in the curriculum does not stipulate specific texts but is more explicit regarding what should be considered as an appropriate ‘literary text’. Curriculum documents emphasise the need for texts to have cultural and aesthetic value whilst suggesting that English teachers include
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Learning to teach without an apprenticeship of observation: from home education to initial teacher education Aust. Educ. Res. (IF 2.383) Pub Date : 2023-06-22 Nicole Brunker
Lortie’s original conception of the apprenticeship of observation was one of conservative schooling practice and negative impact on teacher learning for school change. Schooling practices have changed in the 60 years since the original research that established the apprenticeship of observation as launch pad to teaching, changing prospective teachers’ experience of schooling. This article shares the
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Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity Aust. Educ. Res. (IF 2.383) Pub Date : 2023-06-17 Georgina Barton, Maryam Khosronejad, Mary Ryan, Lisa Kervin, Debra Myhill