Search

This document contains final papers presented at an International Committee on Family Research (CFR) seminar; included are key, discussant, and free papers as well as closing and farewell addresses. Key papers covered (1) worldwide trends in administrating family policy and (2) work, economic policies, and welfare consequences and responsibilities. Clio Presvelou's "World Survey on Availability of Family Policy Guidelines," Jacqueline Ancelin's "Family Policy and Social Changes in France," and Pierre Cliche's "Quebec's Family Policy: Social Policy or Demographic Policy" address the first topic. Orjan Hultaker's "Income Security Policies and the Application of Marginal or Universal Approaches" addresses the second. Discussant papers focus on several conference issues, including the desirability of supporting the family and pressures, conflicts and expectations of family life; major demographic trends affecting family policy; worldwide trends in the administration of family policy; youth policies and the family/work/education relationship; and legal regulation of the family and the effect of changes in family law. Free papers are Wei Zhangling's "Effects of Population Policy on Families in Contemporary China"; Wolfgang Voegeli and Barbara Willenbacher's "Family Policy and the Implementation of the Constitutional Equal Rights Clause in the Federal Republic of Germany"; Iteka Weeda's "Changing Ideals about the Family and Other Life Styles in Their Macro-Sociological Significance in the Netherlands"; and Gordon F. Streib's "Family Change and Social Policy: Shared Living for the Elderly." The document concludes with Don Edgar's closing address and farewell addresses by Lazlo Cseh-Szombathy, Andre Rauget, Roland Eckert, and Don Edgar. (RH)

These papers from an International Committee on Family Research (CFR) seminar explore seven themes, four of which are presented in Part 1. The first set of papers approach the question of whether the family is worth supporting and the related issue of pressures, conflicts, and expectations of family life (Theme 1). Randall Collins discusses "Social Conflict and the Place of the Family: Toward a Theory of Moral Politics." Robert A. Lewis describes "Some Changes in Men's Values, Meanings, Roles, and Attitudes Toward Marriage and Family in the USA." Helen Glezer identifies "Antecedents and Correlates of Marriage and Family Attitudes in Young Australian Men and Women." Major demographic trends affecting family policy (Theme 2) are identified by Arland Thornton and Peter McDonald, respectively, in papers on "Modernization and Family Change" and "Implications for Families of Third World Fertility Trends." Three additional papers discuss families with children and social policy approaches to family support and education (Theme 3): "Family Policy as Latter-Day Children's Policy" by Gilbert Steiner; "Divorcees, Children, and the Public" by Jan Trost; and "The Child's Use of Family Resources" by Gay Ochiltree and Paul Amato. The topic of youth policies and the family/work/education relationship (Theme 4) is particularized in Roland Eckert and Helmut Willems'"Youth Conflicts and Public Policy Challenges in Western Europe" and in Don Edgar and Frank Maas'"Adolescent Competence, Leaving Home and Changing Family Patterns." (RH)

This paper gives a brief overview of the changing relationship between school and family in Australia. Discussion first concerns major changes that have occurred in Australian families, particularly in the period since World War II. Next explored are the many forms of school and family relationships. These range from informal get-togethers to the formal requirement that parents should have a part in the decision-making processes of schools. A distinction is made between parent participation (in which parents have the right to make decisions regarding the education of their children in partnership with professionals) and parent involvement (in which parents' and teachers' mutual interests in children are interwoven, but there is less concern with power and rights). In subsequent commentary, attention is given to the situation in Victoria, Australia--a state in the process of legislating for closer working relationships between parents and schools through local school councils. Objections to parent participation in the decision-making process and beneficial results of such participation are both specifically discussed. Concluding remarks concern the new role of teachers and schools in communities with active parent participation; in particular, these new roles are discussed in terms of teacher training and liaison with social services and in terms of relationships with children whose parents prefer old patterns of involvement. (CB)

These discussant papers from an International Committee on Family Research (CFR) seminar explore eight topics, seven of which are presented in Part 3. Topics addressed include (1) the worth of supporting the family and pressures, conflicts, and expectations of family life; (2) major demographic trends affecting family policy; (3) families with children and social policy approaches to family support and education; (4) youth policies and the family/work/education relationship; (5) work, economic policies, and welfare consequences and responsiblities; (6) intergenerational exchange, aging trends, and the public/private support dimensions; and (7) legal regulation of the family and the effect of changes in family law. (RH)

This paper discusses the impact of the Baby Boomer generation on public libraries. The paper has five main objectives: (1) to provide a statistical and demographic profile of the Baby Boomers at the local, state, and national levels within Australia; (2) to provide characteristics of the Baby Boomer generation; (3) to present comparative results and outcomes of a library survey within the Shire of Swan (Australia) Public Library Service where the Baby Boomers were statistically targeted, including demographics, self service options, purpose for using the libraries, prioritization of future services/needs, personal computer and Internet access, value to customers of services and resources, and leisure interests; (4) to address the issue of mythical or real impact of this generation on public libraries; and (5) to address the issue of theoretical documentation about the Baby Boomers versus practical evidence. (MES)

This paper examines issues of Australian teachers' professional development and personal welfare, pressing issues Australian education as a period of unprecedented change has been paralleled by significant and rapid aging of the Australian teaching population. Noting that the average age of teachers is 44 and rising, the paper argues that a major challenge lies in ensuring teachers and school administrators are motivated, abreast of current developments, forward looking, innovative, and satisfied by their role. The paper reviews implications of the aging in the teaching population and explores sources of teacher satisfaction and dissatisfaction, based on current and recent research. The review finds that the greatest source of satisfaction is pupil achievement and teacher accomplishment. Other sources of satisfaction are recognition from others, self-growth, the mastery of subject content and teaching skills, and good relationships with students, parents, and other teachers. Overall teacher satisfaction is found to be closely tied to the human or affective domain. The paper closes by arguing that the aging of the Australian teaching population must be addressed at personal, school, and systemic levels if teachers are to bring to fruition the nation's increasing, and at times contradictory, expectations for education. (Contains 29 references.) (JB)

In 1993, a team of seven researchers at the University of South Australia investigated student diversity among its population in relation to the curriculum in action, student experiences of exclusion and inclusion, and staff experiences of attempting to understand and counter exclusion. This paper reports on a case study based on the newly developed set of integrated mathematics and science subjects within the Bachelor of Teaching program. Students had identified these subjects as increasing their understandings of, and success in, mathematics and science as they prepared to become elementary school teachers. The research: (1) describes the underlying principles and approaches adopted by staff; (2) describes and analyzes student perceptions of their learning experiences; and (3) explores issues which impinge upon planning and teaching for "inclusivity" of student diversity. The paper outlines broad findings of the research, critically examines what it might mean to plan and teach for "inclusivity" and "empowerment" within preservice teacher education, and pays particular attention to prior learning and assessment. Appendixes provide categories for coding student answers and the mathematics and science backgrounds of the students. (Author)

This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.

Recent reports based on PISA data have shown a generally positive relationship between the amount of time spent on homework and achievement, and a negative relationship between a measure of socioeconomic status and homework time for secondary students. These findings suggest that homework practices are either reflecting or contributing to achievement differences based on a students' socioeconomic and cultural background. However, a research gap has been identified in relation to how other demographic and educational variables associated with differences in achievement relate to differences in homework practice. We examined relationships between student socioeconomic status, gender, language background, school type and school location with various measures of homework time and frequency of completion for mathematics homework; two measures of homework time and effort available in the 2012 PISA data. Analysis of Australian 2012 PISA data largely confirmed that factors associated with variation in achievement were generally also associated in measures of homework practice. Suggestions are made for further research to illuminate the processes by which the independent variables examined affect homework practice.

This book originates from a conference of the Association of Asian Social Science Research Councils and contains writings and research reports on Youth in Transition in the Asia and Pacific region. The definition of "youth" varies from country to country and ranges between the ages of 10 to 35. The publication summarizes issues in the region, generally regarded as a critical stage before adulthood. Due to local requirements and the development stage of countries in the region, the focus of adolescent studies deals with a wide range of topics such as indigenous people, rural-urban migration, lifestyle, population policy, and technology. Statistics also show that the current generation of youth is immensely different from its predecessors as a result of improved healthcare, rise of technology, and globalization. The differences cover not just livelihood factors such as marriage, sexuality, habits, or employment but also the bigger picture including demographics and culture. Economic development and technology have given rise to a new breed of youth in the Asia and Pacific region where some of them became promising entrepreneurs, political/community leaders, city dwellers, or some just choose to cling to a more traditional existence. Following an introduction (Stephanie Fahey and Fay Gale), papers in this document include: (1) Youth in Asia: An overview (Yogesh Atal); (2) Youth, Cultures and Societies in Transition: The Challenges of Growing up in a Globalized World (Jeffrey Jensen Arnett); (3) Global Cultural Change and Young People's Wellbeing (Richard Eckersley); (3) Globalisation and an Epidemic: The Consequences of HIV/AIDS for Young People (Doreen Rosenthal); (4) A Demographic View of Changing Youth in Asia (Graeme Hugo); (5) Generational Change and Cyberpolitics in Asia (Stephanie Fahe); (6) Indigenous Australian Young Peoples: The Winds of Change (Gregory Phillips); (7) Are Youths Moving Forward? A Bangladesh Perspective (Abdur Rahim Khan); (8) Government Policies and Programs for Youth Development in India (Hardip Singh Kingra); (9) Youth Migration and Change in Indonesia (Aswatini Raharto and Mita Noveria); (10) Youth in the Japanese Society (Ushiogi Morikazu and Watabe Makoto); (11) Malaysian Youth: From Government Policies to Grassroots Aspirations (Rashila Ramli); (12) The Only-Child Generation: Chinese Youth in a Transformative Era (Wu Xiaoying); (13) The Filipino Youth Today: Their Strengths and the Challenges They Face (Joseph H. Puyat); (14) Online Games Dynamics in Korean Society: Experiences and Lifestyles in the Online Game World (Sang-Min Whang); (15) Demographic and Economic Pressures to Move: Youth Aspirations and Livelihood Opportunities for Youth in the Liberal Economic Environment of Sri Lanka (Siri T. Hettige); (16) Monitoring the Convention on the Rights of the Child in Thailand (Amara Pongsapich); and (17) Vietnam's Youth in Transition (Nguyen Thi My). (Individual papers contain references.) [This document was published by Regional Unit for Social and Human Sciences in Asia and the Pacific, UNESCO Asia and Pacific Regional Bureau for Education, as well as the Association of Asian Social Science Research Councils (AASSREC). Abstract modified to meet ERIC guidelines.]

As part of a larger project, this study was conducted to provide a snapshot of the characteristics, size, work patterns, and training needs of the sessional teaching work force in technical and further education (TAFE) in the vocational education and training (VET) sector in Victoria, Australia. Twelve research questions formed the basis of two printed surveys that were distributed to 5,000 sessional (part-time) teachers and 613 managers in November 2000. The response rate was 19 percent for teachers and 36 percent for managers. Among the findings of the survey were the following: (1) about 10 percent more females than males were employed in the TAFE sessional work force, and about 67 percent of both genders were aged 40 and older; (2) the majority of sessional teachers work for one organization only; (3) the majority of sessional teachers at both public and private providers held teaching or training qualifications; (4) the majority of sessional teachers considered that work to be their career and thought they would be still working in that capacity in the next 5 years; (5) 38 percent of public and 21 percent of private sessional teachers were dissatisfied with the quantity of training provided by their employers; and (6) teachers indicated they are mainly interested in training in computers, information relevant to the areas they were teaching, and teaching and education skills. The study concluded that further research is needed into the type of work force that sessional teachers make up and how their needs should be met. (Contains 14 references.) (KC)

In Australia, there has been growing concern about increasing income inequality, a possible accompanying increase in poverty rates, and how poverty impacts on the mental and physical well-being of children. This study analyzed Australian Bureau of Statistics income survey data to assess the extent of child poverty in Australia in 1995-1996. Findings indicate that the extent of child poverty is critically dependent upon where the poverty line is drawn, with estimates ranging from about 8 percent to 25 percent. The study suggests that the average dependent child in poverty in Australia lives with both parents, both of whom have no educational qualifications; is less than 13 years of age; lives with one or more siblings; has Australian-born parents who have bought or are buying their own home; has at least one employed parent, but with low earning due to self-employment or low wages; and lives in a family whose principal income source is government cash benefits. (Child poverty rates delineated by family and household characteristics, by labor force characteristics, and other factors are appended. Contains 27 references.) (KB)

These proceedings consist of 46 papers on the influence of vocational education and training (VET) research on policy and practice. These papers are grouped into these categories: impact of research; equity in participation; partnerships and stakeholders; practice and practitioners; research and policy; learning, work, and organizations; and VET, markets, and the economy. They are "Editorial Introduction: Emerging Interests in VET Research" (McIntyre, Barrett); "Opening Address: Importance of VET Research Influencing Policy and Practice" (Ellison); "Presidential Address" (Maglen); "Overview of Australian VET Research" (Robinson); "Impact of Research on VET Policy, Practice, and Performance" (Smith, Smith); "Use and Influence of Research in VET" (McDonald); "Forging a Convergence Amongst Imperatives for VET" (Stevenson); "Conference Dinner Address: VET Where to from Here?" (Ramsey); "Drowning, Not Waving" (Volkoff, Golding); "Demographic Factors Influencing the Likelihood of Success in VET" (Ball); "Women Training for Transitions" (Barrett); "What's Different Away from the Rat Race?" (Kilpatrick, Bell); "Teaching and Learning Needs" (Crump, Anderson); "VET Research Through Partnerships with Stakeholders" (Henry, Arnott); "Employers' Perceptions of How Well the VET System Serves the Training Needs of Their Industry" (Werner); "Industry and Academia" (Weaver); "Evaluating the Contribution of Competency-Based Training" (Mulcahy, James); "Entereprise-Based Research and Organizational Development in VET Providers" (Seddon); "Unravelling Independent Provision for Occupational Learning in the Hunter Region 1900-90" (Barker, Holbrook); "Mapping Teachers' Work, Charting New Futures" (Kell et al.); "Professional Development in VET" (Simons, Harris); "Learning to Change, Changing to Learn" (Smith et al.); "Issues and Challenges in Consortia-Based Delivery of Professional Development for VET in Schools" (Ward et al.); "Reviewing the Competency Standards for Assessment and Workplace Trainers" (Gillis et al.); "Analysis of Training Needs" (Harris, Wyatt); "Internet-Based Training" (Webb); "Getting the Message Out" (Guthrie); "What Do We Mean 'Research Influences Policy'?" (McIntyre); "Convergence of Vocational and Adult Education in Learning Communities" (Falk); "Failure in Imagination" (Childs, Wagner); "From the Billabong to the Mainstream?" (Kell);"Policy Issues Related to Flexible Modes of Delivery of VET" (Cummings); "Informing Policy and Practice at the Micro Level" (Clayton, House); "VET Policy and Research" (Billett); "Learning, Workplaces, and Public Policy" (Hawke); "Recognition of Informal Learning" (Hager); "Workplace Based Training in Small Business Enterprises" (Robertson); "Do Skills Transfer?" (Misko); "Emerging Truths in Public Sector Training" (Sheehan); "What About the Workers?" (Foley); "Organizational Models for Change Implementation" (Harper); "Workplace Based Learning Degrees" (Garrick, Kirkpatrick); "User Choice in Markets at Risk" (Noble et al.); "VET Policy and Sustainability" (Mulqueeny); "VET and Productivity" (Maglen, Hopkins); and "Impact and Consequences of Markets in VET" (Andersen). (YLB)

This study examined the effects of increased computing experience on the computer anxiety of 101 first year preservice teacher education students at a regional university in Australia. Three instruments measuring computer anxiety and attitudes--the Computer Anxiety Rating Scale (CARS), Attitudes Towards Computers Scale (ATCS), and Computer Thoughts Survey (CTS)--were administered to the students both prior to and at the completion of a computer training course. The results of these tests were compared to the test scores of a control group of students who did not complete the computer training course. Other variables measured in addition to completion of the computer training course were gender, single sex versus coeducational school type, age, and ownership of a personal computer. Analyses of the data indicate that increased computer experience generally lowers anxiety; computers will cause less anxiety when they are a source of self-directed exploration or diversion than when they are part of formal instruction; the issue of gender differences in computer anxiety is complex and unresolved; confidence may well be linked with computer ownership; the effect of school type appears to be more significant for males than females; student ethnicity showed trend level significance; and, due to the multiple variables, greater computer experience worsens anxiety for some individuals. Evidence from this study also gives further support to previous research that explains computer anxiety from a social learning perspective. (Contains 17 references.) (ALF)

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine mathematics education research that is: (1) breaking new ground or on the cutting edge of innovative research and research methodologies; and (2) exploring issues with groups that are often positioned at the edge or periphery of educational research, such as social justice, peace education, equity, and Indigenous education. Geographically, the theme "Mathematics Education at the Edge" describes the very place of the conference setting, Vancouver, a city situated at the edge of Canada on the Pacific Ocean and Coast Mountain Range. The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1 contains the presentations of the plenary speakers, Research Forum activities, Discussion Group activities, Working Session activities and the National Presentation of mathematics education in Canada. Volumes 2-5 contain the Research Reports of the conference, while Volume 6 consists of the Short Oral and Poster Presentations. The organization of PME 2014 is a collaborative effort involving teams of colleagues at the University of British Columbia and Simon Fraser University.

After brief historical and demographic information on Australia's changing societal patterns, this paper discusses some recent research in South Australia related to the expectations of parents and early childhood teachers concerning the purposes of preschooling and early schooling. A questionnaire, designed for both parents and teachers, was sent to a total of 250 parents and 50 early childhood teachers from metropolitan Adelaide. The questionnaire, translated to Italian and Greek so that main ethnic groups as well as English speakers could participate, was divided into three areas: (1) the most important purposes for sending a child to preschool; (2) the most important skills needed by children for functioning effectively when they are adults; and (3) the most important purposes of preschool in relation to the role of parents. (This paper deals only with areas one and two.) It was hypothesized that parents' expectations would differ from those of early childhood teachers, especially in relation to the relative importance of the above purposes. Contrary to this hypothesis it was found that both parents and teachers rated the purpose of social, emotional, and self development as the most important purposes for sending children to preschool, and that ability to care for environment, ability to use mathematical skills, and ability to use leisure time were ranked by both parents and teachers as the least important skills needed by children for the future. Non-English speaking parents, however, placed a higher priority on preparation for school in terms of skill development than did the rest of the sample. (Author/MP)

Although studies of the labour market have concentrated on employment and unemployment, there have been few Australian studies of job search experiences. This study focused on the methods used by people to obtain jobs. It examined the hypothesis that informal job-seeking methods are more likely to lead to employment and that most jobs are obtained without prior knowledge of the vacancy. The data for the study were derived from the Australian Bureau of Statistics' monthly labour force survey of households (published and unpublished data). In the 12 months from July 1985 to June 1986, some 1.6 million individuals had started a new job. At least 29 percent of the jobs resulted from approaches made without prior knowledge that the job was available. Friends and relatives accounted for some 17 percent of placements, and in 20 percent of cases, the employer approached the job seeker, bringing the proportion of informal methods to at least 66 percent. There were statistically significant differences between employed and unemployed job seekers in approaches to or from employers. Occupational, age, and seasonal differences also were evident. (Author)