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This research investigated associations between classroom environment and student affective outcomes in Australian secondary schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage, and young adult ethos. A sample of 4,407 secondary school students from 286 classes in Queensland and Western Australia responded to the TROFLEI and three student outcome measures: academic efficacy, attitude to the subject, and attitude to computer use. Multilevel analyses with the 10 TROFLEI scales as explanatory variables and the three outcome scales as response variables were conducted. Statistically significant associations between classroom environment and these student affective outcomes were evident. [ABSTRACT FROM AUTHOR]

Discussions between new postgraduate students and potential supervisors prior to the formalisation of supervisor-student partnerships serve several useful purposes. One purpose is to explore the expectations that each partner has of the other and of themselves and the anticipated nature of the partnership. This article employs Freire's perspective on dialogical pedagogy as a framework to identify and interrogate opportunities and challenges in postgraduate supervision. Theorising and clarifying the postgraduate supervisory process in these terms at the outset of candidature and at strategic points along the way can save time and effort that might otherwise be devoted to misunderstandings and less than optimum progress. It also has implications for lifelong education for both supervisors and students that can be realised beyond the period of candidature and the substantive and methodological gains normally associated with successful completion of a thesis. [ABSTRACT FROM AUTHOR]

Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman''s [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect. [Copyright &y& Elsevier]

In early years' (primary grade) classrooms in Australia repeated patterns are commonly explored as an early introductory activity to mathematics. Most young students have an extensive knowledge of and exhibit success in copying, continuing, creating and transferring patterns into other media. By contrast, research indicates one of the most difficult concepts with which students grapple in their later years of elementary school is the notion of ratio. This paper reports on a design (teaching) experiment conducted over a fourlesson period in two classrooms comprising 51 students whose average age was 9 years and 6 months. The focus of these lessons was using students' knowledge of repeating patterns, an understanding that traditionally remains in the precinct of early years, to scaffold the introduction of ratio. The theoretical frameworks that underpinned the classroom interactions and learning were the socio-constructivist theory of learning, inquiry-based discourse and the simultaneous use of multi-representations to build new knowledge. The results show that after a short intervention period, repeating patterns can act as effective bridges for introducing the ratio concept. They also show that particular representations and teacher actions assisted students to identify ratio, recognize equivalence between particular ratios, and begin to represent these ideas in abstract notation systems. [ABSTRACT FROM AUTHOR]

Teacher performance assessments are positioned as a high stakes assessment that are aimed to ensure that preservice teachers are ready for professional practice in education contexts. The move to incorporate them in institutions has its origins in concerns that teacher education is a policy problem with varying standards of preparation across the sector. The article draws from research literature on the USA edTPA, which is used widely to benchmark graduate and undergraduate teaching capacity across the schooling and early childhood sectors, to consider how teacher performance assessments evoke a range of wicked problems for the early childhood sector in Australia. While they can be seen as a means for the teacher educator sector to regulate itself to ensure that "high quality" "profession ready" graduates are credentialed, there may be an attendant narrowing of pedagogy and emerging issues for a sector that is already undervalued, underfunded and fragmented. The authors highlight the importance for Australian preservice teachers to focus their efforts on pedagogical relations in early childhood education settings, gain proficiency in play-based learning, and participate in relationships that produce ongoing, socially and culturally contextualised assessments. [ABSTRACT FROM AUTHOR]

The importance of Early Childhood (EC) educators' wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators' wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children's developmental outcomes. In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators' experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators' wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children's learning and development. [ABSTRACT FROM AUTHOR]

A global perspective of education, special education, rural communities, and non-traditional instruction is provided for two countries. Both Turkey and Australia have responded to the COVID-19 global pandemic in similar yet, different ways. Through the tale of two countries navigating the rapid response to school closure for students with disabilities, we all can gain understanding from examining strategies used by national, state, and local governments; school systems; and support agencies. From these strategies, we can determine effective and efficient models moving forward that support all students (e.g., students with mental health and medical needs) through non-traditional education during natural disasters, pandemics, or unexpected events [ABSTRACT FROM AUTHOR]

The study investigated teachers' purposes and approaches to communication for connectivity and integration of learning, informed by two research questions which examined teachers' approaches to connecting with those responsible for students' learning and integration when they are in the workplace; and what outcomes teachers expected to achieve through such communication. An online survey was completed by 95 vocational education and training (VET) teachers from Queensland, Australia, and the Canton of Ticino, Switzerland. The findings show that teachers are well-connected and achieve multiple purposes when communicating with industry supervisors. Their main purposes of communication are to coordinate and cooperate to improve arrangements for students' learning, and to a lesser extent, to co-construct curricula. Communication to co-design learning activities and scenarios would further enhance the connectivity and integration. This research contributes to a gap in literature on teachers' purposes for communicating for connectivity and integration of learning. [ABSTRACT FROM AUTHOR]

Educational underachievement is well documented for minority students living in Australia. Our work with Mãori and Pacific Island (MPI) students highlights several factors that impede their participation in education. Drawing on four case studies of MPI university students, we report on the educultural factors that functioned to constrain or positively impact their academic participation. Template analysis was used to analyse in-depth interviews with the students and highlighted some cultural and relational tensions as possible barriers to successful participation. However, a number of mitigating factors including student-teacher relationships, teacher characteristics and pedagogies supported their pursuit of, and engagement in higher education. The data suggests that MPI students benefit from strong relational connections with teachers throughout their educational experience. This conclusion has implications for an educultural pedagogy to be considered in teacher education courses and for in-service professional learning for teachers working across education sectors. [ABSTRACT FROM AUTHOR]

This study focuses on a homework program where an Australian University partnered with a school to support children from culturally and linguistically diverse backgrounds. Undergraduate tutors, paired with a child each semester, provided weekly learning support. This exploratory study aimed to understand the experiences of the children participating in the program and any benefits received. Nineteen children participated in activity‐based focus groups, and seven undergraduate tutors participated in one‐on‐one interviews. Overarching themes identified were as follows: making homework club enjoyable, program outcomes, tutor–child relationship and transitioning to a new tutor. Although children were required to do homework they usually avoided, the task was made less onerous and even enjoyable because of the relationship the children had with their tutor, the support received and new skills learnt. The tutor–child relationship was deeply valued, with the tutor's role going beyond instructional support to also providing social and emotional support and a sense of belonging in line with Social Support Theory. Both the children and tutors expressed contrasting views about the experience of children transitioning to a new tutor each semester and this departs from the extant literature. The challenges related to the loss of connection, while positive aspects concerned the opportunity to make new friends and learn from different teaching styles. Given these contrasting findings, it is worth considering how the transition process can be managed and explained to children and increase the chances of positive adaptation. Despite the relatively short‐term nature of the tutor–child relationship, the children expressed clear academic, social and emotional benefits. The findings suggest that semester‐based university–school homework tutoring programs can be effective despite their short‐term nature, provided due consideration is given to the transition process. These findings address the paucity of research exploring short‐term programs of this nature. [ABSTRACT FROM AUTHOR]

Background: Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school‐level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well‐being in the general population, little research has focused on school engagement in children with ADHD. Aims: To explore a model of the relationships between ADHD symptoms at age 7, student–teacher closeness and conflict at age 10, and emotional engagement with school at age 10 and 12. Sample: Participants were 498 grade one children (mean age = 7.3), recruited from 43 socio‐economically diverse government primary schools in Melbourne. Follow‐up occurred at 36 months (mean age = 10.5) and 54 months (mean age = 12.0). Methods: Data were drawn from a controlled community‐based longitudinal study examining the long‐term effects of ADHD on children's behaviour, learning, and day‐to‐day living. Data were collected via direct assessment and child, parent, and teacher surveys. Results: Path analysis revealed a significant, negative relationship between ADHD symptoms and emotional engagement with school, which was partially mediated by student–teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high‐risk, or control group), ADHD medication use, and socio‐economic status. Conclusions: These findings highlight the negative impact of ADHD symptoms on children's emotional engagement with school. Given the role of student–teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student–teacher relationship may promote school engagement for students with ADHD, with potential to improve longer‐term outcomes. [ABSTRACT FROM AUTHOR]

Vitality is the feeling of being alive, vigorous, and energetic, and is an important indicator of overall motivation and wellbeing. Studio music instruction holds rich potential for creating feelings of vitality through close relationships, the potential for developing skills, and a shared endeavor of artistic expression. But they also have the potential to deplete vitality – through controlling teaching, a poor quality relationship, or harsh criticism from the teacher. The purpose of this study was to investigate relationships among student and teacher behavior, rapport, and students' experiences of subjective vitality in the context of university-level applied performance lessons. Participants were six undergraduate instrumental music majors and their teachers located at universities in the United States and Australia, who were selected because they provided the highest (three participants) and lowest (three participants) scores on a measure of subjective vitality completed immediately following a studio music lesson. A lesson was recorded for each student-teacher participant pair, coded for the frequencies of 35 lesson behaviors, described with a qualitative contextual commentary, and rated for evidence of rapport and physical proximity. Clear differences emerged between the high and low vitality lessons with regard to questioning, feedback, modeling, student performance, and student talk. Teachers of high vitality students spent most or all of the lesson within close proximity to their student, and showed stronger rapport than teachers of low vitality students. The findings suggest that students' vitality may depend on important differences in styles of teacher-student engagement and the quality of student-teacher relationships. [ABSTRACT FROM AUTHOR]

This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be 'quality teaching' in context. Through a combination of interviews and observations of teachers 'in situ', we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers' work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within 'pastoral', in contrast to 'disciplinarian', discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty. [ABSTRACT FROM AUTHOR]

We examined the role of gender in teachers' perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment. For example, for both female and male teachers, PAS predicted greater relatedness with students and both factors were positively associated with organizational commitment. However, there were some noteworthy differences across teacher gender. For example, relatedness with students was positively associated with buoyancy for male teachers only. In addition, findings showed that male teachers reported higher levels of workplace buoyancy. [ABSTRACT FROM AUTHOR]

Purpose: This study explored how teacher–child relationships change over the early school years, in terms of closeness and conflict, whether these trajectories differ in type and frequency for children with typical development and children with speech and language concern (SLC), and whether the trajectories are associated with school outcomes at 12–13 years. Method: Participants were children, parents and teachers in the Longitudinal Study of Australian Children. Parents identified 2890 children with typical communication and 1442 children with SLC. Teacher-rated teacher–child closeness and conflict were collected biennially over six years. Academic and social-emotional outcomes were reported by teachers and children. Growth mixture modelling was conducted to generate teacher–child relationship trajectories and Wald’s chi-square analyses were used to test the association between trajectories and school outcomes at 12–13 years, after controlling for a range of covariates including child’s sex, language background, Indigenous status, age and socio-economic position. Result: In both groups, the majority of children had teacher–child relationship trajectories with sustained high closeness and low conflict that predicted positive outcomes at age 12–13, but the SLC group was more at risk of less positive trajectories and poorer school outcomes. Conclusion: Close, less conflicted relationships with teachers may provide a supportive context for later language, literacy and social-emotional development. This study highlights the role of teachers in supporting children in their development of communication and academic skills that will optimise their capacity for freedom of opinions and expression, education and participation, as enshrined in Articles 19, 26 and 27 of the Universal Declaration of Human Rights. [ABSTRACT FROM PUBLISHER]

Approximately 20% of adolescents develop depressive symptoms. Family, friends, and teachers are crucial sources of social support for adolescents, but it is unclear whether social support impacts adolescents directly (principle-effect model) or by moderating the effect of stress (stress-buffer model) and whether each source of social support remains meaningful when their influence is studied simultaneously. To help fill this gap, we followed 1452 Australian students (average age at enrollment = 13.1, SD = 0.5; range: 11–16 years; 51.9% female) for 5 years. Based on our findings, each source of support is negatively related to depressive symptoms one year later when studied independently but when combined, only family and teacher support predicted depressive symptoms. Family support in all grades and teacher support in grade 8 to 10 but not in grade 11 directly impacted adolescent depressive symptoms 1 year later. Family support in grades 8 and 11 also buffered against the negative impact of stress on depressive symptoms one year later. Based on the unexpected findings, the most important limitations seem to be that the used instruments do not allow for a separation of different groups of friends (e.g., classmates, same-gender peers, romantic partners), types of social support, and stress. In addition, the high, nonrandom attrition rate with adolescents reporting less social support, more stressful events, a higher frequency of depressive symptoms, and/or being of Torres Strait Islander or Aboriginal background limits the generalizability of our findings. Summarized, our findings demonstrate that adolescents facing stress might benefit more from family support compared to their peers without stressful life events and that friends may have a weaker presence in adolescent lives than expected. [ABSTRACT FROM AUTHOR]

Australian education service provision includes the delivery of quality educational programmes to rural and remote living children. However, according to their parents, many children with developmental disabilities (such as Down Syndrome and Autism Spectrum Disorders) who are living in rural country areas in New South Wales (NSW) still do not have access to an acceptable education programme. This study aimed to use quality of life factors via a family quality of life scale to explore 51 parents’ experience of educational service provision for their children with developmental disabilities in rural NSW. The results indicated that successful engagement with the school system is strongly affected by the views, assumptions, expertise and prejudices of teaching and care professionals. Further research into how local educational service providers may assist rural Australian families with a child with IDD in rural and remote locations is warranted. [ABSTRACT FROM PUBLISHER]