ORCID Profile
0000-0002-2550-1253
Current Organisation
University of Technology Sydney
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Aboriginal and Torres Strait Islander Education | Aboriginal and Torres Strait Islander Health | Specialist Studies in Education
Aboriginal and Torres Strait Islander Health - Determinants of Health |
Publisher: Informa UK Limited
Date: 29-03-2022
Publisher: Informa UK Limited
Date: 06-2013
Publisher: Informa UK Limited
Date: 2015
Publisher: Informa UK Limited
Date: 06-2010
Publisher: Informa UK Limited
Date: 2011
Publisher: Brill
Date: 18-08-2016
DOI: 10.1163/15685306-12341418
Abstract: This study examines the practices of Equine Assisted Therapy and Learning in Australia. Among Equine Assisted Therapy ( eat ) and Equine Assisted Learning ( eal ) centers there is a large degree of variation in practice worldwide. The current study outlines a range of practices in two states in Australia where eat and eal have arisen and evolved from models developed elsewhere. The philosophical foundations, training and certification processes followed along with the types and training of horses involved are compared across facilities. The findings of the study illustrated the large variation in eat and eal in current practice in Australia. The results suggested that if the practices of eat and eal are to move out of the “fringe” of mental health and learning professional practice and into the mainstream, their theoretical underpinnings, certification and licensure procedures, and methodology of practice must become more clearly defined.
Publisher: Elsevier BV
Date: 2020
Publisher: Cambridge University Press (CUP)
Date: 17-04-2019
DOI: 10.1017/JIE.2019.4
Abstract: Abstract This research explores media reporting of Indigenous students’ Programme for International Student Assessment (PISA) results in two national and 11 metropolitan Australian newspapers from 2001 to 2015. Of almost 300 articles on PISA, only 10 focused on reporting of Indigenous PISA results. While general or non-Indigenous PISA results featured in media reports, especially at the time of the publication of PISA results, there was overwhelming neglect of Indigenous results and the performance gap. A thematic analysis of articles showed mainstream PISA reporting had critical commentary which is not found in the Indigenous PISA articles. The three themes identified include: a lack of teacher quality in remote and rural schools the debate on Gonski funding recommendations and the PISA achievement gap between Indigenous and non-Indigenous students. This study concluded the overwhelming neglect is linked to media bias, which continues to drive mainstream media coverage of Indigenous Australians.
Publisher: Division of International Special Education and Services (DISES)
Date: 11-2014
Publisher: Walter de Gruyter GmbH
Date: 06-2014
Publisher: Wiley
Date: 07-02-2007
Publisher: SAGE Publications
Date: 09-11-2021
Abstract: Sport may promote academic performance through physiological and psychosocial mechanisms. We aimed to examine the association between sports participation and academic performance in Aboriginal and Torres Strait Islander children. Participants were from four successive waves of Australia’s Longitudinal Study of Indigenous Children ( n = 303, baseline age 5–6 y). Cumulative sports participation was regressed against academic performance from two standardised tests. Children participating in sport at all four waves performed significantly better than children participating in sport in 0, 2 or 3 waves in Progressive Achievement Test (PAT) Maths (110 vs. 103, 105 and 105, p = 0.007, 0.02 and 0.02, respectively), and better than children participating at two waves in National Assessment Program – Literacy and Numeracy (NAPLAN) numeracy (438 vs. 409, p = 0.006). There were no significant differences in PAT reading or NAPLAN literacy. Sports participation appears to be associated with subsequent better numeracy (2–7 months of learning) in a s le of Australian indigenous children. Fostering sports participation among indigenous children may be an avenue for reducing disadvantage.
Publisher: Informa UK Limited
Date: 14-07-2020
Publisher: Informa UK Limited
Date: 12-07-2019
Publisher: Emerald
Date: 07-01-2019
DOI: 10.1108/JABS-08-2016-0108
Abstract: This paper aims to analyse contrasting discourses on education and competitiveness from four countries to show the different national values that are a key driver in economic development. The paper uses content analysis to compare and contrast the newspaper discourse surrounding the OECD Program for International Student Assessment (PISA) in four countries with above OECD average performance: Japan and South Korea (improving performance) and Australia and Finland (declining performance). PISA has attracted much government and public attention because it reflects education and the economic value of that education. There are key contrasts in the discourses of the four countries. Despite shifts to globalised perspectives on education, strong national and cultural differences remain. Educational competitiveness and economic competitiveness are strong discourses in Japan and South Korea, while in Australia and Finland, the focus is on educational competitiveness. The media in Finland has few references to economic competitiveness and it does not feature in Australia. The discourse themes on PISA from 2001 to 2015 are presented with trends in educational attainment and shifting national perspectives on education. Analysis is limited to the top two circulation newspapers in English language in each country over 2001 to 2015. These newspapers in Finland, Japan and South Korea include translated content from local language papers. The paper provides longitudinal perspectives to understand the contrasting societal values placed on education and how these relate to perspectives on competitiveness. This media evidence on national discourses can inform education policy orientations in the four countries examined.
Publisher: MDPI AG
Date: 09-01-2018
Publisher: SAGE Publications
Date: 08-03-2023
DOI: 10.1177/09500170211069854
Abstract: This article analyses the commodification of professional labour and union responses to these processes within the employment heartland. It explores the category of fixed-contract or ‘temporary’ employment using Australian public school teaching as the empirical lens. Established to address intensifying conditions of labour market insecurity, the union-led creation of the temporary category was intended to partly decommodify labour by providing intermediate security between permanent and ‘casual’ employment. However, using historical case and contemporary survey data, we discern that escalation of temporary teacher numbers and intensifying work-effort demands concurrently increased insecurity within the teacher workforce, constituting recommodification. The article contributes to scant literature on unions and commodification, highlighting that within the current marketised context, labour commodification may occur through contradictory influences at multiple levels, and that union responses to combat this derogation of work must similarly be multi-level and sustained.
Publisher: Elsevier BV
Date: 04-2020
Publisher: Springer Science and Business Media LLC
Date: 30-09-2023
DOI: 10.1007/S13384-022-00573-W
Abstract: The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
Publisher: Informa UK Limited
Date: 26-09-2018
Publisher: Eurasian Society of Educational Research
Date: 04-2013
Publisher: University of Technology, Sydney (UTS)
Date: 05-11-2012
Abstract: Microfinance has been one of the fastest growing “industries” of the new millennium, with the sector now containing over 10,000 microfinance institutions (MFIs) worth an estimated USD with over $60 billion in assets (Microfinance Information Exchange 2011). This expansion has stimulated interest from both scholars and the mainstream media. There is a growing volume of academic research which broadly centres on two approaches: an “institutionalist perspective” that highlights microfinance as an innovation in applying market solutions to social problems and the other approach, often described as welfarist, that questions the capacity of an increasingly commericalised sector to realize a mission of poverty reduction. But do these themes and concerns permeate academic boundaries? Specifically, does media coverage in key donor and recipient countries confirm or challenge or even engage with these debates? To date much of this academic literature has overlooked how “microfinance” has been socially constructed in the public sphere through the mass media. Through its interpretation of events, the media can influence the way an issue is discussed and evaluated and in this way influence in idual perceptions (Gamson 1988). In this article we present an analysis of recent media coverage of microfinance in one key donor country, the United States and one major recipient country, India. By conducting a media content analysis of 100 newspaper articles (sorted by level of relevance) that appeared in the top 10 highest circulating English language newspapers in India and the US over a 12 month period January-December 2008 we discuss how media coverage in these two countries differed in significant ways. The Indian media s le tended to focus on operational issues and report on specific business activity within the microfinance industry, in general treating it as a ‘regular’ part of the financial and banking system. While the US media s le made broader generalizations about the industry, linking it to meta narratives and broader themes – peculiarly microfinance as an innovation due to its harnessing of market forces to realize positive social outcomes. This finding contributes to understanding of the interpretations, and the differences in interpretations, of microfinance between donor and recipient countries and offers insights into the power relations at play within the microfinance industry and the broader development and business community.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-02-2013
DOI: 10.14742/AJET.72
Abstract: As schools start investigating and investing in the idea of 1:1 iPads and tablets, are there any lessons that can be learnt from recent 1:1 laptop deployments? In Australia, since 2008, 1:1 laptops have been introduced into every secondary school. This study reports on a survey designed to investigate frequency and type of laptop use, and the alignment of teacher and student perceptions of that use. Data was obtained from 14 secondary schools from the Catholic Education Office Sydney, involving responses from 1245 Grade 10 science students and 47 science teachers. As part of the analysis, bubble graphs are used to visually represent a teacher's alignment/misalignment with their students' self-reported practices. Results show student and teacher perceptions of use were usually relatively aligned though sometimes very contrasting. The alignment was measured with the use of a 'Misalignment Index'. Three distinct types of teacher/student alignment or misalignment emerge from a graphical analysis of the data. Of the teachers and students s led, some 30% of teachers were highly aligned, 55% had medium alignment and 15% were badly misaligned with their respective students. Potential uses of the Misalignment Index and analysis tools are discussed.
Publisher: SAGE Publications
Date: 29-09-2022
Abstract: Amidst declining union influence, teacher unions have retained power. However, work intensification, arising from increasing reform in school education, has potentially undermined union participation, particularly women’s. Using a mixed-method approach, this article examines how the tangled combination of women’s paid work, union participation and family/domestic responsibilities (the ‘triple burden’) affects women’s roles as unionists. Examining the case of Australian teachers, the article finds that while demands of ‘work’ and ‘life’ can stifle union participation, it is specifically the cultural and historical legacies in unions that hinder women’s participation. The findings offer new insights around issues affecting the participation of women in female-dominated unions, and the intersection between union organisation and operation and the member-workers whom they represent.
Publisher: Elsevier BV
Date: 07-2022
Publisher: Oxford University Press (OUP)
Date: 12-2006
DOI: 10.1093/HER/CYL125
Abstract: A large national study of schoolchildren aged 6-18 years was conducted to assess nutritional and socio-cognitive factors associated with body mass index (BMI). A questionnaire was used to assess nutritional quality of breakfast, importance of physical activity and food variety score, among 4441 students from randomly selected schools in all states and territories of Australia between September and December 2000. Height and weight were measured. Nutritional knowledge, dietary self-efficacy and dietary locus of control were also assessed among adolescents. School socio-economic status (SES) was derived from parental income. The factors were modelled using multiple linear regression to determine significant predictors of BMI. Dietary self-efficacy, nutritional quality of breakfast and SES were found to be the principal predictors of BMI in addition to the expected biological factors of age, gender and height. Furthermore, low SES was found to contribute to high BMI, mediated by the low nutritional quality of breakfast. Food variety was positively associated with high BMI and this was mediated by dietary self-efficacy. Nutrition knowledge and dietary locus of control were not associated with BMI. These results suggest that breakfast programmes for low-income children may be an effective measure in the prevention of childhood obesity.
Publisher: SAGE Publications
Date: 15-12-2019
Publisher: Modestum Publishing Ltd
Date: 27-01-2013
Publisher: Elsevier BV
Date: 11-2019
DOI: 10.1016/J.JSAMS.2019.06.017
Abstract: To identify and describe existing evidence of the impact of sport and physical activity programs on social outcomes among Aboriginal and Torres Strait Islander people. Systematic scoping review. Nine scientific databases (MEDLINE, Scopus, SPORTSDiscus, PsycINFO, Informit, Database of Abstracts of Reviews of Effects (DARE), The Cochrane Library, The C bell Library, ProQuest Dissertations and Theses) and grey literature were systematically searched for programs or activities that target Aboriginal and Torres Strait Islander people and use physical activity and sport participation to improve one or more of six social and community outcomes of: (i) education (ii) employment (iii) culture (iv) social and emotional wellbeing (v) life skills (vi) crime reduction. Of the 1160 studies identified, 20 met the inclusion criteria and were published between 2003 and 2018. Most studies reported positive findings across multiple, broad outcomes of education (N = 11), employment (N = 1), culture (N = 9), social and emotional wellbeing (N = 12), life skills (N = 5) and crime reduction (N = 5). Some evidence was found for increased school attendance and improved self-esteem resulting from physical activity and sport participation as well as enhanced aspects of culture, such as cultural connections, connectedness, values and identity. There is some evidence of benefit across the six social outcomes from physical activity and sport programs. This promotes their continuation and development, although critical appraisal of their methods is needed to better quantify benefits, as well as the generation of new evidence across indicators where gaps currently exist, particularly for employment and crime reduction outcomes.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 06-05-2019
DOI: 10.11124/JBISRIR-2017-004023
Abstract: The objective of this scoping review is to identify and describe existing research on the impact of sport and physical activity programs on social outcomes among Aboriginal and Torres Strait Islander people in Australia. Physical activity can be particularly beneficial for groups such as Indigenous populations, who have increased rates of chronic disease. Systematic reviews have demonstrated the positive impact of physical activity on a range of health indicators, and there is also support for the positive impact of physical activity on wider social outcomes. However, there is a lack of evidence for the benefits of physical activity for broader social outcomes among Aboriginal and Torres Strait Islander people. This scoping review will consider studies that include Aboriginal and Torres Strait Islander people of any age from any setting or region of Australia. Studies will be considered if they report on programs or activities that use physical activity and sport participation as a component or tool to improve one or more of six social and community outcomes: education, employment, culture, social wellbeing, life skills and crime prevention. Nine databases will be searched, as well as a selection of websites containing resources related to physical activity, sport and social outcomes for Aboriginal and Torres Strait Islander people. Studies published in English will be included. No date limits will be set. After screening the titles and abstracts of identified citations, potentially relevant studies will be retrieved in full. Data extraction will be presented in a table with accompanying narrative.
Publisher: Elsevier BV
Date: 06-2018
DOI: 10.1016/J.SOCSCIMED.2018.04.018
Abstract: Sport and physical activity (PA) hold particular significance in Australian Indigenous communities, and have the potential to address many of the health and education challenges faced by Indigenous communities. Optimal levels of PA are an important foundation in efforts to build healthy communities and reduce social disadvantage experienced to date. Yet little evidence relating to the current levels of PA within these communities, or the relationship between PA and outcomes, has been available. Drawing on national survey data from the Australian Bureau of Statistics, we examine levels of PA in the Australian Aboriginal and Torres Strait Islander Health Survey 2012-13. These data describe PA levels among Indigenous Australians, aged 5-17 years, in remote and non-remote communities. We also examine the relationship between PA and participation in education and self-reported health among 15-17 year olds. Overall, participation rates appear to be high, with 64-84% of youth reporting at least 60 min of PA on the previous day. A gender gap was also evident, with lower levels of activity among girls. PA decreased with age, particularly at or around the age of puberty. There were no significant associations between PA and either self-reported health or engagement in study. There was a relationship between high PA and low area-level socio-economic status in remote areas, but no association in non-remote areas. The differences between remote and non-remote areas highlight the importance of disaggregated analysis of Indigenous populations and are consistent with qualitative studies identifying locally contextualised factors influential in promoting PA.
Publisher: Informa UK Limited
Date: 27-11-2014
Publisher: SAGE Publications
Date: 14-11-2019
Abstract: Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.
Publisher: Human Kinetics
Date: 03-2021
Abstract: Background : Emerging evidence suggests that Indigenous children have higher physical activity levels that non-Indigenous children, yet little is known of the factors that influence these levels or how they may be optimized. This study examines correlates of achieving ≥1 hour/day of physical activity among Indigenous Australian children aged 8–13 years. Methods : Data were collected through parental self-report in the Longitudinal Study of Indigenous Children. Proportions of children achieving ≥1 hour/day physical activity, approximating the Australian aerobic physical activity recommendations, were calculated, and associations with sociodemographic, family composition, and movement-related factors were quantified using multiple logistic regression analyses. Results : Half of the 1233 children achieved ≥1 hour/day physical activity. Children from families with low parental education and unemployment, remote residence, low socioeconomic status, and without a father in the household were more likely to meet the recommendations. Achieving ≥1 hour/day of physical activity was also associated with low levels of playing electronic games and total screen time. Conclusions : Sociodemographic correlates of physical activity among Indigenous Australian children run counter to those typically found in non-Indigenous Australian children. Further longitudinal examination of the predictors of these associations would provide a greater understanding of Indigenous physical activity determinants, to inform strategies to facilitate participation.
Publisher: MDPI AG
Date: 09-2020
DOI: 10.3390/JINTELLIGENCE8030032
Abstract: Transfer of learning, the application of learning to different contexts over time, is important to all learning for development. As 21st century skills specifically aim to be “generic,” there is an assumption that they can be transferred from context to context. We investigate the process of transfer in problem solving, with specific focus on mathematical problem solving tasks. Problem solving is highly valued in 21st century workplaces, where mathematical skills are also considered to be foundational in STEM and of paramount importance. This study examines the transfer of first semester mathematics learning to problem solving in second semester physics at university. We report on: (1) university students’ (n = 10) “think-aloud” accounts of the process of transfer and (2) students’ (n = 10) and academics’ (n = 8) perspectives on transfer processes and problem solving. Think-aloud accounts show students’ recursive use of interpretation, integration, planning and execution thinking processes and highlight the meta-cognitive strategies used in transfer. Academics’ and students’ perspectives on transfer show disparities. Understanding these perspectives is important to current initiatives to integrate and optimise 21st century learning within universities. We argue that renewed attention on the concept of transfer is needed if the generic aims of 21st century skills are to be understood and promoted.
Publisher: Science Publications
Date: 10-2012
Publisher: Informa UK Limited
Date: 2013
Publisher: Informa UK Limited
Date: 22-10-2023
Publisher: Routledge
Date: 14-10-2022
Publisher: Informa UK Limited
Date: 08-01-2019
Publisher: Common Ground Research Networks
Date: 2011
Publisher: Informa UK Limited
Date: 28-12-2023
Publisher: Routledge
Date: 27-11-2014
Publisher: University of Technology, Sydney (UTS)
Date: 08-04-2015
Abstract: The argument that participation in sport among disadvantaged populations can produce positive outcomes in wide range of areas has been a consistent theme in academic literature. It is argued that sport participation can promote women’s empowerment, sexuality, lifestyle, peacemaking, youth development, poverty reduction and conflict resolution. Similarly, in Australia, participation in sport among Indigenous Australians has been proffered as a ‘panacea’ for many Indigenous problems from promoting better health and education outcomes, to encouraging community building, good citizenship and entrepreneurship. Parallel to this has been a focus on documenting and analysing sport participation among Indigenous Australians in elite sport which often concludes that Indigenous Australians have an innate and ‘natural ability’ in sports. These two assumptions, first, that sport participation can help realise a wide range of positive social outcomes and second, that Indigenous Australians are natural athletes, have driven significant public investment in numerous sport focused programs. This paper questions these assumptions and outlines some of the challenges inherent with an emphasis on sport as a solution to Indigenous disadvantage. We highlight how participation in sport has often been tied to ambitious, ill-defined and, in terms of evaluation, often elusive social outcome goals. Second, we also argue that there is limited research to indicate that participation in either elite or grassroots level sport has led to any discernible social progress in addressing inequality. We contrast historical Indigenous participation in a range of sporting codes to demonstrate the influence of factors beyond the ‘natural ability’ and ‘born to play’ propositions. Finally, we outline six ‘perils’ associated with viewing sport as a panacea including how privileging sport can not only perpetuate disadvantage by reinforcing stereotypes and also contribute to a ersion of attention and resources away from other approaches that have been proven to have a greater positive social impact.
Publisher: SAGE Publications
Date: 16-05-2022
DOI: 10.1177/00221856221094887
Abstract: Knowledge co-production between academics and practitioners is increasingly a focus for university workplace contexts. While there is emerging interest in how social science academics can engage with industry to generate impact, little attention has been paid to how one form of practitioner organisation, trade unions, engages with academics to influence policy and member outcomes. In this article, we examine a case of research collaboration with an education trade union based in New South Wales, Australia, to explore the process of knowledge co-production with this partnership and its impact on education policy. In examining this decade-long partnership, we contribute to the literature on union strategy by depicting collaboration with researchers as a unique strategy for influencing policy outcomes (in this case, addressing teacher workload), while also contributing to emerging scholarship on knowledge co-production as a means to generate impact beyond the academy. As such, this article contributes a rare ex le of ‘cross-over’ between the worlds of academia and industry, which may inform future engagement and impact processes.
Publisher: Sciedu Press
Date: 04-05-2014
Publisher: Springer Science and Business Media LLC
Date: 06-01-2023
Publisher: The Pennsylvania State University Press
Date: 10-2017
DOI: 10.5325/ABORIGINAL.1.2.0195
Abstract: The introduction of the national Australian Curriculum (AC) has the potential to make a significant impact on Indigenous education (Australian Curriculum 2012). Indigenous perspectives will now feature in all key learning areas in the national curriculum. More specifically, in the Health and Physical Education (HPE) curriculum, endorsed in 2015, the teaching of Indigenous Games and Sports (IGaS) is “encouraged for all students” (ACARA 2012, 28). However, there has been very little research into its place or a clear rationale for its inclusion. This article outlines the possibilities for the inclusion of IGaS across Australian schools. We provide details on IGaS and suggest an appropriate pedagogy for teaching purposes. We also outline two rationales for the inclusion of IGaS: first, for the contribution they can make to the development of social justice within schools and second, for the way IGaS can promote fully inclusive classrooms that recognize and welcome Indigenous students.
Publisher: Common Ground Research Networks
Date: 2019
Publisher: Routledge
Date: 24-08-2023
Start Date: 01-2016
End Date: 12-2019
Amount: $290,000.00
Funder: Australian Research Council
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