ORCID Profile
0000-0002-8262-687X
Current Organisation
University of Tasmania
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Publisher: Wiley
Date: 30-05-2023
DOI: 10.1002/AJS4.219
Abstract: This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID‐19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID‐19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi‐experimental design, using difference‐in‐differences (DiD) estimation extended to incorporate third‐order differences over time between low‐SES and other students, and pre‐ versus during‐COVID‐19, leveraging robust administrative data extracted from the registers of the Tasmanian Department of Education. Using data from multiple cohorts of secondary school students in government schools in Tasmania (N = 14,135), we find that while the attendance rates were similar pre‐ and during‐COVID‐19 for high‐SES students, there was a significant drop in attendance rates during COVID‐19 among socioeconomically disadvantaged students, demonstrating the more pronounced impacts of COVID‐19 for these students. The findings demonstrate that even “relatively short” lockdowns, as those in Tasmania in 2020 (30–40 days of home learning), can significantly affect the learning experiences of students from socioeconomically disadvantaged backgrounds. We discuss the implications of this for future pandemic planning in educational policy and practice and how this needs to be addressed in Australia's COVID‐19 recovery.
Publisher: Oxford University Press
Date: 28-06-2021
DOI: 10.1093/ACREFORE/9780190264093.013.1686
Abstract: Asia literacy is an Australian education policy goal intended to educate Australian school students about Asian languages, cultures, and economies and, in turn, deepen Australian engagement with the Asian region. First defined in 1988, the concept has since been adapted by a suite of Asia education policies with more than 60 relevant policy documents having been published since the 1950s. However, despite being a cornerstone education policy, political vagaries have prevented the widespread and sustained implementation of Asia literacy education in schools. Tied to the broader goal of engaging with Asia, Asia literacy is in conflict with a sense of an Australian national identity and entangled with Australian economic, education, and foreign policies. A thematic review of the extant policy data and scholarly literature reveals several flaws in Asia literacy policy. Namely, it is underpinned by several assumptions: Asia literacy is learned in formal education Asia is a knowable entity proficiency in languages, cultures, and economies equates to Asia literacy and Asia literacy is assumed to resolve national disengagement from Asia. This approach fails to account for everyday Asia literacy enlivened in the multicultural and multilingual Australian society. Scholars have argued that this “others” Asia from everyday Australian life. The implications of this model of Asia literacy play out in the classroom with few teachers reporting confidence in teaching Asia literacy content, and enrollments in Asia-related subjects being perpetually low. Newer policy imperatives which stipulate the teaching and learning of intercultural competencies may help to dissolve the construct of the Asian other and enliven Asia literacy in the classroom beyond knowledge of languages and cultures. If pursued, this can foster dynamic knowledge of Asia in Australian schools, bringing Asia closer to the everyday and enhancing engagement with the Asian region.
Publisher: Wiley
Date: 28-06-2023
DOI: 10.1002/AJS4.228
Abstract: The COVID‐19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID‐19, teasing out nuances across two educational models. Drawing on semi‐structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system‐wide disruptions to school routines and face‐to‐face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home‐based learning. Findings indicate a need for strengthening student‐centred policy and practices aimed at leveraging the affordances of information technology, balancing self‐directed and structured learning and providing holistic support to enable meaningful student choice.
Publisher: Springer International Publishing
Date: 2023
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 04-08-2021
No related grants have been discovered for Emily S Rudling.