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Journal articles on the topic 'High schools - Australia'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 March 2023

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1

Le, Anh T., and Paul W. Miller. "High School Graduation in Australia: Do Schools Matter?" Scottish Journal of Political Economy 51, no. 2 (May 2004): 194–208. http://dx.doi.org/10.1111/j.0036-9292.2004.00302.x.

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2

Gurr, David, Lawrie Drysdale, Simon Clarke, and Helen Wildy. "High-need schools in Australia." Management in Education 28, no. 3 (June 30, 2014): 86–90. http://dx.doi.org/10.1177/0892020614537666.

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3

Jagger, Robert G., Vinny Vaithianathan, and Daryll C. Jagger. "A Pilot Study of the Prevalence of Orofacial and Head Injuries in Schoolboy Cricketers at Eight Private Schools in England and Australia." Primary Dental Care os16, no. 3 (July 2009): 99–102. http://dx.doi.org/10.1308/135576109788634359.

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Aims The aims of this pilot study were to determine the prevalence of head, face and dental injuries sustained by schoolboys while playing cricket and to compare the prevalence of those injuries in England and Australia. Methods A questionnaire that determined distribution and prevalence of orofacial injuries sustained when playing cricket was distributed to all players (n=411) who played cricket in four private schools in England and four private schools in Australia. There was a 100% response rate. Results Fifty subjects (24.1%) from English schools and 52 subjects (25.5%) from Australian sc

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Fernandes, Venesser. "Exploring leadership influence within data-informed decision-making practices in Australian independent schools." Studia paedagogica 26, no. 4 (February 14, 2022): 139–59. http://dx.doi.org/10.5817/sp2021-4-7.

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There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplac

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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.

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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowe

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Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.

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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.

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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatr

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Grant, V. J. "Bioethics in High Schools in Australia, Japan and New Zealand." Journal of Medical Ethics 23, no. 3 (June 1, 1997): 198. http://dx.doi.org/10.1136/jme.23.3.198.

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Roberts, Tamsin. "The Learner-Lead Curriculum in Aboriginal Schools." Australian Journal of Indigenous Education 20, no. 5 (November 1992): 3–13. http://dx.doi.org/10.1017/s0310582200005447.

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My students live in three remote Aboriginal community. It is my job to teach them English and the other Primary school subjects. My aim is to produce bi-lingual and bi-cultural individuals. By giving them the ways and means to access white Australian society, they are more able to make an informed decision about the life-style they want and feel confident to interact with white Australia. Many students rarely do more than one or two years at the high school in Alice Springs so there primary education is very important. Students from remote communities rarely do well academically.

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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involv

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Mergler, Amanda G., and Rebecca Spooner-Lane. "Assessing the Personal and Emotional Developmental Outcomes of High-School Students." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 4–16. http://dx.doi.org/10.1375/aedp.25.2.4.

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AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all par

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Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.

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Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public edu

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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "How accessible is IB schooling? Evidence from Australia." Journal of Research in International Education 16, no. 1 (March 15, 2017): 65–79. http://dx.doi.org/10.1177/1475240917696037.

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This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large citie

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Campbell, Marilyn A. "Identification of “At-risk” Students for Prevention and Early Intervention Programs in Secondary Schools." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 65–77. http://dx.doi.org/10.1017/s1037291100002673.

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Recent epidemiological studies in Australia have found that adolescent mental health issues are an important public health problem (Sawyer et al., 2001). These problems are often manifested in the classroom. As many as one in five Australian children aged from 4 to 17 have significant mental health concerns (Zubrick, Silburn, Burton, & Blair, 2000). However, only one in four of these young people receive professional help (Sawyer et al., 2001). To assist in preventing these problems, schools in Australia have been trialling innovative strategies in mental health promotion, prevention and i

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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.

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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this res

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McQuillan, Paul. "Youth Spirituality - A Reality in Search of Expression." Journal of Youth and Theology 3, no. 2 (February 17, 2004): 8–25. http://dx.doi.org/10.1163/24055093-90000214.

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The disaffection of youth with institutional church in both Australia and the U.K. has been well documented. A number of writers in the field point to a remarkable level of spirituality amongst youth. This paper examines the conflicts apparent between young people and church as a means of expression of their spirituality. Some research findings in Australian High Schools are presented. A research survey was designed to determine the level of recognition among senior students of the types of experiences to which some might give a religious interpretation. The level of experiential spirituality

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Box, Gerri, and Val House. "A Report of a Mentoring Program in Western Australia." Australian Journal of Career Development 6, no. 2 (July 1997): 6–8. http://dx.doi.org/10.1177/103841629700600203.

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Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that

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Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, no. 1 (May 1, 2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.

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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students

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Seaton, Marjorie, Herbert W. Marsh, Alexander Seeshing Yeung, and Rhonda Craven. "The Big Fish down under: Examining Moderators of the ‘Big-Fish-Little-Pond’ Effect for Australia's High Achievers." Australian Journal of Education 55, no. 2 (November 2011): 93–114. http://dx.doi.org/10.1177/000494411105500202.

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Big-fish-little-pond effect (BFLPE) research has demonstrated that academic self-concept is negatively affected by attending high-ability schools. This article examines data from large, representative samples of 15-year-olds from each Australian state, based on the three Program for International Student Assessment (PISA) databases that focus on different subject domains: reading (2000), mathematics (2003) and science (2006). The overarching research question is whether the size or direction of the BFLPE is moderated by any of a total of 67 moderators (for example ability, study methods, motiv

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O'Connor, Mike. "The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 58–75. http://dx.doi.org/10.47381/aijre.v31i1.289.

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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schoolsâ€™ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per

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Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (March 1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.

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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia

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Stone, Cathy, Sharron King, and Chris Ronan. "They just give us the shiny picture, but I want to know what it's really like: Insights from regional high schools on perceptions of university outreach in South Australia." Australian and International Journal of Rural Education 32, no. 3 (November 18, 2022): 73–89. http://dx.doi.org/10.47381/aijre.v32i3.321.

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Across Australia, students at regional, rural and remote high schools are considerably less likely to go to university than their metropolitan counterparts. One of the ways in which universities try to help to bridge this gap is to organise visits to such schools, with the purpose of familiarising students with the idea of university and encouraging them to consider going on to university after school. These visits range in purpose, from direct marketing to a genuine effort to widen access to university more generally. The key purpose of university visits is not always made explicit to the sch

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Tsuzuki, Miho, Yukiko Asada, Shiro Akiyama, and Darryl Macer. "Animal experiments and bioethics in high schools in Australia, Japan, and New Zealand." Journal of Biological Education 32, no. 2 (June 1998): 119–26. http://dx.doi.org/10.1080/00219266.1998.9655607.

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Odden, Allan, and Eleanor Odden. "Applying the High Involvement Framework to Local Management of Schools in Victoria, Australia." Educational Research and Evaluation 2, no. 2 (June 1996): 150–84. http://dx.doi.org/10.1080/1380361960020202.

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Mazzone, J. A. "SCHOOL-INDUSTRY LINKS: A VALUE ADDING PROCESS." APPEA Journal 35, no. 1 (1995): 836. http://dx.doi.org/10.1071/aj94061.

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The establishment of links between SAGASCO Resources Limited (SAGASCO) and secondary schools in the city and country regions of South Australia has provided benefits to both the petroleum industry and to the students and teachers at the schools. Links between Penola High School in the southeast of South Australia and Hamilton Secondary School in Adelaide began in 1993 and have continued to the present. Feedback from the schools has been positive and significant. The two schools have overwhelmingly endorsed the links and have benefited both in curriculum development and in gaining a glimpse of

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Pereira, Amiee-Jade, and Julie Ann Pooley. "A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia." Australian Journal of Education 51, no. 2 (August 2007): 162–77. http://dx.doi.org/10.1177/000494410705100205.

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This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academ

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Martin, Karen, Michael Rosenberg, Iain Stephen Pratt, Margaret Miller, Gavin McCormack, Billie Giles-Corti, Anthea Magarey, Fiona Bull, and Amanda Devine. "Prevalence of overweight, obesity and underweight in Western Australian school-aged children; 2008 compared with 2003." Public Health Nutrition 17, no. 12 (November 20, 2013): 2687–91. http://dx.doi.org/10.1017/s136898001300311x.

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AbstractObjectiveDue to rising rates of obesity globally, the present study aimed to examine differences in overweight and underweight prevalence in Western Australian schoolchildren in 2008 compared with 2003.DesignCross-sectional study at two time points; using two-stage stratified sampling, primary and secondary schools in both metropolitan and non-metropolitan Western Australia; sample selected was representative of the State's population figures.SettingsSeventeen primary and thirteen secondary (2008) and nineteen primary and seventeen secondary (2003) schools. Government and non-governmen

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Kronborg, Leonie, and Claudia A. Cornejo-Araya. "Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–14. http://dx.doi.org/10.11144/javeriana.upsy17-5.gepg.

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This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry

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Maxwell, Jacinta. "Teachers, Time, Staff and Money: Committing to Community Consultation in High Schools." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 120–30. http://dx.doi.org/10.1017/jie.2012.31.

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State and Federal education departments have increasingly recognised the importance of community consultation in the development of school curricula, and the requirement for teachers to consult with Indigenous communities is explicit in many curriculum documents. This article reports the findings of research into how teachers of senior Aboriginal and Torres Strait Islander Studies are engaging with consultation as part of their work. As Australia moves towards full implementation of a national curriculum that requires the embedding of Indigenous perspectives across all subjects, an understandi

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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.

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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included sem

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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Challenges impacting student learning in the International Baccalaureate Middle Years Programme." Journal of Research in International Education 19, no. 3 (December 2020): 183–201. http://dx.doi.org/10.1177/1475240920976228.

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While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced as

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Black, Stephen, Jan Wright, and Ken Cruickshank. "The struggle for legitimacy: language provision in two ‘residual’ comprehensive high schools in Australia." Critical Studies in Education 59, no. 3 (June 20, 2016): 348–63. http://dx.doi.org/10.1080/17508487.2016.1197139.

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Lokan, Jan, Marianne Fleming, and Bryan Tuck. "Career-Related Information." Australian Journal of Career Development 2, no. 1 (March 1993): 14–19. http://dx.doi.org/10.1177/103841629300200106.

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The provision of comprehensive, well-organised information on educational courses, jobs and career opportunities has been recognised as a key component of careers services in schools since the inception of such services. Recent position papers on desirable career education programs and training programs for careers teachers/coordinators in Australia have reinforced the important role of adequate information resources. Some of the recommendations of these papers are summarised and recent Australian research on adolescents' life concerns and the perceived value of a range of potential sources of

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Beames, Joanne R., Lara Johnston, Bridianne O'Dea, Michelle Torok, Helen Christensen, Katherine M. Boydell, and Aliza Werner-Seidler. "Factors That Help and Hinder the Implementation of Digital Depression Prevention Programs: School-Based Cross-sectional Study." Journal of Medical Internet Research 23, no. 8 (August 27, 2021): e26223. http://dx.doi.org/10.2196/26223.

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Background Digital prevention programs that are delivered in a school environment can inoculate young people against depression. However, little is known about the school-based factors that help and hinder the implementation of these programs. Staff members are integral for supporting mental health programs in schools and are likely to have a wealth of expertise and knowledge about the factors that affect implementation. Objective The primary objective of this study was to explore the barriers and facilitators to implementing a digital depression prevention program in Australian secondary scho

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Mitchell, Andrew, Anna Rothbart, Greta Frankham, Rebecca N. Johnson, and Linda E. Neaves. "Could do better! A high school market survey of fish labelling in Sydney, Australia, using DNA barcodes." PeerJ 7 (June 14, 2019): e7138. http://dx.doi.org/10.7717/peerj.7138.

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Background Processed seafood products are not readily identifiable based on physical characteristics, which leaves the industry vulnerable to high levels of product mislabelling (globally estimated at 5–30% mislabelled). This is both a food safety issue and a consumer protection issue as cheaper species could be substituted for more expensive species. DNA barcoding is proving to be a valuable tool for authentication of fish products. We worked with high school students to perform a market survey and subsequent species assessment via DNA barcoding to investigate the accuracy of fish product nam

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Peddell, Lewes, David Lynch, Richard Waters, Wendy Boyd, and Royce Willis. "How do Principals of High Performing Schools Achieve Sustained Improvement Results?" IAFOR Journal of Education 8, no. 4 (November 27, 2020): 133–49. http://dx.doi.org/10.22492/ije.8.4.08.

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Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs,

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Abu-Rayya, Hisham M., Maram H. Abu-Rayya, Fiona A. White, and Richard Walker. "Comparative Associations Between Achieved Bicultural Identity, Achieved Ego Identity, and Achieved Religious Identity and Adaptation Among Australian Adolescent Muslims." Psychological Reports 121, no. 2 (August 3, 2017): 324–43. http://dx.doi.org/10.1177/0033294117724448.

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This study examined the comparative roles of biculturalism, ego identity, and religious identity in the adaptation of Australian adolescent Muslims. A total of 504 high school Muslim students studying at high schools in metropolitan Sydney and Melbourne, Australia, took part in this study which required them to complete a self-report questionnaire. Analyses indicated that adolescent Muslims’ achieved religious identity seems to play a more important role in shaping their psychological and socio-cultural adaptation compared to adolescents’ achieved bicultural identity. Adolescents’ achieved ego

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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.

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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 child

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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young

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Nathie, Mahmood. "Are Australian Islamic schools elitist?" Journal for Multicultural Education 15, no. 2 (June 8, 2021): 184–200. http://dx.doi.org/10.1108/jme-07-2020-0069.

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Purpose The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is

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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Assessment of Child and Adolescent Migrants to Australia: A Crosscultural Comparison." Behaviour Change 19, no. 4 (December 1, 2002): 220–35. http://dx.doi.org/10.1375/bech.19.4.220.

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AbstractThis study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustme

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Fan, Cynthia. "Family Relationship, Stress Level, and Academic Achievement of Chinese Immigrant Girls in Australia." Australian Educational and Developmental Psychologist 13, no. 2 (November 1996): 63–73. http://dx.doi.org/10.1017/s0816512200027528.

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AbstractThe adjustment of Chinese adolescent immigrant girls in Australia was the focus of this study. Specifically, stress level, parent-child conflict, and academic achievement of these girls were examined in the light of factors such as length of residence in Australia, country of origin, and ethnic identification. A questionnaire administered to 99 Chinese immigrant girls attending Melbourne high schools showed that adjustment was related to degree of Chinese identification, length of residence in Australia, and countries of origin. Length of residence in Australia was related to academic

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Caudal, Sandra. "Australian Secondary Schools and the Teacher Crisis: Understanding Teacher Shortages and Attrition." Education and Society 40, no. 2 (November 1, 2022): 23–39. http://dx.doi.org/10.7459/es/40.2.03.

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The current teacher shortages in Australia are crippling the education sector. Schools have great difficulties in recruiting teachers and retaining the existing workforce. An unmanageable workload is to blame for teacher attrition as well as unsafe working conditions, high stress and burnout. The only way out of this crisis is a significant alleviation of the workload, and a review of the education system that mirrors the realities of a changing world.

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Bagshaw, Dale. "What adolescents say about conflict in secondary schools." Children Australia 23, no. 3 (1998): 17–22. http://dx.doi.org/10.1017/s1035077200008701.

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During 1997 researchers at the University of South Australia conducted qualitative and quantitative research with 663 students from a diverse range of secondary schools in the Adelaide metropolitan area. The research focussed on how 13 to 15 year old adolescents view and handle conflict with their peers and conflict with adults at school, such as teachers and counsellors. This paper reports on Phase 1 of the research, and on comments gathered from adolescents in Focus Groups about their experiences of conflict. Comments about the high level of aggression and violence in some secondary schools

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Ylimaki, Rose M., Stephen L. Jacobson, and Lawrie Drysdale. "Making a Difference in Challenging, High-Poverty Schools: Successful principals in the USA, England, and Australia." School Effectiveness and School Improvement 18, no. 4 (December 2007): 361–81. http://dx.doi.org/10.1080/09243450701712486.

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Lummis, Geoffrey William, Julia Elizabeth Morris, and Graeme Lock. "The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education." History of Education Review 45, no. 1 (June 6, 2016): 115–30. http://dx.doi.org/10.1108/her-12-2014-0045.

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Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art

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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.

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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The targe

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Zhao, K. "Localising Chinese language curriculum construction: A case study in an Australian primary school." Global Chinese 6, no. 2 (September 1, 2020): 263–88. http://dx.doi.org/10.1515/glochi-2020-0014.

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Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating sui

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Bhat, Christine Suniti. "Proactive Cyberbullying and Sexting Prevention in Australia and the USA." Journal of Psychologists and Counsellors in Schools 28, no. 1 (July 3, 2017): 120–30. http://dx.doi.org/10.1017/jgc.2017.8.

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Middle and high school students interact via powerful social media platforms such as Facebook, Instagram, and Snapchat. Social media platforms are sometimes misused, resulting in cyberbullying and sexting that could adversely affect many in the school community. School counsellors, school psychologists, and educators are uniquely positioned to proactively address cyberbullying and sexting in schools with targeted educational and preventative programming. Attention to four facets is recommended: school climate initiatives, policy development and implementation, training in empathy and decision

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Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.

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This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences

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