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Artigos de revistas sobre o tema "Academic achievement Australia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 29 de janeiro de 2023

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1

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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Casella, Antonietta, and Judith Kearins. "Cross-Cultural Comparison of Family Environments of Anglo-Australians, Italian-Australians, and Southern Italians." Psychological Reports 72, no. 3 (June 1993): 1051–57. http://dx.doi.org/10.2466/pr0.1993.72.3.1051.

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Differences in academic achievement have been noted in children from various ethnic backgrounds. In Australia, differences in educational attainment between Anglo-Australian and Italian students have been documented, Italian students performing more poorly. Since the influence of environmental factors on students' achievement is well supported in the literature, the present study compared the family environments of Anglo-Australians ( n = 25), Italian-Australians ( n = 29), and Southern Italians ( n = 29) via administration of the Family Environment Scale to mothers. Significant differences we

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Ho, Ngai Kwan Nicole, Robert D. Schweitzer, and Nigar G. Khawaja. "Academic Achievement Among Recently Arrived Chinese Adolescent Migrants: The Role of Social Support, School Belonging, and Acculturative Stress." Journal of Psychologists and Counsellors in Schools 27, no. 1 (March 17, 2016): 24–36. http://dx.doi.org/10.1017/jgc.2016.4.

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Factors contributing to academic achievement among recently arrived Chinese adolescents in Australia remain relatively underexplored. Previous studies focused on Asian migrants, including Chinese, but did not distinguish Chinese from other Asian migrants. The current study specifically looks at Chinese migrants who have recently arrived, as opposed to Asian migrants. This study aims to explore the role of social support, school belonging, and acculturative stress on academic achievement of recently arrived Chinese adolescents (n = 55). Questionnaires were administered to this sample. The resul

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Jha, Nikhil, and Cain Polidano. "Long-Run Effects of Catholic Schooling on Wages." B.E. Journal of Economic Analysis & Policy 15, no. 4 (October 1, 2015): 2017–45. http://dx.doi.org/10.1515/bejeap-2014-0108.

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Abstract Previous studies have linked Catholic schooling to higher academic achievement. We add to the literature on Catholic schooling by examining its effect on long-term wages in Australia, independent of effects on academic achievement. Using panel data from the Household Income and Labour Dynamics Australia (HILDA) survey and fixed effects estimation, we find that during the prime-age of a career, wages for Catholic school graduates progress with labor market experience at a greater rate, on average, than wages for public school graduates. Importantly, we find no evidence to suggest that

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O'Brien, John M. "The Collective Organization of Australian Academic Staff 1949-1983." Journal of Industrial Relations 35, no. 2 (June 1993): 195–220. http://dx.doi.org/10.1177/002218569303500201.

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This paper examines the development of the collective organization of academic staff in the Australian higher education sector. This examination tests the relevance of the claim that the arbitration system largely rendered powerless those organizations designed to 'bring comfort, security, peace of mind' to society as well as to union members. The paper argues that the development of academic unionism was both a reflection of shifts in state policy on higher education and the changing consciousness of academic staff. Further, industrial registration was sought because it was perceived that it

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Perry, Laura B., and Andrew Mcconney. "Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (April 2010): 1137–62. http://dx.doi.org/10.1177/016146811011200401.

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Background/Context It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study This study examines the relationship be

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Blackmore, Conner, Kathryn Hird, and Ryan S. Anderton. "An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs." International Journal of Higher Education 10, no. 1 (September 23, 2020): 76. http://dx.doi.org/10.5430/ijhe.v10n1p76.

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Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709

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Freire, Melissa Renee, and Kristen Pammer. "Reading Between the Lines: Neurocognition and Reading Acquisition in Remote Indigenous Australia." Journal of Cross-Cultural Psychology 50, no. 3 (February 7, 2019): 460–78. http://dx.doi.org/10.1177/0022022119827380.

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Successful academic progression relies on a child’s ability to develop proficient reading skills. In Australia, the majority of children achieve this milestone during elementary schooling. Yet Australian Indigenous children, particularly those living in remote and rural regions of Australia, consistently struggle to meet national benchmarks for reading, as evidenced by national benchmark data. There has been extensive debate about whether sociocultural factors impinge on academic achievement for Indigenous Australians, but little discussion regarding the possible role of neurocognitive factors

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Edwards, Roger. "Predicting Academic Achievement and Counselling for Course Selection: An Examination of the Effectiveness of the Differential Aptitude Tests in Forecasting Year 12 Success." Australian Journal of Career Development 3, no. 2 (September 1994): 31–36. http://dx.doi.org/10.1177/103841629400300210.

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There is increasing tendency to use the Differential Aptitude Tests (DAT) for course and career counselling with students in independent schools in Australia. The OAT profile and explanatory notes may also be forwarded to students and/or parents and it is of particular concern that the full explanation of means of interpreting the profile is often not clear to the naive client. Many clients view the profile as a combination of IQ report and predictor of future academic success. To provide professional counsellors with unequivocal evidence to support their explanations to such clients, and as e

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White, Sonia L. J., Joanne M. Wood, Alexander A. Black, and Shelley Hopkins. "Vision screening outcomes of Grade 3 children in Australia: Differences in academic achievement." International Journal of Educational Research 83 (2017): 154–59. http://dx.doi.org/10.1016/j.ijer.2017.03.004.

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Huang, Gary G. "Mathematics Achievement by Immigrant Children." education policy analysis archives 8 (May 30, 2000): 25. http://dx.doi.org/10.14507/epaa.v8n25.2000.

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In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-

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Murray-Harvey, Rosalind. "Relationship influences on students’ academic achievement, psychological health and well-being at school." Educational and Child Psychology 27, no. 1 (2010): 104–15. http://dx.doi.org/10.53841/bpsecp.2010.27.1.104.

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A generally accepted indicator of the quality of a student’s experience of school is academic performance but other indicators that include psychological health and social/emotional adjustment have also been shown to have an impact. For this study, data were collected from both students and teachers about students’ social/emotional adjustment and academic achievement and motivation. Data were obtained for 888 students across Years 5 to 9 from 58 classes in 21 South Australia schools. Students reported through a questionnaire on the extent to which they perceived relationships with family, peer

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Salmon, M., F. Skelton, K. A. Thurber, L. Bennetts Kneebone, J. Gosling, R. Lovett, and M. Walter. "Intergenerational and early life influences on the well-being of Australian Aboriginal and Torres Strait Islander children: overview and selected findings fromFootprints in Time, the Longitudinal Study of Indigenous Children." Journal of Developmental Origins of Health and Disease 10, no. 1 (May 2, 2018): 17–23. http://dx.doi.org/10.1017/s204017441800017x.

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AbstractFootprints in Time: The Longitudinal Study of Indigenous Children (LSIC) is a national study of 1759 Australian Aboriginal and Torres Strait Islander children living across urban, regional and remote areas of Australia. The study is in its 11th wave of annual data collection, having collected extensive data on topics including birth and early life influences, parental health and well-being, identity, cultural engagement, language use, housing, racism, school engagement and academic achievement, and social and emotional well-being. The current paper reviews a selection of major findings

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Reinke, Nicole B. "Promoting student engagement and academic achievement in first-year anatomy and physiology courses." Advances in Physiology Education 43, no. 4 (December 1, 2019): 443–50. http://dx.doi.org/10.1152/advan.00205.2018.

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Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study wa

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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement." Educational and Developmental Psychologist 34, no. 1 (June 13, 2017): 31–47. http://dx.doi.org/10.1017/edp.2017.5.

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School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by National Assessment Program — Literacy and Numeracy (NAPLAN) scores. A stratified sample of 287 secondary schools in Victoria, Australia was analysed using two language analytic approaches: qualitative emergent coding and supervised lexical analysis.

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Walker, Sue, and Donna Berthelsen. "Gender Differences in Early Literacy and Mathematics Achievement and Self-regulatory Behaviours in the First Year of School: An Australian Study." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 70–78. http://dx.doi.org/10.23965/ajec.42.1.08.

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THIS PAPER PRESENTS ANALYSES of gender differences in classroom behaviours (e.g. attentiveness and task persistence) and early academic outcomes. Data is drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for the Kindergarten Cohort are used. A sample of 2315 children who were in Year 1 of school at Wave 2 data collection are the focus for the analyses reported. The analyses draw on teacher ratings of children's literacy and language competence and mathematical th

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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme,

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Jacobs, Kate E., and Shane Costello. "An Initial Investigation of an Australian Adaptation of the Multidimensional Aptitude Battery — II." Australian Educational and Developmental Psychologist 30, no. 1 (July 2013): 84–102. http://dx.doi.org/10.1017/edp.2013.9.

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The Cattell-Horn-Carroll (CHC) theory of cognitive abilities has helped advance understanding regarding the relations between specific cognitive abilities and academic achievement in definite domains. However, questions over the generalisability of this research, as well the moderating effect age has on the strength of cognitive-achievement relations, means that further research is needed. This study therefore investigated the capacity for using the Multidimensional Aptitude Battery — II (MAB-II), a group-administered test of cognitive ability, to further CHC-driven research in Australia. Afte

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Nelson, Karen, and Tracy Creagh. "Volume 10 Issue 2 2019." Student Success 10, no. 2 (August 9, 2019): i—iii. http://dx.doi.org/10.5204/ssj.v10i2.1301.

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We were pleased to hold the 2019 Students, Transitions, Achievement, Retention and Success (STARS) Conference in Melbourne, Australia as a celebration of the fifth anniversary of one of Australasia’s most welcoming and collegial academic communities of practice. This year’s Conference confirmed that STARS is now firmly established as a collaborative and inclusive annual event for tertiary educators and leaders. Delegates —a mix of professional, academic and administrative practitioners and leaders—attended and participated in a range of presentations and activities which included, refereed pap

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Tomaszewski, Wojtek, Ning Xiang, Yangtao Huang, Mark Western, Brianna McCourt, and Ian McCarthy. "The Impact of Effective Teaching Practices on Academic Achievement When Mediated by Student Engagement: Evidence from Australian High Schools." Education Sciences 12, no. 5 (May 20, 2022): 358. http://dx.doi.org/10.3390/educsci12050358.

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Previous research has proposed a conceptual framework indicating the mediating role of student engagement on the relationship between effective teaching practices and student academic outcomes. This study is the first internationally to empirically test this conceptual framework for the key aspects of teaching practice—effective learning time and expectations for success—using robust, linked longitudinal survey–administrative data from 6825 public school students in Australia. Drawing on a system of structural equations, we demonstrate that effective learning time has a direct effect on studen

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Bostwick, Keiko C. P., Rebecca J. Collie, Andrew J. Martin, and Tracy L. Durksen. "Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics." Zeitschrift für Psychologie 225, no. 2 (April 2017): 107–16. http://dx.doi.org/10.1027/2151-2604/a000287.

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Abstract. The majority of educational research on the associations between growth constructs and academic outcomes has adopted a somewhat piecemeal approach, focusing on either growth mindset (implicit beliefs about intelligence) or growth goals. We explore an integrative approach to analyzing the impact of well-established and emerging growth constructs (viz. growth mindset, self-based growth goals, task-based growth goals) on academic outcomes in mathematics. Our participants were secondary school students (n = 4,411) in grades 7–9 from 19 schools in Australia. We used confirmatory factor an

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Rigney, Lester, Robyne Garrett, Megan Curry, and Belinda MacGill. "Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling." Education and Urban Society 52, no. 8 (January 2, 2020): 1159–80. http://dx.doi.org/10.1177/0013124519896861.

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Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such

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George, Joanne M., Alex M. Pagnozzi, Samudragupta Bora, Roslyn N. Boyd, Paul B. Colditz, Stephen E. Rose, Robert S. Ware, et al. "Prediction of childhood brain outcomes in infants born preterm using neonatal MRI and concurrent clinical biomarkers (PREBO-6): study protocol for a prospective cohort study." BMJ Open 10, no. 5 (May 2020): e036480. http://dx.doi.org/10.1136/bmjopen-2019-036480.

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IntroductionInfants born very preterm are at risk of adverse neurodevelopmental outcomes, including cognitive deficits, motor impairments and cerebral palsy. Earlier identification enables targeted early interventions to be implemented with the aim of improving outcomes.Methods and analysisProtocol for 6-year follow-up of two cohorts of infants born <31 weeks gestational age (PPREMO: Prediction of Preterm Motor Outcomes; PREBO: Prediction of Preterm Brain Outcomes) and a small term-born reference sample in Brisbane, Australia. Both preterm cohorts underwent very early MRI and concurrent cli

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Scott, Wayne. "The Impact of Aboriginal Education Assistants (AEAS) in New South Wales Public Schools." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 44–53. http://dx.doi.org/10.1017/s1326011100600479.

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A considerable amount of research attests to the difficulties experienced by Aboriginal students in the school system of New South Wales. Coker (1981) states that Aboriginal students more than any other identificable group in Australia score consistently lower in basic skills tests involving reading, writing and mathematics. McConnochie (1973) suggests that the failure of Aboriginal students at school is primarily the fault of the school system and not the student. Institutions tend to debase the student’s self-concept and the group with whom they identify. This process contributed to the stud

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Shulruf, Boaz, Gary Mayer Velan, and Sean Edward Kennedy. "Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study." Journal of Educational Evaluation for Health Professions 19 (November 28, 2022): 31. http://dx.doi.org/10.3352/jeehp.2022.19.31.

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Purpose: The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.Methods: Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicin

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He, Vincent Yaofeng, Georgie Nutton, Amy Graham, Lisa Hirschausen, and Jiunn-Yih Su. "Pathways to school success: Self-regulation and executive function, preschool attendance and early academic achievement of Aboriginal and non-Aboriginal children in Australia’s Northern Territory." PLOS ONE 16, no. 11 (November 11, 2021): e0259857. http://dx.doi.org/10.1371/journal.pone.0259857.

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Background With the pending implementation of the Closing the Gap 2020 recommendations, there is an urgent need to better understand the contributing factors of, and pathways to positive educational outcomes for both Aboriginal and non-Aboriginal children. This deeper understanding is particularly important in the Northern Territory (NT) of Australia, in which the majority of Aboriginal children lived in remote communities and have language backgrounds other than English (i.e. 75%). Methods This study linked the Australian Early Development Census (AEDC) to the attendance data (i.e. government

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Callcott, Deborah. "Retained primary reflexes in preprimary-aged Indigenous children: The effect on movement ability and school readiness." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 132–40. http://dx.doi.org/10.1177/183693911203700218.

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THE RESEARCH REPORTED IN this paper links children's movement skills with learning difficulties, particularly school readiness, in the early years. The aim of the research project was to (a) determine the prevalence and severity of retained reflexes, predominantly the Asymmetrical Tonic Neck Reflex (ATNR), and (b) investigate the movement skill ability of preprimary-aged Indigenous children in the Kimberley region of Western Australia. This provided an important first step in understanding and addressing movement skill deficits that may compromise the acquisition of foundation school readiness

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Claessens, Amy, and Rachel Garrett. "The role of early childhood settings for 4–5 year old children in early academic skills and later achievement in Australia." Early Childhood Research Quarterly 29, no. 4 (2014): 550–61. http://dx.doi.org/10.1016/j.ecresq.2014.06.006.

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Edwards, Peter. "Science and Aboriginal Education." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 33–41. http://dx.doi.org/10.1017/s0310582200005940.

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In our society success in science is important for students as a means to full participation, empowerment, and access to career/further study options. Science in schools is an area of concern for Aboriginal education because of the low number of Aboriginal students who experience this success. Goal 3 of the Common And Agreed National Goals For Schooling In Australia (May, 1989) speaks of “equality of educational opportunities” and providing for “groups with special learning requirements”. For Aboriginal students, academic success and cultural identity are twin priorities: achievement and succe

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Russell, Kylie P., and Tracey H. Coventry Coventry. "Transition to practice: Supporting first year nurses within a collaborative faith based graduate program." Journal of Nursing Education and Practice 11, no. 5 (December 31, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n5p1.

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Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study use

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Wotherspoon, Jane, Koa Whittingham, Roslyn N. Boyd, and Jeanie Sheffield. "Randomised controlled trial of a novel online cognitive rehabilitation programme for children with cerebral palsy: a study protocol." BMJ Open 9, no. 6 (June 2019): e028505. http://dx.doi.org/10.1136/bmjopen-2018-028505.

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IntroductionCerebral palsy (CP) is the most common cause of physical disability in children, with an estimated 600–700 infants born with CP in Australia each year. CP is typically associated with motor impairments, but nearly half of all children with CP also experience cognitive impairment, potentially impacting educational and vocational achievement. This paper reports the protocol for a randomised controlled trial of a computerised cognitive training intervention based on behavioural principles: Strengthening Mental Abilities through Relational Training (SMART). The study aims to investigat

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Erfani, Shiva Seyed, and Hoda Mardan. "The Relationship between Big-Five Personality Traits, English Language Proficiency Scores on IELTS, and Academic Success of Iranian Foreign Students." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 1046. http://dx.doi.org/10.17507/tpls.0711.13.

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There is a potential to supply personality as a psychological factor in terms of the Big-Five Model including Extraversion, Agreeableness, Consciousness, Openness to Experience, and Neuroticism. This study was an attempt to examine the relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. The participants of the study included 202 Iranian students (126 males and 76 females) who studied at English speaking universities in different countries including Armenia, Austria, Australia, Canada, Cyprus, Germany,

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Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.

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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, w

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Stone, Julia E., Joshua Wiley, Evangelos Chachos, Anthony J. Hand, Sinh Lu, Monika Raniti, Elizabeth Klerman, et al. "The CLASS Study (Circadian Light in Adolescence, Sleep and School): protocol for a prospective, longitudinal cohort to assess sleep, light, circadian timing and academic performance in adolescence." BMJ Open 12, no. 5 (May 2022): e055716. http://dx.doi.org/10.1136/bmjopen-2021-055716.

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BackgroundDuring adolescence, sleep and circadian timing shift later, contributing to restricted sleep duration and irregular sleep-wake patterns. The association of these developmental changes in sleep and circadian timing with cognitive functioning, and consequently academic outcomes, has not been examined prospectively. The role of ambient light exposure in these developmental changes is also not well understood. Here, we describe the protocol for the Circadian Light in Adolescence, Sleep and School (CLASS) Study that will use a longitudinal design to examine the associations of sleep-wake

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Ersozlu, Zara, Muhammet Usak, and Damian Blake. "Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia." Journal of Ethnic and Cultural Studies 9, no. 1 (December 14, 2021): 1. http://dx.doi.org/10.29333/ejecs/987.

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Mathematics anxiety is well known and studied concept. Most of the studies have been focused on the effects of mathematical anxiety on students’ academic achievement, especially from the viewpoint of analysing large national and international data sets. We aim to bring a different perspective to the existing research on mathematics anxiety and resilience by considering the measurement equivalence across cultures, so they can be compared fairly. We used Multi Group Invariance analysis with this purpose. Our findings suggested that full metric and partial scalar model invariance were confirmed w

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Ali, Agus, Nurwadjah Ahmad EQ, and Andewi Suhartini. "Sejarah dan Perkembangan Pesantren Modern Ummul Quro Al-Islami Bogor." Tarbiatuna: Journal of Islamic Education Studies 2, no. 1 (February 8, 2022): 72–87. http://dx.doi.org/10.47467/tarbiatuna.v2i1.868.

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 This article aims to discuss the history and development of the modern Islamic boarding school Ummul Quro Al-Islami Bogor including: history, founder profile, goals, vision and mission. By using a descriptive qualitative method. Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) The history of the modern Islamic boarding school Ummul Quro Al-Islami Bogor was founded by KH. Helmi Abdul Mubin, Lc with a capital of 250 thousand rupiah, was motivated by the arrival of a delegati

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Ali, Agus, Nurwadjah Ahmad EQ, and Andewi Suhartini. "Sejarah dan Perkembangan Pesantren Modern Ummul Quro Al-Islami Bogor." Mimbar Kampus: Jurnal Pendidikan dan Agama Islam 21, no. 1 (January 5, 2022): 1–13. http://dx.doi.org/10.47467/mk.v20i1.869.

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This article aims to discuss the history and development of the modern Islamic boarding school Ummul Quro Al-Islami Bogor including: history, founder profile, goals, vision and mission. By using a descriptive qualitative method. Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) The history of the modern Islamic boarding school Ummul Quro Al-Islami Bogor was founded by KH. Helmi Abdul Mubin, Lc with a capital of 250 thousand rupiah, was motivated by the arrival of a delegation from

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Rudd, James R., Laura O’Callaghan, and Jacqueline Williams. "Physical Education Pedagogies Built upon Theories of Movement Learning: How Can Environmental Constraints Be Manipulated to Improve Children’s Executive Function and Self-Regulation Skills?" International Journal of Environmental Research and Public Health 16, no. 9 (May 10, 2019): 1630. http://dx.doi.org/10.3390/ijerph16091630.

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Physical education in schools has been marginalised across the globe, and as a result, children are missing out on opportunities to develop and acquire the foundation skills needed to lead a physically active life. The squeeze on physical education in schools, particularly in some western countries (United Kingdom, Australia and America), has been justified on the grounds that core subjects such as English and mathematics need more curriculum time, as this will lead to higher cognitive and academic performance. The aim of this paper is to highlight how physical education lessons in early child

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Martinez, Magdalena, and Creso Sá. "Highly Cited in the South: International Collaboration and Research Recognition Among Brazil’s Highly Cited Researchers." Journal of Studies in International Education 24, no. 1 (November 18, 2019): 39–58. http://dx.doi.org/10.1177/1028315319888890.

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For researchers in the global South, international recognition in science arguably involves engaging with the norms, ideas, and people leading research activity in the global North. This article explores the relationship between international research collaboration and the publication activity of highly cited researchers in Brazil, a country that exerts regional leadership in scientific production in Latin America, but remains relatively peripheral to global science. This study examined the career trajectories and publication patterns of highly cited researchers based in Brazilian universities

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Gale, Mary-Anne. "AnTEP Comes of Age." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 17–25. http://dx.doi.org/10.1017/s1326011100002210.

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Walking across that stage, no-one can take that feeling away because it's really special to you. You feel really, really proud — even though it took a long time to do it and to get there.(Ruth Anangka, one of the first AnTEP graduates, Pers. Comm., 1995)With permed hair, academic gowns and proud smiles of achievement, two more groups of Aboriginal women have walked the length of the red carpet on the stage of the Adelaide Festival Theatre during university graduation ceremonies. Amid hoots and cheers from University staff seated on the stage (also wearing gowns and smiles of pride) on the 29th

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Veldman, Sanne L. C., Rachel A. Jones, Rebecca M. Stanley, Dylan P. Cliff, Stewart A. Vella, Steven J. Howard, Anne-Maree Parrish, and Anthony D. Okely. "Promoting Physical Activity and Executive Functions Among Children: A Cluster Randomized Controlled Trial of an After-School Program in Australia." Journal of Physical Activity and Health 17, no. 10 (October 1, 2020): 940–46. http://dx.doi.org/10.1123/jpah.2019-0381.

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Background: The aim of this study was to examine the efficacy of an embedded after-school intervention, on promoting physical activity and academic achievement in primary-school-aged children. Methods: This 6-month, 2-arm cluster randomized controlled trial involved 4 after-school centers. Two centers were randomly assigned to the intervention, which involved training the center staff on and implementing structured physical activity (team sports and physical activity sessions for 75 min) and academic enrichment activities (45 min). The activities were implemented 3 afternoons per week for 2.5

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Díaz, Adriana R., Hugo Hortiguera, and Marcia Espinoza Vera. "Quality Assurance and Foreign Languages - Reflecting on oral assessment practices in two University Spanish Language Programs in Australia." Journal of University Teaching and Learning Practice 12, no. 3 (July 1, 2015): 4–19. http://dx.doi.org/10.53761/1.12.3.2.

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In the era of quality assurance (QA), close scrutiny of assessment practices has been intensified worldwide across the board. However, in the Australian context, trends in QA efforts have not reached the field of modern/foreign languages. This has largely resulted in leaving the establishment of language proficiency benchmarking up to individual institutions and programs of study. This paper discusses the findings of a cross-institutional collaborative research project focused on the comparative analysis and review of assessment practices in the Spanish language majors at the University of Que

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Whatnall, Megan C., Melinda J. Hutchesson, and Amanda J. Patterson. "Predictors of Food Insecurity among Australian University Students: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 1 (December 19, 2019): 60. http://dx.doi.org/10.3390/ijerph17010060.

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Food insecurity is much higher among university students than the general population, and is linked with poorer mental health, diet and academic achievement. The aim of this study was to explore the level of food insecurity among a sample of Australian university students and determine which socio-demographic and student characteristics predict food insecurity. An online cross-sectional survey with students from the University of Newcastle, Australia was conducted in 2017–2018. Food insecurity was assessed using the 6-item US Department of Agriculture Food Security Survey Module, and socio-dem

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Andrade, Maureen Snow, and Shaylana Davis. "Business School International Alumni: A Story of Grit." International Journal of English and Cultural Studies 4, no. 1 (September 8, 2020): 1. http://dx.doi.org/10.11114/ijecs.v4i1.4975.

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Business is a top choice of study for international students in countries such as the U.S., UK, Australia, and Canada; however, knowledge about the post-graduation experiences of international business school graduates varies across hosting countries and is somewhat limited. Few business schools in the U.S. survey alumni to determine how their learning experiences have impacted their professional success. Fewer still have explored the role of English language proficiency for these graduates. This study collected data from online surveys to examine the on-campus and post-graduation experiences

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Taranto, Daniella, and Michael T. Buchanan. "Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach." Discourse and Communication for Sustainable Education 11, no. 1 (June 1, 2020): 5–15. http://dx.doi.org/10.2478/dcse-2020-0002.

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AbstractSustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar & Yurdakul, 2017). Schools’ philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students’ achievement has been drastically compromised througho

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Loban, Ekaterina, Cathie Scott, Virginia Lewis, and Jeannie Haggerty. "Measuring partnership synergy and functioning: Multi-stakeholder collaboration in primary health care." PLOS ONE 16, no. 5 (May 28, 2021): e0252299. http://dx.doi.org/10.1371/journal.pone.0252299.

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In primary health care, multi-stakeholder partnerships between clinicians, policy makers, academic representatives and other stakeholders to improve service delivery are becoming more common. Literature on processes and approaches that enhance partnership effectiveness is growing. However, evidence on the performance of the measures of partnership functioning and the achievement of desired outcomes is still limited, due to the field’s definitional ambiguity and the challenges inherent in measuring complex and evolving collaborative processes. Reliable measures are needed for external or self-a

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Garvis, Susanne. "What is going on in early years music planning? A study of early years teachers' weekly plans." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 122–26. http://dx.doi.org/10.1177/183693911203700216.

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ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and

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Awojobi, Oladayo Nathaniel. "Health Inequalities and Social Determinants of Indigenous Peoples’ Health in Australia, Canada, and the United States: Causes and Policies Options." Health Economics and Management Review 3, no. 1 (2022): 8–18. http://dx.doi.org/10.21272/hem.2022.1-01.

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The author of the paper investigates the issue of Indigenous health inequalities. The main purpose of the research is to assess the causes of health inequalities among Indigenous people and policy options to reduce the health gaps. Systematization of the literary sources shows that there are health disparities between Indigenous people and non-Indigenous people and approaches for solving the problem come in different forms. The methodological basis of this study is a comparative analysis that used secondary data to capture health inequalities among the Indigenous populations in Australia, Cana

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Hand, A., E. J. Stone, S. Lu, E. Chacos, A. M. Carskadon, W. S. Lockley, F. J. Wiley, et al. "O044 The association of the sleep regularity index with subjective cognitive function and academic skills in adolescents." SLEEP Advances 3, Supplement_1 (October 1, 2022): A18. http://dx.doi.org/10.1093/sleepadvances/zpac029.043.

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Abstract High-level cognitive function is essential for academic performance in adolescents. While obtaining sufficient sleep duration has been shown to support cognitive function less is known about the role of sleep regularity in cognitive function. We investigated how sleep regularity relates to self-report cognitive function in 179 Year 7 students (M±SD=12.81±0.41 years, 56% females) in Australia. Sleep/wake timing was measured via wrist actigraphy and daily sleep diaries over two-school-weeks. Sleep regularity was measured using the Sleep Regularity Index (SRI) calculated via actigraphy m

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Tsigeman, Elina, Sebastian Silas, Klaus Frieler, Maxim Likhanov, Rebecca Gelding, Yulia Kovas, and Daniel Müllensiefen. "The Jack and Jill Adaptive Working Memory Task: Construction, Calibration and Validation." PLOS ONE 17, no. 1 (January 27, 2022): e0262200. http://dx.doi.org/10.1371/journal.pone.0262200.

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Visuospatial working memory (VSWM) is essential to human cognitive abilities and is associated with important life outcomes such as academic performance. Recently, a number of reliable measures of VSWM have been developed to help understand psychological processes and for practical use in education. We sought to extend this work using Item Response Theory (IRT) and Computerised Adaptive Testing (CAT) frameworks to construct, calibrate and validate a new adaptive, computerised, and open-source VSWM test. We aimed to overcome the limitations of previous instruments and provide researchers with a

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