AbstractsThe 2003 On-Track survey: implications for school communities
Volume 9
Number 3, 2004;
Pages 33–35
The On-Track initiative traces the transitions that Victorian school leavers make to work and further training, and was established in response to the Ministerial Review of Post-compulsory Education and Training Pathways in Victoria, which reported its findings in 2000. This article is a summary of the findings of the On-Track survey of Years 10, 11 and 12 school leavers in Victoria in 2002, which was analysed by the Centre of Post-Compulsory Education and Lifelong Learning at the University of Melbourne. The survey attempted to determine the destinations of school leavers in the 2002 cohort, and the differing impact that varying stages of school leaving, gender, socio-economic status, region and VET participation had on school leavers’ transitions to work and education and training. Among the findings of the report were that unemployment was more prevalent among early school leavers, and that, of the latter, females were more likely to be unemployed than males; students who completed Year 12 in regional areas were more likely to prefer workplace participation and training to tertiary education; socio-economic status was a key factor in school achievement; and VET participation in schools had a significant impact on workplace participation and further education. KLA Subject HeadingsEducational evaluationTransitions in schooling VET (Vocational Education and Training) Victoria Girls on the marginDecember 2004;
Pages 44–45
Girls make up a significant proportion of people under the age of 24 who endure an overwhelming socio-economic disadvantage because of the lack of educational attainment and qualifications. This is because, unlike previous generations, relatively well paid, unskilled work, which once served as a safety net, or a stepping stone into a better position or career, no longer exists. The pressure on girls to stay in education, therefore, is significant, but some, due to personal circumstances, which often involve abuse and violence, find it increasingly difficult to do so. Geraldine Hinter reports on a 3 year study that has investigated the ‘social, employment and biographical factors’ which impact on the educational choices of young women. The article summarises some of those factors, and outlines the experimental programs which have been set up to address the issue of socio-economic disadvantage amongst young women. KLA Subject HeadingsGirls' educationWomen's education Socially disadvantaged Civics and democracy – real participation in schoolsDecember 2004;
Pages 34–36
Civic and Citizenship learning in schools should not be confined to civic knowledge. Schools and educators should enfranchise students in the school’s decision making processes and structures, so that students are equipped with the disposition to participate in collective decision making, an attitude which will motivate them to participate in the general community as active citizens, assured of their ability to articulate and produce change. In this vein, Carey’s article makes the case for the inculcation of a more active citizenship in students, instead of the traditional theoretical approaches, and it explains how teachers and schools can proceed to give active citizenship immediate meaning and relevance in school settings. KLA Subject HeadingsCivics educationThe secret to curriculum successDecember 2004;
Pages 26–27
Lab 3000 Incubator is a digital design course run at RMIT for disaffected school students. The course uses digital design to engage students who may not have a chance, or the inclination, to build career pathways through conventional schooling. Part of the course’s success has to do with flexibility, relevance and ‘real world’ experience. In this article, Steve Holden interviews some of the students who participated in the course, and discovers what they found to be meaningful in this innovative learning initiative, which will soon provide another learning option for Victorian school students. For more information see Lab 3000 KLA Subject HeadingsVET (Vocational Education and Training)Victoria Special education School attendance Retention rates in schools Learning problems Information and Communications Technology (ICT) Education research Faith in the system
Number 44, Summer 2004;
Pages 12–15
This article considers the place of religion in the public school system in Australia, and examines the responses to religion in schools in New South Wales and Victoria. State schools have to be inclusive, and accommodate students from all religious and cultural backgrounds. This often means that schools need to be active in providing for a student's religious needs, and not just passively guarantee their rights. For example, schools with a high proportion of Muslim students provide prayer rooms, while all have to ensure that students are not taught in ways that may be insensitive to their religions. This article looks at how State schools have successfully accommodated students from different religious and cultural backgrounds, and acknowledges some of the challenges involved in this accommodation. KLA Subject HeadingsReligionMulticultural education Islam Culture and Society In harm’s way
Number 44, Summer 2004;
Pages 4–6
Teachers' and other professionals' reporting of suspected child abuse has become mandatory in many Australian States and Territories, but this article reports that many find the responsibility daunting, as there is very little professional development, or support, for teachers who make the initial report. Many teachers also find the delay involved in welfare agencies instigating an investigation stressful, and, as this article explains, teacher wellbeing is often threatened by parents who are the subjects of the reports. Keen's article is a survey of the effects of mandatory reporting on teachers' work around Australia, and it calls for more professional development and support for teachers in this highly sensitive area of their work. KLA Subject HeadingsChild abuseEmotional intelligence: the classroom story startsFebruary 2005;
Pages 20–24
A New Zealand study has suggested a range of emotional competencies in teachers that can assist student learning. The author, a psychologist now based at Massey University, interviewed teachers whose classes were seen as 'warm and calming' by peers and principals, and students whose emotional difficulties had improved markedly from one year to the next. 'Emotionally competent' teachers understood their own feelings and emotional triggers; could judge when to explain, display, simulate or conceal emotions; were sensitive to students' feelings and picked up 'early warning signs' of trouble; and set clear and consistent boundaries for behaviour. They saw students as whole people; did not feel the need to please or be popular; did not take inappropriate student behaviour personally; were honest and unpretentious; and tended to undertake any disciplining of students themselves. KLA Subject HeadingsTeaching and learningTeacher-student relationships Psychology New Zealand Emotions Communication Classroom management Behaviour management Alternative approach to emotional fitness28 January 2005
The Emotional Fitness Foundation provides a free support and recovery program to students and adults with addiction and drug abuse issues. The program has been recognised with an award from the Australian Medical Association. The service offers a range of in-house workshops on topics that extend beyond drug use to include domestic violence, the different forms of abuse, the need for personal boundaries and self-preservation strategies, and ways to identify self-sabotage behaviours and to build intimate relationships. KLA Subject HeadingsEmotionsQueensland Socially disadvantaged Social adjustment Sexual harassment Health education Drug education Health and wellbeingFebruary 2005;
Pages 6–10
Activities to improve students' health and wellbeing should not be an add-on to the overcrowded curriculum, but part of an overall approach to improving their learning. Emotional engagement and a feeling of emotional safety are crucial if students are to initiate their own learning, apply knowledge to new situations, and take intellectual risks. Social competence is also crucial to the positive relationships that feed into academic achievement. The age-grouped organisation of schools means that teachers rarely track a student's wellbeing over several years. Longitudinal data can help to overcome this problem. The article introduces a number of themes and individual presentations at the the 2004 ACER Conference, Supporting Student Wellbeing. KLA Subject HeadingsEmotionsTeacher-student relationships School culture Parent and child Mental Health Health Curriculum planning Health education Orchestra musicians go back to the classroom28 January 2005
The Queensland Orchestra is offering primary and secondary schools the opportunity to involve orchestra muscians in the curriculum. Through an initiative called The Club, the Orchestra is helping students to develop their musical skills and fostering industry contacts. School music teachers and Orchestra members will collaborate to design musical activities that support classroom and instrumental programs. Key Learning AreasThe ArtsSubject HeadingsQueenslandMusic When teaching calls the A-list7 February 2005;
Pages 6–7
In recent years there has been a revival of interest in teaching courses, particularly from high-achieving school leavers. Likely causes of the growing interest include: pay rates; growth of job opportunities in teaching; the rising profile of teaching in the media and changing community attitudes; and a growing awareness of the portability of teaching degrees. The professional status of teaching is also increasingly recognised. While applications for teaching positions slipped last year, university entry scores for teaching have not dropped, and many experts believe that a forthcoming shortage of teachers is likely to maintain demand for positions. KLA Subject HeadingsTeachers' employmentTeaching profession Differentiation for special needs learners
Volume 11
Number 3, October 2004;
Pages 158–167
The principle of inclusion rests on the implied assumptions that all students have the ability to learn and the right to have teachers expect the very best of their abilities. Giving the principle of inclusion effect in classrooms is much more problematic than accepting its premise. In this article the authors demonstrate to teachers how they can differentiate their lesson plans to accommodate all learning styles in a primary mathematics classroom. The article lists the common learning difficulties experienced by students, as well as their remedies, and it contains a detailed lesson plan for differentiated learning, and a step-by-step description of, and rationale for, its implementation. KLA Subject HeadingsPedagogyTeaching and learning Special education The mathematics pathway for all children
Volume 11
Number 3, October 2004;
Pages 127–133
In an effort to improve mathematics education in United States schools, after the Third International Mathematics and Science Study (TIMSS), some educational jurisdictions relied on tracking students’ performances and then segregating them into classes based on their mathematical abilities. It was found, however, that this widened the gap between performances, as students of low ability tended to fall even further behind. In this article, Denise Hill describes a successful Mathematics/Science Integration Program, and its benefits in overcoming the ‘segregation and tracking’ systems used in United States schools. The program integrated students of all abilities into the same classes, and used an integrated mathematic and science pedagogical approach, underpinned by Howard Gardner’s theory of multiple intelligences and collaborative learning approaches. The result was that all students performed better, and outperformed those in the traditional ability ‘streaming’ classes. The content of the program is described in detail in the article. Key Learning AreasMathematicsSubject HeadingsMathematics teachingThe mental health and wellbeing of young peopleThe Australian National Survey of Mental Health and Wellbeing, which studied over 4,500 4-17 year-olds, found that 14% had mental health problems. Respondents from low income families and those with single or step parents were more likely to have such problems. Only a minority of respondents with mental health problems had received treatment for them. The high prevalence of such problems makes it unlikely that all those in need will receive specialist treatment. Mental health services should trial alternative service models combining direct care, consultations to primary health care or school-based services, and universal, selective or indicated interventions. More integration is needed between services for mental health, drug and alcohol abuse, and paediatric services on physical health, in recognition of high levels of co-mobidity. The article also describes different approaches to treatment of mental health problems, and goes on to discuss beyondblue, the National Depression Initiative in Australia. Beyondblue is addressing depression among adolescents at 25 high schools spread throughout the three education sectors in Queensland, South Australia and Victoria. KLA Subject HeadingsAdolescentsMental Health Pathways to social and emotional wellbeing: lessons from a 20-year longitudinal studyIn 1983 the Australian Temperament Project (ATP) began tracking 2443 Victorian children in urban and rural settings, examining temperament and a range of family, school and environmental measures. Data was collected through the surveying of informants such as parents, teachers and nurses, and the older participants in the sample. The degree of civic-mindedness of the ATP adolescents was found to correspond broadly to their levels of empathy, social confidence, curiosity and involvement in school and peer-group activities. Anxiety and depression was identified in 19% of the sample, with 3% of boys and 16% of girls on an increasing trajectory. Antisocial behaviour was predicted by a wide range of factors. Resilience against risk of anti-social behaviour was linked to peer relationships, school experiences, and level of parental supervision. In general, participants' pathways in life appear to start early, but remain open to change. Early intervention against risk factors is important, but does not protect children from later risks. Many problems occur simultaneously, such as depression and drug abuse, so interventions should also be broadly based. Resilience can protect those at risk, so young people should not be typecast according to risk factors. Family, school and peer group can all play key roles in promoting resilience. KLA Subject HeadingsVictoriaTeacher-student relationships Surveys Socially disadvantaged Social adjustment Resilience (Psychology) Parent and child Mental Health Generations Family Civics education Citizenship Children Child development Case studies Alcoholism Adolescents |