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Field of Research : Sociology
Socio-Economic Objective : Learner and Learning Achievement
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  • Funded Activity

    Discovery Projects - Grant ID: DP120104743

    Funder
    Australian Research Council
    Funding Amount
    $187,891.00
    Summary
    Strategies of academic distinction and social distance: aversion and acceptance of comprehensive schooling. Why are some comprehensive school systems so much more equitable and inclusive than others? This international study seeks to understand the factors to which like-status parents respond, the lines of individual and collective action taken in their management of family education strategies and the effects of such strategies on education systems.
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    Funded Activity

    Linkage Projects - Grant ID: LP110200285

    Funder
    Australian Research Council
    Funding Amount
    $201,400.00
    Summary
    Effectiveness of a whole-school intercultural approach aimed at removing barriers to learning for students from non-mainstream backgrounds. This project will involve the study of localising, implementing and evaluating a whole-school intercultural approach that emphasises inclusion, diverse curricula and the monitoring of attitudes. It is anticipated that the approach will remove barriers to learning for non-mainstream students to help to address systemic inequity.
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    Funded Activity

    Discovery Projects - Grant ID: DP170100705

    Funder
    Australian Research Council
    Funding Amount
    $152,903.00
    Summary
    Rethinking higher education persistence. This project aims to address the issue of early departure from university. Many students leave higher education and disproportionate numbers are from educationally disadvantaged groups, including first-in-family learners. Too often, the individual learner is 'blamed' for this departure and perceived as deficit in necessary knowledge. This project extends previous research into how first-in-family students manage and engage with higher education. Expected .... Rethinking higher education persistence. This project aims to address the issue of early departure from university. Many students leave higher education and disproportionate numbers are from educationally disadvantaged groups, including first-in-family learners. Too often, the individual learner is 'blamed' for this departure and perceived as deficit in necessary knowledge. This project extends previous research into how first-in-family students manage and engage with higher education. Expected outcomes include knowledge about university persistence behaviours and a capabilities informed framework to design and implement future retention strategies.
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