Schools' guide : How to select providers of road safety education programs for senior school students

Road safety education is not just about safe driving. Best practice road safety education seeks to improve knowledge and change attitudes relating to being safe, and making sure others are safe on the road. Typical topics might include: • Strengthening attitudes toward safe road use behaviours and avoiding risks • Supporting behaviours to ensure others are safe • Promoting knowledge of traffic rules.

Authentic and conventional assessment in Singapore schools : an empirical study of teacher assignments and student work

This is an empirical examination of the quality of teacher assignments and student work in Singapore schools. Using a theoretical framework based on principles of authentic assessment and intellectual quality, two sets of criteria and scoring rubrics were developed for the training of expert teachers to judge the quality of assignments and student work. Following rigorous training, the inter-rater reliability of expert teacher scoring was high. Samples of teacher assignments and student work were collected in English, social studies, mathematics, and science subject areas from a random stratified sample of 30 elementary schools and 29 high schools. For both grade levels, there were significant differences for the authentic intellectual quality of teachers’ assignments by subject area. Likewise, the differences of authentic intellectual quality for student work were significant and varied by subject area. Subject area effect was large. The correlations between the quality of teachers’ assignment tasks and student work were strong and significant at both grade levels. Where teachers set more intellectually demanding tasks, students were more likely to generate work or artefacts judged to be of higher quality. The findings suggest that teacher professional development in authentic intellectual assessment task design can contribute to the improvement of student learning and performance. It is argued that this will be a key requisite of educational systems like Singapore that are seeking to expand pedagogy and student outcomes beyond a focus on factual and rote knowledge.

Understanding rural and remote schools, and facilitating school-community relationships

Rural and remote schools make up a significant portion of Australian schools. Although there are rural schools that exceed 500 students, the Australian Bureau of Statistics (ABS) (2008) reports that 2,188 Australian primary schools have enrolment numbers less than 100. Rural schools need a supply of good teachers; however many universities involved in teacher education are located in city areas. For example, Queensland University of Technology is city-based, generating the highest number of early career teachers for Queensland including teachers for rural schools. Given the number of graduates and the number of rural schools, it seems likely that early career teachers will have opportunities for teaching in these settings, which also means living within a rural community. This chapter will discuss the nature of teaching in rural and remote schools, the challenges, the rewards and the importance of working closely with the local community. It is hoped that by understanding rural and remote schools, early career teachers can make informed decisions that will influence their future career prospects.

Critical Literacies in Schools : A Primer

Readers and writers use a variety of modes of inscription – print, oral and multimedia – to understand, analyze, critique and transform their social, cultural and political worlds. Beginning from Freire (1970), ‘critical literacy’ has become a theoretically diverse educational project, drawing from reader response theory, linguistic and grammatical analysis from critical linguistics, feminist, poststructuralist, postcolonial and critical race theory, and cultural and media studies. In the UK, Australia, Canada, South Africa, New Zealand and the US different approaches to critical literacy have been developed in curriculum and schools. These focus on social and cultural analysis and on how print and digital texts and discourses work, with a necessary and delicate tension between classroom emphasis on student and community cultural ‘voice’ and social analysis – and on explicit engagement with the technical features and social uses of written and multimodal texts.

Understanding preservice teachers’ predispositions for teaching engineering education in Australian schools.

Engineering education is underrepresented in Australia at the primary, middle school and high school levels. Understanding preservice teachers’ preparedness to be involved in engineering will be important for developing an engineering curriculum. This study administered a literature-based survey to 36 preservice teachers, which gathered data about their perceptions of engineering and their predispositions for teaching engineering. Findings indicated that the four constructs associated with the survey had acceptable Cronbach alpha scores (i.e., personal professional attributes .88, student motivation .91, pedagogical knowledge .91, and fused curricula .89). However, there was no “disagree” or “strongly disagree” response greater than 22% for any of the 25 survey items. Generally, these preservice teachers indicated predispositions for teaching engineering in the middle school. Extensive scaffolding and support with education programs will assist preservice teachers to develop confidence in this field. Governments and education departments need to recognise the importance of engineering education, and universities must take a stronger role in developing engineering education curricula.

Senior management teams in schools : understanding their dynamics, enhancing their effectiveness

Increasingly it has been argued that senior management teams (SMTs), comprising principals, deputy heads and other personnel, play a critical role in the governance of schools. In recent years, many researchers have drawn upon the tools of micropolitics to illuminate the relationships, dynamics and power plays between and amongst members of SMTs. The paper has two foci. Firstly, it overviews some of the seminal literature in the field of SMTs and micropolitics in an attempt to identify the working practices of and challenges facing members of SMTs. Secondly, it discusses an instrument, the TEAM Development Questionnaire, that emerged from a synthesis of this writing and research. The questionnaire presented here was especially devised to use with members of SMTs to help them (i) identify the dynamics amongst team members; and (ii) identify areas for the team to improve. A set of procedures for implementing the TEAM Development Questionnaire is provided to demonstrate its application to the field.

Coping with Generation Y in schools

In recent times, complaining about the Y Generation and its perceived lack of work ethic has become standard dinner-party conversation amongst Baby Boomers. Discussions in the popular press (Salt, 2008) and amongst some social commentators (Levy, Carroll, Francoeur, & Logue, 2003) indicate that the group labelled Gen Y have distinct and different generational characteristics. Whether or not the differences are clearly delineated on age is still open to discussion but in the introduction to "The Generational Mirage? a pilot study into the perceptions of leadership by Generation X and Y", Levy et al. argue that "the calibre of leadership in competing organisations and the way they value new and existing employees will play a substantial role in attracting or discouraging these workers regardless of generational labels". Kunreuther's (2002) suggests that the difference between younger workers and their older counterparts may have more to do with situational phenomena and their position in the life cycle than deeper generational difference. However this is still an issue for leadership in schools.

Principals as architects of formal mentoring programs in schools

An important responsibility of principals in schools is fostering a healthy learning-rich environment for both staff and students. Previous research (Duignan & Gurr, 2008; Ehrich, 1998; Leithwood & Day, 2007; Nias, Southworth, & Campbell, 1992) has shown that effective principals create opportunities for teachers to learn with and from each other. For instance, they are involved in establishing supportive structures and creating environments for collaboration and learning to take place (Leithwood & Day, 2007). They do this in a variety of ways such as providing resources and professional development opportunities, structuring time for staff to learn and work together, and establishing a host of other conditions to facilitate learning and sharing.

Engaging with the promises of education : African refugee students in Australian secondary schools

The research reported in this paper investigated the engagement of students who arrived in Australian secondary schools as refugees from Africa. Enrolment of large cohorts of refugees from Africa is a relatively new phenomenon in the English-speaking West. The literature provides evidence that emotional engagement with the promises of schooling is strong for many of the young African refugees. Students envision successful professional careers as doctors, engineers, lawyers, and IT experts; they envision returning to their country as professionals able to help the people. The question investigated in this paper is: How does schooling in Australia impact on young African refugees’ education and career aspirations? Engagement is understood in Bourdieuian terms as dispositions to be and to become an educated person. This is a disposition which entails fundamental belief in the value of the stakes of schooling. The data analysed in the paper were produced in a study undertaken in the state of Queensland where 5000 of the 39 000 African refugees who have arrived in Australia since 2000 have settled. Semi-structured interviews were conducted with students and their parents and teachers after arrival in an intensive language school, and then after transition to a regular secondary school. The findings show both the durability and malleability of educational dispositions in conditions of dramatic social change occasioned by refugee experience. Engagement in the stakes of schooling is both built and eroded as students flee their homelands for countries of refuge. Previously unimaginable educational dreams are possible for some; but for others, long-held dreams become unattainable. The paper concludes with recommendations for better supporting young people through this re-shaping of self.

Schools and Diversity, 2nd ed.

Schools and diversity aims to address the need for schools and teachers to provide quality education for all students in rapidly changing social contexts. Community and student voices are telling schools that traditional education is too authoritarian and restrictive. Students do not feel valued and respected in their school community. Schools are obliged to respond to this critique with more democratic and relevant policies and processes that connect all students with their learning futures. This text is about developing a more inclusive approach to education which aims to identify and dismantle actual and potential sources of exclusion that limit opportunities and outcomes for all students.

Teacher Reporting Questionnaire - Western Australia Government Schools

This instrument was used in the project named Teachers Reporting Child Sexual Abuse: Towards Evidence-based Reform of Law, Policy and Practice (ARC DP0664847)

Teacher Reporting Questionnaire : Western Australia Non-Government Schools

This instrument was used in the project named Teachers Reporting Child Sexual Abuse: Towards Evidence-based Reform of Law, Policy and Practice (ARC DP0664847)

Can theories about leadership in schools inform the work of Principals in schools?

This paper explores recent theorising on the ways in which Principals exercise leadership in their schools with reference to the Leading 21st Century Schools Project in Australia. First, it provides an historical overview of approaches to leadership. Second, it utilises a rhetorical question about leadership to analyse the ways in which leadership and management tensions pose challenges to Principals' efforts to capacity build their staff. Third, it and suggests that the notion of distributed leadership has been the most useful method in fostering Asia literacy in the Leading 21st Century Schools Project.

In search of a hidden long-term isolated sub-chondritic 142Nd/144Nd reservoir in the deep mantle : implications for the Nd isotope systematics of the Earth

Here we search for evidence of the existence of a sub-chondritic 142Nd/144Nd reservoir that balances the Nd isotope chemistry of the Earth relative to chondrites. If present, it may reside in the source region of deeply sourced mantle plume material. We suggest that lavas from Hawai’i with coupled elevations in 186Os/188Os and 187Os/188Os, from Iceland that represent mixing of upper mantle and lower mantle components, and from Gough with sub-chondritic 143Nd/144Nd and high 207Pb/206Pb, are favorable samples that could reflect mantle sources that have interacted with an Early-Enriched Reservoir (EER) with sub-chondritic 142Nd/144Nd. High-precision Nd isotope analyses of basalts from Hawai’i, Iceland and Gough demonstrate no discernable 142Nd/144Nd deviation from terrestrial standards. These data are consistent with previous high-precision Nd isotope analysis of recent mantle-derived samples and demonstrate that no mantle-derived material to date provides evidence for the existence of an EER in the mantle. We then evaluate mass balance in the Earth with respect to both 142Nd/144Nd and 143Nd/144Nd. The Nd isotope systematics of EERs are modeled for different sizes and timing of formation relative to ε143Nd estimates of the reservoirs in the μ142Nd = 0 Earth, where μ142Nd is ((measured 142Nd/144Nd/terrestrial standard 142Nd/144Nd)−1 * 10−6) and the μ142Nd = 0 Earth is the proportion of the silicate Earth with 142Nd/144Nd indistinguishable from the terrestrial standard. The models indicate that it is not possible to balance the Earth with respect to both 142Nd/144Nd and 143Nd/144Nd unless the μ142Nd = 0 Earth has a ε143Nd within error of the present-day Depleted Mid-ocean ridge basalt Mantle source (DMM). The 4567 Myr age 142Nd–143Nd isochron for the Earth intersects μ142Nd = 0 at ε143Nd of +8 ± 2 providing a minimum ε143Nd for the μ142Nd = 0 Earth. The high ε143Nd of the μ142Nd = 0 Earth is confirmed by the Nd isotope systematics of Archean mantle-derived rocks that consistently have positive ε143Nd. If the EER formed early after solar system formation (0–70 Ma) continental crust and DMM can be complementary reservoirs with respect to Nd isotopes, with no requirement for significant additional reservoirs. If the EER formed after 70 Ma then the μ142Nd = 0 Earth must have a bulk ε143Nd more radiogenic than DMM and additional high ε143Nd material is required to balance the Nd isotope systematics of the Earth.