ORCID Profile
0000-0003-4252-2379
Current Organisation
Murdoch University
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Comparative Education | Sociology Of Education | Specialist Studies in Education | Educational Policy, Administration And Management
Education across cultures | Secondary education | Education policy |
Publisher: Informa UK Limited
Date: 06-11-2019
Publisher: Routledge
Date: 14-09-2023
Publisher: Routledge
Date: 14-09-2023
Publisher: Routledge
Date: 14-09-2023
Publisher: Informa UK Limited
Date: 30-12-2022
Publisher: Springer Science and Business Media LLC
Date: 11-05-2019
Publisher: Charles University in Prague, Karolinum Press
Date: 22-08-2017
Publisher: Informa UK Limited
Date: 17-12-2021
Publisher: SAGE Publications
Date: 18-12-2009
Abstract: Although theorists and policy makers agree that schooling should be democratic, what this exactly means often varies. This article establishes a conceptual model for analyzing education policy in democratic societies, based on the key concepts of equality, ersity, participation, choice, and cohesion. The model facilitates the design, evaluation, comparison, and analysis of education policy in democratic societies. It also facilitates analysis of the interrelationship of the five concepts and the ways in which they both complement and conflict with each other. By providing an integrated view of the five democratic values, the model can help policy makers and analysts balance competing demands on education policy. Finally, the model improves understanding of the ways in which educational systems continually adjust to changing theory and economic, political, and social forces, and therefore, it has the potential to help explain and predict educational change.
Publisher: Informa UK Limited
Date: 14-12-2021
Publisher: Center for Open Science
Date: 18-04-2020
Abstract: This study examines the role of the socio-economic compositional effect in predicting the systemic performance and equity of schools. We build on prior research by comparing the size and linearity of compositional effects in primary and secondary schools and testing whether students differ in sensitivity to school composition, while addressing critiques of potential biases from measurement error and selection effects. A set of residualised-change and cross-sectional models were tested for selection bias, linearity, differential sensitivity and substantiveness of the compositional effect. We found that the relationship between composition and achievement growth was larger in secondary than primary schools while addressing potential biases from measurement error and selection effects. The socio-economic compositional effect was non-linear in several academic domains, reducing as average school SES increased. Secondary students differed in sensitivity to composition by family socio-economic status, with sensitivity reducing as family socio-economic status increased. We found that socioeconomic composition was a substantive effect, both as a comparative predictor of academic achievement and explaining school-level variance in achievement growth. We conclude that the school socio-economic compositional effect substantively influences systemic performance and equity. We argue school composition should be a leading focus of policy reform as reducing school segregation would improve systemic school performance and equity.
Publisher: Bloomsbury Publishing
Date: 2020
Publisher: James Nicholas Publishers
Date: 2012
DOI: 10.7459/ES/30.1.03
Publisher: Informa UK Limited
Date: 13-11-2019
Publisher: SAGE Publications
Date: 10-2018
Abstract: This study compares rural educational disadvantage across Australia, Canada, and New Zealand using data from the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA). Across the three countries, student reading literacy and school learning environments are less positive in rural communities than in urban. Furthermore, rural disadvantage in educational outcomes (reading) and opportunities is greater in Australia than Canada or New Zealand. This could be seen as surprising as student socioeconomic status (SES), typically a strong predictor of educational outcomes, is similar for rural communities in Australia and Canada, but lower in New Zealand. Rural school principals in Australia are most likely among the three countries to report that shortages of teaching personnel hinder learning. This could suggest that policies and structures can play a role in ameliorating or exacerbating rural educational disadvantage. We conclude with questions and recommendations for future research.
Publisher: Informa UK Limited
Date: 09-2005
Publisher: Springer Science and Business Media LLC
Date: 03-2014
Publisher: Springer Science and Business Media LLC
Date: 12-2008
Publisher: Springer Science and Business Media LLC
Date: 11-11-2022
DOI: 10.1186/S40536-022-00137-5
Abstract: While the relationship between school socioeconomic composition and student academic outcomes is well established, knowledge about differential effects is not extensive. In particular, little is known whether the relationship differs for students with varying levels of academic performance. We examined whether the school socioeconomic composition effect on academic achievement is stronger or weaker for high-performing students than for average- and low-performing students. Australia is a theoretically interesting case study as it has high levels of school socioeconomic segregation compared to other economically developed countries. We conducted quantile regression analysis using data from the Australia PISA 2018 s le (N = 14,273 15-year-old students). We examined the effect of school socioeconomic status (school SES) on student performance in reading, mathematical and scientific literacy. We found that the school socioeconomic composition effect is substantial and is similar for all students, regardless of their level of academic performance. The findings also show that school SES is a stronger predictor than student SES for all student performance quintiles, and the size of the school SES effect relative to the size of student SES effect is larger in lower performance quintiles. These results indicate no differential effect of school SES on reading, mathematical or scientific literacy for students of varying levels of academic performance. The relationship is similarly strong and positive for high-performing students as it is for their lower performing peers. As school SES is a strong predictor for all students regardless of their level of academic performance, we argue that equity of educational outcomes can be best achieved by policies and structures that promote socioeconomically mixed rather than segregated schools. We also call for more research that seeks to identify and understand possible differential effects of school socioeconomic composition on a range of academic and non-cognitive student outcomes.
Publisher: Emerald
Date: 08-07-2019
Abstract: Much justification for third sector involvement in education advances from the notion that attributes from business and non-profit fields could benefit state-run public schools. The purpose of this paper is to explore this issue by examining theoretical underpinnings and expectations for third sector participation in public education systems, particularly with respect to educational innovations and improvements, and the structural opportunities, incentives, and impediments for such innovation. The question is how third sector participation shapes the rate, nature, and types of innovations in education as schools interact in response to competitive pressures. This conceptual analysis of the third sector examines the political-economic features and structures of the sector in fostering innovation, with reference to the US sector that was specifically positioned to enhance the innovative capacity of publicly funded education. The analysis indicates that educational innovations are not necessarily more prevalent in or because of the third sector, and that there are obstacles to their creation and diffusion. Moreover, schools often respond to competitive incentives in ways unanticipated by policymakers, such as school marketing rather than instructional improvement, sometimes in ways detrimental to goals set out for public education, such as social sorting. In fact, instead of the third sector simply developing or incentivizing innovations, there is evidence that this sector has adopted innovations developed in the state sector. The analysis suggests that a third sector based more on a professional, as opposed to a competitive, model may better facilitate the development of innovative capacity in education.
Publisher: SAGE Publications
Date: 12-2018
Abstract: International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.
Publisher: Informa UK Limited
Date: 04-05-2021
Publisher: Informa UK Limited
Date: 30-07-2017
Publisher: Routledge
Date: 14-09-2023
Publisher: Elsevier BV
Date: 06-2015
DOI: 10.1016/J.RVSC.2015.03.023
Abstract: A total of 540 Japanese quail eggs were assigned to 9 treatments of 4 replicates to investigate the effect of in ovo injection of threonine (THR) on mucin2 (MUC2) mRNA expression and digestive enzyme activity. Treatments were (non-injected) eggs and those in ovo injected with saline (0.05 or 0.1 ml) with or without THR (5 mg/ml) in two sites (in or under the air sac). On hatch day, 0.05 ml in ovo injected (under the air sac: TUAS) hatchlings were ided into three groups based on NRC recommendations for THR, while all 0.1 ml in ovo injected chicks were removed due to low hatchability. The remaining treatments received the NRC recommended diet until day 10 post-hatch. Treatments had no effect on protease and amylase activities, while TUAS increased MUC2 gene expression. In conclusion, the in ovo injection of THR increased MUC2 gene expression but had no effect on enzyme activity.
Publisher: Mary Lou Fulton Teacher College
Date: 25-10-2021
Abstract: Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.
Publisher: Wiley
Date: 12-01-2010
DOI: 10.1111/J.1365-2702.2009.02952.X
Abstract: Aim. This study sought to determine the prevalence and characteristics of workplace violence directed at a volunteer s le of nurses at one non‐tertiary hospital. Respondents’ reasons for not reporting these incidents were also investigated. Background. Incidents of workplace violence are increasing worldwide. However, no studies have investigated this phenomenon from the perspective of nurses in Western Australian non‐tertiary hospitals. Design. Survey. Method. A survey was distributed to all 332 nurses working in several areas of one non‐tertiary hospital in Western Australia to determine their experiences of workplace violence over a 12 month period. Findings. Of the 113 nurses who agreed to participate in this study, 75% reported experiencing workplace violence in the previous twelve months. When asked about their most recent incident, 50% of the nurses said they had reported it verbally, mostly to more senior staff. Only 16% of the nurses completed an official incident report. Reasons for not reporting included the view that WPV is just part of the job and the perception that management would not be responsive. Conclusion. This study showed that for this s le of nurses violent events are occurring at a rate that is similar to those reported in other studies. This finding should be of great concern to the organisation and the community in general. Relevance to clinical practice. Organisations are obliged to improve the safety of the workplace environment for both staff and patients. The findings of our study may be of help to healthcare institutions in developing education programmes for nurses, patients and their friends and relatives to reduce the impact and frequency of workplace violence.
Publisher: Springer Science and Business Media LLC
Date: 28-04-2010
Publisher: Routledge
Date: 14-09-2023
Publisher: Wiley
Date: 05-05-2010
DOI: 10.1111/J.1447-0349.2009.00663.X
Abstract: Workplace violence directed at nurses working in both the mental health and general areas of the hospital is a common occurrence and the impact of these events on all parties may be severe. A consequence of these confronting situations is the possibility that nurse victims will leave the profession. To help administrators facilitate nurses' psychological recovery, this qualitative study identified how nurses in several areas of a hospital setting adapted to workplace violence, research which has been previously unexamined. This study was the first of its kind to use a theory of cognitive adaptation to explore nurses' experiences of workplace violence. Participants were found to use the cognitive processes of finding meaning, gaining mastery and enhancing the self to adapt to workplace violence. Critical incident debriefing may facilitate the nurse victim's psychological recovery following an episode of workplace violence.
Publisher: Springer Science and Business Media LLC
Date: 23-11-2022
DOI: 10.1186/S40536-022-00142-8
Abstract: This study examines the effect of school socioeconomic composition on student achievement growth in Australian schooling, and its relationship with academic composition utilising the National Assessment Program—Literacy and Numeracy (NAPLAN) dataset. Previous research has found that school composition predicts a range of schooling outcomes. A critique of school compositional research has been that measurement error may have biased findings of compositional effects. Prior studies have found that socioeconomic compositional effect sizes are small when models include academic composition. The relationship between socioeconomic and academic compositions has yet to be fully determined. Multi-level regressions and structural equation models were compared to estimate the degree of bias in socioeconomic compositional effects due to measurement error. Multi-level path models were used to test if academic composition mediated the relationship between socioeconomic composition and achievement growth. The results showed that measurement error did not bias compositional effects in the dataset, and academic composition mediates the relationship between socioeconomic composition and achievement growth. We argue that school value-add research should include academic composition to account for contextual effects. The socioeconomic compositional effect is of practical significance to policy makers and educational researchers due to its relative size compared to average student achievement growth. Potential reforms include ensuring public subsidies to private schools in Australia do not increase school segregation and the amelioration of the effects of residential segregation through school funding reforms.
Publisher: SAGE Publications
Date: 27-08-2019
Abstract: International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and in idual teacher challenges. Although our small s le prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.
Publisher: Center for Open Science
Date: 13-12-2018
Abstract: Recent studies have rejected school socio-economic compositional effects based on criticisms of the methodologies of prior studies and their own findings. We respond to the critiques of ecological fallacies and lack of control for prior achievement in school compositional research. We describe how prior ability control variables and fixed-effects methods have been inappropriately applied in research critical of compositional effects. We demonstrate that structural equation modeling can address concerns about the inflation of level-2 effects due to level-1 measurement error whilst also finding significant socio-economic school compositional effects. We conclude that the veracity of school socio-economic composition effects has not been weakened by recent critical studies and remain a profound issue for researchers and policymakers.
Publisher: SAGE Publications
Date: 15-03-2017
Abstract: This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
Publisher: Informa UK Limited
Date: 04-03-2014
Publisher: SAGE Publications
Date: 21-09-2016
Abstract: We examine how students’ perspectives of their learning environments vary between private and public schools in Australia. Previous research has shown that educational outcomes do not vary by school sector in most countries after controlling for student social background. Little is known, however, about the ways in which different students’ educational experiences vary across sectors. Australia is a good case study for examining this question, because it has one of the largest private school sectors in the world. We used a large and nationally representative dataset to compare sector differences across five measures of learning environments while accounting for the average socioeconomic composition of the school. Very few differences large enough to be considered educationally substantive were found between sectors. On two measures, however, student perspectives varied substantially within sectors and across school socioeconomic contexts. Overall, classroom disciplinary climate varied the most across school sectors and socioeconomic contexts, and teacher scaffolding and structuring strategies varied the least.
Publisher: Springer Science and Business Media LLC
Date: 12-03-2010
Publisher: Springer-Verlag
Date: 2005
Publisher: Informa UK Limited
Date: 05-05-2020
Publisher: Informa UK Limited
Date: 25-07-2022
Publisher: Bloomsbury Publishing Plc
Date: 2019
Publisher: Informa UK Limited
Date: 21-10-2015
Publisher: Informa UK Limited
Date: 18-08-2021
Publisher: Center for Open Science
Date: 26-06-2023
Abstract: While marketisation has been promoted as a mechanism for improving educational equity and effectiveness, substantial evidence suggests that it may have the opposite effect. We contribute to this debate by examining educational equity and effectiveness in two similar countries that have embraced educational marketisation to different degrees. Drawing on data from the Programme for International Student Assessment and a causal-comparative design, we show that Australian schooling has more choice and competition, is more socially segregated, has larger school stratification of human and material resources, and has greater inequalities of educational outcomes and overall lower effectiveness than Canadian schooling. Our findings suggest that educational marketisation reduces educational equity and effectiveness by increasing school social segregation and stratification of resources.
Publisher: James Nicholas Publishers
Date: 2013
DOI: 10.7459/EPT/35.1.02
Publisher: Springer Science and Business Media LLC
Date: 21-06-2013
Publisher: Springer Netherlands
Date: 2012
Publisher: SAGE Publications
Date: 12-2020
Abstract: While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance criterion-referenced assessments and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP ability to meet the MYP’s demands confusion about MYP terminology and grading systems and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
Publisher: Bloomsbury Publishing
Date: 2020
Publisher: Bloomsbury Publishing
Date: 2020
Publisher: SAGE Publications
Date: 03-07-2013
Abstract: Previous research has established that student outcomes are strongly associated with the socioeconomic composition of a school, also known as school socioeconomic status. Less is known, however, about the ways in which the relationship varies for different students, schools and national education systems. Here, we conduct a secondary analysis of an international dataset to examine the strength of the relationship between school socioeconomic status and achievement in math and reading for Canada and Australia. The history, economy and culture of these two countries are similar, as are many aspects of their education systems. One important difference, however, is the degree to which their education systems are marketised. Our findings show that in both countries, school socioeconomic status is strongly associated with academic achievement for all students, regardless of their in idual socioeconomic status. Nevertheless, the relationship between school socioeconomic status and academic achievement is substantially stronger in Australia than in Canada. We conclude that student outcomes are more equitable in Canada than in Australia, and suggest that this may be due to differences in the ways in which the two education systems are funded and structured.
Publisher: Informa UK Limited
Date: 10-2020
Publisher: Springer Science and Business Media LLC
Date: 12-2015
Publisher: Charles University in Prague, Karolinum Press
Date: 23-02-2018
Publisher: Informa UK Limited
Date: 14-10-2014
Publisher: Informa UK Limited
Date: 12-2011
Publisher: Springer Science and Business Media LLC
Date: 12-04-2023
DOI: 10.1007/S11125-023-09637-W
Abstract: “Opportunity to learn” has evolved into an umbrella phrase for describing a large range of settings, resources, structures, and processes. The aim of this study is to develop a conceptual framework that can accommodate a wide range of opportunities to learn, not just those provided by teachers in classrooms. An inclusive framework can bring together erse studies about opportunity to learn, increasing synergies and uncovering interconnections, and making more visible marginalized forms of learning. It can also be used as a framework for holding governments, education authorities, and policy makers accountable for providing equitable opportunities and conditions to learn. This article presents a three-dimensional conceptual framework of opportunities and conditions to learn (OCL) that captures (a) notions of what opportunities exist and where those opportunities exist and opportunities offered by whom, as well as (b) a spate of conditions that can shape those opportunities.
Start Date: 2010
End Date: 12-2013
Amount: $40,000.00
Funder: Australian Research Council
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