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Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies. [ABSTRACT FROM AUTHOR]

Despite the global trend of growing diversity in student enrolment, most teacher education programmes remain inward-looking, oriented to national core standards and resist academic calls for internationalisation. While we agree that internationalisation at home is possible under certain circumstances, we put forward the argument that dialogic contact between student teachers in different national contexts has the potential to foster teacher education students' intercultural competence and offer opportunities for professional development that go beyond those offered by traditional programmes. This paper reports on the creation of a virtual transnational 'third place' for teacher education students based in Hamburg and Sydney, built around the mutual analysis of their respective visual linguistic biographies. We will show that such a transnational space and reflexive activity enhances student teachers' awareness of what it means to be and become a multilingual subject in other parts of the world, thus promoting self-awareness and the ability to decentre. Additionally, we claim that these activities have the potential to enhance teacher education students' attitudes towards the implementation of multilingual pedagogies. [ABSTRACT FROM AUTHOR]

Due to the recent increase in Australian students undertaking study abroad opportunities, an effect of a neoliberal society, there has been a plethora of literature in this area with the extant literature focusing on students’ motivations and subsequent benefits of exchange. This paper examines how the capital acquired during intercultural experiences are performed by Australian exchange students. Interviewed before, during, and after Mexican sojourns, the students initially (re)produced a stylized pastiche of ‘Mexico’. Made in urban Australia, this imaginary comprises Frida-Kahlo themed restaurants and Dayof-the-Dead exotica. As a result of geographic distance and limited migration from Mexico, Mexicanidad in Australia operates as a vacant conceptual category into which ‘cool’ yearnings can be inscribed. Despite problematizing their pre-departure constructions at times, the students continued to employ this version of Mexicanidad in their performance of the role of Mexican expert, in Mexico and on their return. This article theorises the functions of such identity performances, proposing that exchange experiences, and the intercultural capital they acquire, serve as a method by which students can construct and perform transnational identities. [ABSTRACT FROM AUTHOR]

This paper emerged from an original concern regarding female under-representation in STEM fields. My concern soon morphed into considering what it feels like to be(come) as a girl student in school. Feelings produced during pedagogical events impact students' ability to continue with their engagement, participation in, and choices about, their schooling and life trajectories. I inquire into teenagers' accounts of pedagogical encounters that produced feelings of happiness, discomfort, fear, and anxiety. Drawing on theories of affect, new materialism and posthumanism, I think through the material consequences of negative affects felt by girls whilst undergoing school experiences and consider how these may be amplified in subjects and trajectories traditionally dominated by boys. This paper creates a cartography with Year 10 students' felt experiences recorded through a questionnaire at an Australian selective STEM school. Student responses illustrate how pedagogical processes are complicit in the 'making of' gender as both binary and hierarchical, and how gendered affects have consequences. I speculate that attention to providing affirming affective pedagogical events may amplify girls' and other disadvantaged students' capacity so they may grow to feel just as entitled to success within boy-dominated spaces such as STEM. [ABSTRACT FROM AUTHOR]

We conducted a cross-cultural experimental study, consisting of Australian students (N = 57) and Malaysian students (N = 75) on learning to solve one-step and two-step linear equations. Central to our research inquiry is the perceived difference between two instructional methods: the balance method of learning vs. the inverse method of learning. The balance method and the inverse method differ in their use of mathematical operations to solve linear equations (e.g., +4 on both sides, balance operation, vs. –4 becomes +4, inverse operation). According to cognitive load theory, the balance operation imposes twice the level of element interactivity (i.e., interaction between elements) than that of the inverse operation. Our findings, ascertained from univariate analysis of variance (ANOVA) testing, show that for the Australian students, the balance group outperformed the inverse group. Such results do not support our hypothesis and contradict with previous findings, where the inverse group outperformed the balance group in a Malaysian context. No statistically significant difference was found between the two groups of Malaysian students. In line with our hypothesis, the Malaysian students outperformed the Australian students with respect to the inverse method. We attributed the results, in part, to the impact of prior knowledge of the balance method (Australian students) and the inverse method (Malaysian students) upon subsequent learning of linear equations. Nonetheless, given that the differential level of element interactivity favors the inverse method, we advocate the exploration of the potentiality of the inverse method for enhancing the learning of linear equations. [ABSTRACT FROM AUTHOR]

• The Australian government sees student mobility as a tool for regional engagement. • The New Colombo Plan was introduced in 2014 as a signature outbound mobility initiative. • This article conceptualises mobility as becoming, as connecting and as contributing. • It examines impacts of outbound mobility on both individual students and broader society. • It provides evidence for learning abroad experiences to be viewed more holistically. The Australian government sees student mobility to the Indo-Pacific region beyond the institutional remit as an important tool to boost young Australians' Indo-Pacific capability and the nation's multilateral relations with the region. Accordingly, the past decade has witnessed a fast-growing number of Australian students undertaking study and/or internships in the Indo-Pacific. Although an emerging body of research has started to examine the outcomes of Australian students' study in the region, more nuanced understandings of their international experience and its societal impacts are needed. This article advances our thinking by conceptualising student mobility as becoming, as connecting and as contributing. It draws on 37 interviews with Australian students who are scholars engaged in learning abroad in the Indo-Pacific through the New Colombo Plan, a signature outbound mobility initiative of the Australian government. The findings of this study underscore the individual and societal changes driven by student mobility from a 'Western' country like Australia to Indo-Pacific countries. Through theorising student mobility to the Indo-Pacific as a process of becoming, connecting and contributing, the study demonstrates how these previously ignored Indo-Pacific destinations can offer transformative potential for learning abroad students and the communities they are engaged in. The research findings show how learning abroad in the Indo-Pacific can be a powerful vehicle to tackle ignorance, misconceptions and stereotypes. Using the concepts of mobility as becoming, connecting and contributing in combination, the article provides unique insights into not only self-formation or changes within the students themselves but also changes and transformations in relation to the host and home communities and broader society, allowing their learning abroad experiences to be viewed more holistically. [ABSTRACT FROM AUTHOR]

The article focuses on Australian teenagers' perspectives on sexting, nudes, and dick pics, exploring how they perceive these practices in contrast to adult definitions of pornography. It highlights the normalization of intimate images among teens, the disconnect between their understanding and adult views, and the complexities of consent and privacy in the digital age. It also addresses the limitations of current anti-sexting education and the need for more nuanced, age-appropriate guidance.

Objectives and importance of study: The consequences of sensorineural hearing loss in young children include poor speech and language development, poor educational outcomes, and delayed socio-emotional development. For children who face socio-economic disadvantage, middle ear disease is more prevalent, access to primary health care is more difficult, and psychosocial and education supports are limited. Because of this, the consequences may be amplified. Understanding the risks associated with hearing loss and middle ear dysfunction in underserved populations can enable an earlier, more targeted and cost-effective approach to identifying those with hearing loss and effectively connecting them to systems of care. Study type: Retrospective study. Method: This study describes the outcomes of an ear and hearing screening program for children from lower socio-economic backgrounds (n = 2489; mean age 11.0 years, standard deviation 1.74 years) in New South Wales (NSW), Australia, between 2013 and 2016. Screening was conducted in a quiet room, and the test protocol included otoscopy, 226 Hertz (Hz) tympanometry, and pure tone screening at octave frequencies from 500 Hz to 4000 Hz with a referral criterion of 20 decibels hearing level (dB HL) at any one frequency. Outcomes were categorised into 1) pass; 2) middle ear dysfunction only; and 3) did not pass hearing screen (with or without middle ear dysfunction). Multinomial logistic regression was used to investigate risk factors for hearing loss and middle ear dysfunction. The factors examined were age, gender, socio-educational advantage, quarter of year assessed, non-English speaking background (NESB), Aboriginal status and region. Results: Higher risks of middle ear dysfunction were associated with younger age and seasonal variation, with higher risk in winter and spring months (July-September and October-December, compared with January-March). There were no differences between those from NESB and those with English as a first language, between the Aboriginal population and non-Aboriginal population, or between those who resided within or outside a major city. Conclusion: More than one in 10 school-age children from lower socioeconomic backgrounds experience hearing loss (11.5%). Targeted ear and hearing screening programs offer an opportunity to identify hearing loss during critical learning years and seasons, mitigating longer-term effects on education, and social and mental health. [ABSTRACT FROM AUTHOR]

As struggling Australian students may not typically receive additional support beyond the mainstream English classroom, more needs to be understood about the staffing and resourcing challenges that may impede secondary English teachers seeking to support these students. Data from the 2019 Supporting Struggling Secondary Literacy Learners project are explored, presenting views from N = 315 Australian secondary English teachers. Respondents disagreed that they have adequate time and resourcing to meet the needs of these students; public schools were perceived to be particularly poorly resourced. Our analysis found perceived deficiency to be compounded; those with insufficient support staff also appeared to have insufficient resources. While efforts to improve students' literacy skills often target teacher education, it may be unrealistic to expect improvement in the performance of Australia's struggling literacy learners without greatly increasing provision of support staff and material resourcing. [ABSTRACT FROM AUTHOR]

Australia has shifted its student mobility agenda since 2014 with a commitment to see learning abroad in the Indo‐Pacific region, rather than in traditional destinations such as anglophone countries, as a 'rite of passage' for Australian students' future life and career. While there has been rich literature on the impact of outbound student mobility from Australia to anglophone countries, critical inquiry is warranted regarding how Australian students' learning abroad in the Indo‐Pacific affects their employability and career directions. This article responds to this paucity in the literature. It is derived from a larger research project, including a survey of 1,362 New Colombo Plan alumni. Unlike dominant conceptualisations of employability focusing largely on the role of disciplinary knowledge and soft skills, this study found affording different perspectives, connections and opportunities and the increased knowledge about the Indo‐Pacific have been critical in shaping Australian students' employability and career orientations. The findings of this study provide the empirical base for the development of the concept, 'employability in context', which underscores the importance of moving beyond the conventional discourse about employability and taking into account the contextual factors in conceptualising employability. [ABSTRACT FROM AUTHOR]

Few studies in science education have examined how place-based experiences influence students' STEM career aspirations. Rural school students' lived experiences of place and non-traditional STEM career aspirations such as farming are scarcely considered in dominant narratives around science aspirations and career pathways. Adopting a critical relational perspective that considers place as a lived experience we ask How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations? Drawing on a broader study (n = 45) of science aspirations, we focus on semi-structured interviews with six middle school students (13–14 years of age) in rural Australia who aspire to be farmers. Thematic analysis of the data demonstrates students' intended careers as farmers relate to their connections to people and belonging to place. This article works through rural-urban binaries to present a counternarrative that legitimises farming as an important STEM career for young people and challenges dominant narratives around post-compulsory participation in senior secondary school and tertiary science as the ideal or only career pathway. Finally, implications of our findings for designing place-conscious school science education are discussed. This includes place-attentive strategies related to policy, pathways, and practice that appreciate the complex realities, strengths, and inequities in rural communities. [ABSTRACT FROM AUTHOR]

Contract cheating is concerning educational institutions across the globe. Current knowledge of student perspectives on contract cheating is primarily informed by student surveys. Little is known about the student experience of being suspected of contract cheating and going through a formal university process. This study reports the findings of a qualitative study at an Australian university with student participants who had faced contract cheating allegations, using semi-structured, in-depth interviews. Five key themes emerged: 1) the most challenging experience of the student's life; 2) not telling their family about the allegation and managing any financial impact themselves; 3) stress and hypervigilance around future assignment submission; 4) rumours and reputational damage including changed relationships with academics and peers; and, 5) staying on track and guiding other students to practice academic integrity. Participants perceived the formal university process as a legal one, which contributed to it being a stressful and challenging experience. This was regardless of whether they had contract cheated or not. Recommendations for academic and support staff centre around ensuring formal university contract cheating processes are primarily a learning experience, from which students can emerge and progress to complete their studies. [ABSTRACT FROM AUTHOR]

One in four Australian undergraduate students participates in learning abroad during their study. Since 2012, faculty-led mobility programmes have overtaken exchange programs to become the most popular outbound mobility type in Australia. However, little has been known about how faculty-led short-term mobility programmes affect students' employability and what might be the benefits of Australian science students' participation in this type of mobility in the Indo-Pacific. This article analyses how a faculty-led programme in science to Japan affects its participants' employability, from the perspectives of students participating in a New Colombo Plan mobility program funded by the Australian government. The study found that it was changes in the students' guided learning circumstance as they navigated the transient space in off-track locations in Japan that enabled them to learn new disciplinary knowledge, acquire transferable skills, accumulate real-life Indo-Pacific experiences and develop empathy and cultural understandings. Despite the development of these qualities, the study found challenges facing students to link knowledge-skill-attribute development to employability. The article discussed implications for developing a more systemic and coordinated approach across the curriculum, career support unit and global mobility office to integrate learning abroad experiences into pedagogy and career counselling service to enhance student employability. [ABSTRACT FROM AUTHOR]

INTRODUCTION The closure of a local labor ward enhanced the possibility to initiate a continuity of midwifery care model project. Continuity models of midwifery care are a cornerstone in midwifery and women-centered care, mainly accessible in metropolitan areas. Australian studies have found continuity of midwifery care to work well in rural areas. The aim of this study is to describe midwives' experiences of developing and working in a continuity of midwifery model of care in a rural setting in Sweden. METHODS We used a qualitative longitudinal interview with a participatory action research approach. The project was subjected to changes over time to allow the midwives to provide the best care options and to develop a model suitable for a rural area in northern Sweden. RESULTS The overarching theme, 'Developing a continuity model of midwifery care - demanding and rewarding with new insights', was based on three themes: 1) A challenging but evolving start, 2) Varying views within the midwifery group, and 3) Visions for the future. It was revealed that the midwives had to handle the grief process of the closure of the labor ward alongside their enthusiasm of being part of a continuity of midwifery care model project. CONCLUSIONS The establishment of the model in light of the labor ward closure was associated with conflict within the community and this had implications for the midwives. Midwives who are attracted to work in continuity models need to understand and incorporate the prerequisites of such models. In addition, long commuting to a labor ward requires enough midwives to maintain safety and security for the women at all times. [ABSTRACT FROM AUTHOR]

What does it mean to be called Australian? How does one identify themselves as a Western Australian? This paper is an analysis of the works by students from across the University of Western Australia enrolled in a fine art elective unit that explores the medium of graphic novels. The analysis is done by comparing the student works created across the 6 years that the unit has been running. During that time several shared themes have recurred, independently of each other, by students studying different majors, from different backgrounds, and across different years. This paper seeks to posit that through the graphic novelettes that the students have a produced, a new definition has arisen of what makes a person not from Australia a 'Western Australian', one that differs from the European-centric, heroic pioneer. [ABSTRACT FROM AUTHOR]

Spelling is a key transcription skill for writing. While little is understood about the particular challenges some students experience when learning to spell, explicit instruction is known to improve spelling performance. The study reported in this article draws on eight case studies from a larger Australian mixed‐methods study examining spelling acquisition, as represented by a stratified random sample of Australian students aged 8 to 12 years (n=1,198). This case study utilised Triple Word Form Theory for the spelling error analysis of dictated words, narrative and expository writing, as well as semi‐structured interview data from a randomly selected sample of low‐achieving spellers. Analyses of phonological, orthographic and morphological spelling errors revealed students' common and unique challenges in learning to spell. Qualitative analysis of semi‐structured interview data identified that the students lacked confidence in spelling, used limited strategies for spelling unknown words, and displayed constrained metalanguage associated with spelling. Interview data from the respective classroom teachers revealed that the teachers had inadequate strategies for teaching spelling and lacked confidence in their ability to teach spelling. The findings highlight the need for improved ways to support those students beyond the first few years of schooling who find learning to spell challenging. [ABSTRACT FROM AUTHOR]

Despite an intense focus on improving Australian students’ writing performance in recent years, and comprehensive instructional advice to English teachers, researchers have noted a lack of gains in standardised writing tests and negative effects on student engagement and learning. In this paper we claim that these outcomes are partly attributable to current orthodoxies around how writing is conceptualised, taught and tested. In reviewing relevant literature and drawing on a case study with low SES students, we propose the need for more diversity in the ‘what’, ‘how’ and ‘why’ of students’ writing experiences. In putting this case, we are not arguing that the current intense focus on technical and rhetorical competence (the ‘how’ of writing) should be abandoned, but rather that students can benefit from more focus on and say in the ‘what’ and ‘why’ of this activity. [ABSTRACT FROM AUTHOR]

In Australia, under the National Assessment Plan, educational accountability testing in literacy and numeracy (NAPLAN) is undertaken with all students in Years 3, 5, 7 and 9 to monitor student achievement and inform policy. However, the extent to which these data have been analysed to report student progress is limited. This article reports a study analysing Year-3 and Year-5 NAPLAN reading and numeracy data, school and student information for a single student cohort from Queensland, Australia, to examine student achievement and progress. The analyses use longitudinal multilevel modelling, incorporating an enhanced approach for missing data imputation, given that such data frequently involve large amounts of missing data and failure to account properly for such missing data may bias interpretations of analyses. Further, statistical adjustments to deal with the impact of measurement error, an aspect not previously addressed in such analyses of data, are undertaken. A special focus of analyses is achievement of Australian Indigenous and non-Indigenous students. International and national data demonstrate a considerable achievement gap between these students. "Closing the gap" is a core Australian education equity policy, with NAPLAN data used as a primary indicator of policy impact. Overall, analyses indicate greater understanding of student progress for all students is available from Australian data if appropriate analyses are undertaken. However, analyses also demonstrate not only that the gap between Australian Indigenous and non-Indigenous student progress increases as they move through school but also diversity of achievement within the Indigenous student cohort. Implications for policy are considered. [ABSTRACT FROM AUTHOR]

Recent Australian media scandals suggest that university students are increasingly outsourcing their assessments to third parties – a behaviour known as 'contract cheating'. This paper reports on findings from a large survey of students from eight Australian universities (n = 14,086) which sought to explore students' experiences with and attitudes towards contract cheating, and the contextual factors that may influence this behaviour. A spectrum of seven outsourcing behaviours were investigated, and three significant variables were found to be associated with contract cheating: dissatisfaction with the teaching and learning environment, a perception that there are 'lots of opportunities to cheat', and speaking a Language Other than English (LOTE) at home. To minimise contract cheating, our evidence suggests that universities need to support the development of teaching and learning environments which nurture strong student–teacher relationships, reduce opportunities to cheat through curriculum and assessment design, and address the well-recognised language and learning needs of LOTE students. [ABSTRACT FROM AUTHOR]

To date, there is no research or instrument that can collectively measure beginning students' transitional challenges, wellbeing, help-seeking, and adjustments to university. This paper addresses this research gap by theorising and describing the relationship between these constructs and by developing and assessing the psychometric properties of a scale to measure those, labelled as Transition, Wellbeing, Help-seeking, and Adjustments Scale (TWHAS). Data was collected from 306 first year students studying in an Australian university, using a self-reporting questionnaire. The analysis shows that the TWHAS is a sound and psychometrically valid instrument. This questionnaire makes a unique contribution to the students' transition literature in Higher Education. Its implications for universities, along with recommendations for further research, are also briefly discussed. [ABSTRACT FROM AUTHOR]

In recent years many policy and curriculum reforms aimed at improving Australian students' literacy and numeracy levels have been introduced into schools and in initial teacher education. Despite this, the Australian National Assessment Plan, Literacy and Numeracy (NAPLAN) data indicates that there has been little or no improvement in Australian students' literacy and numeracy levels over recent years. Some researchers propose that there is a correlation between students' positive affect, engagement and relationships and their academic outcomes. Using correlation analysis this study set out to identify if there was a statistically significant relationship between the Victorian Department of Education and Training's student Attitudes to School Survey and academic outcomes as measured by NAPLAN standardised testing. This study finds some statistically significant relationships between student Attitudes to School Survey results and NAPLAN scores. This paper presents a study that provides a unique contribution to the current knowledge base around the correlation between student Attitudes to School Survey results and NAPLAN academic outcomes. These findings may have applicability in similar contexts. [ABSTRACT FROM AUTHOR]

Introduction: As interventional radiology (IR) adopts an increasingly pivotal role within therapeutic medicine, it is essential that medical students gain exposure to IR so as future doctors, they can fulfil the growing demand for interventional radiologists (IRs) and make appropriate referrals to IRs. Nonetheless, several international studies have reported no or little representation of IR in medical schools. Our study aims to assess the current awareness, exposure, knowledge and attitudes about IR among Australian medical students, so as to provide preliminary data on whether IR teaching in Australian medical schools needs improvement.Methods: A prospective cross-sectional study was conducted via web-based and in-person distribution of a voluntary, anonymous questionnaire.Results: A total of 237 complete responses were received from approximately 1400 clinical-based students (17% response rate); 38% of respondents had never witnessed an IR procedure, 39% witnessed 1-2 and the remainder, 3-5. Few students reported adequate teaching or knowledge in IR (7% and 5% respectively). Of the 32% of the students considering a career in IR, males predominated (25% of females vs. 59% of males, OR = 0.48, 95%, CI = 0.27-0.83, P = 0.008). Most students agree that IR should be in the university curriculum (59%) and is key to improving healthcare (74%). Senior students were more likely to report adequate teaching (P < 0.001) and believe that IR teaching is important (P = 0.001).Conclusions: Australian medical students have a strong appreciation for IR despite having suboptimal teaching, exposure and knowledge in IR. In order to complement and sustain the rapid uptake of IR techniques in modern medicine, university curricula require a greater focus on IR. [ABSTRACT FROM AUTHOR]

A growing amount of research has recently focused on the significant role of second language learners’ future self-representations in their learning motivation. This article analyses Japanese language learners’ motivational characteristics, utilizing data collected from interviews with 26 university students in Australia and South Korea. A comparison between these two contrastive social contexts revealed that interest in Japanese language/culture may be a vital source for motivational intensity to learn the language in both Australian and Korean contexts, whereas the role of L2 self does not appear to be identical in both contexts. Many Australian learners’ positive learning experiences seem to help evolve their initial interests in Japanese language/culture and construct their ideal/feared self-images as Japanese users, which contribute to their high motivational intensity to learn the language. On the other hand, some Korean learners’ learning experiences appear to have a negative impact on the construction of their ideal Japanese self-representations in the future, and thus, lead to their low motivational intensity. This article also points to the importance of understanding the learners’ perceived distance from the target language and culture, and how this may play both a motivating as well as a de-motivating role. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify Australian students’ activity preferences, perceived physical risk and interest in Japan as a vacation destination. Based on a sample of 422 Australian students, five activity factors were determined. These were labeled as cultural, outdoor, excitement, built attractions and personal. Australian students were extremely interested in vacationing in Japan and they generally perceived few physical risks of a Japanese vacation. Hygiene risk significantly contributed to variance in interest in vacationing in Japan. Four activity types significantly contributed to interest in travel to Japan and perceived physical risk did not mediate the activity preference and interest relationship. Theoretical and practical implications for this research are outlined and limitations and opportunities for future research are provided. [ABSTRACT FROM AUTHOR]

The intrinsic and extrinsic benefits of music education incorporate academic, social, emotional, and behavioral spheres. To deny students access to music education essentially locks them out of such benefits, limiting their potential. Music education programs have declined significantly in Australia in the last few decades and access to such programs serves as a reminder of the widening gap of inequality in the Australian school system. The reasons for the decline in music education, both at a preservice and inservice level, and the political landscape which has influenced and undermined the concept of a level playing field in public education are interrelated. Through extensive data analysis, a picture of how and why music education serves as an example of wider issues of access and equity in Australian schools will be demonstrated. [ABSTRACT FROM AUTHOR]

The recently launched Australian Curriculum Health and Physical Education has five propositions, one of which is for students to adopt a critical inquiry approach within this subject area. In particular, students are encouraged to explore issues that relate to social power and taken-for-granted assumptions. This paper problematizes the concept of ‘biological race’ as one such assumption at three government high schools in Canberra, Australia’s national capital. This study found that Indigenous students at the three schools experience racialization both from their health and physical education (HPE) teachers and from their non-Indigenous peers. Figurational sociology was used to show that this racialization is a characteristic of power relationships in the physical education and school sport figuration examined. The findings presented are important because they show that HPE teachers perpetuate the myth of ‘biological race’. Further, this fantasy of ‘biological race’ restricts opportunities for Indigenous students and is an obstacle for reconciliation between Indigenous and non-Indigenous Australians. [ABSTRACT FROM AUTHOR]

This article engages with an Indigenous Quantitative Methodological Framework to examine links between a positive sense of cultural identity, future aspirations, and academic motivational tendencies. Utilising a sample of Aboriginal, non-Aboriginal and First Generation (Migrant) Australian students in years 7–10, results showed strong psychometric properties across the three groups for the measures utilised. Whilst few differences were identified between the First Generation and non-Aboriginal Australian students, Aboriginal students consistently had lower future aspirations and less adaptive motivational tendencies than the two other student groups. Importantly though, Aboriginal students held a stronger sense of cultural identity. Key links between motivation and cultural identity were identified, and both were associated with stronger educational and life aspirations. The implications suggest that researchers and teachers need to recognise the importance of cultural identity as a positive driver for schooling motivation and future aspirations, and that First Nations theory and research should be engaged to override the erasing effects of Western epistemological standpoints when utilising statistical methods. [ABSTRACT FROM AUTHOR]

Purpose -- The money management behaviour of undergraduates is a noteworthy study for many stakeholders, as these students are more likely to carry forward this behaviour into later life. The literature on student money management behaviour heavily focuses on financial literacy. However, economic, social and psychological factors also affect undergraduates' money management behaviour. Therefore, the purpose of this study is to empirically investigate how undergraduates respond to and account for these factors in their money management behaviour. Design/methodology/approach -- This study was carried out in Australia. This study adopted a qualitative exploratory approach. The data were collected using six focus group discussions (FGDs) held in one Australian university, in which 40 undergraduates participated. Findings -- The key themes identified from the thematic analysis include undergraduates' understanding of money management and managing economic, social and psychological aspects relating to undergraduates' money management behaviour. Several subthemes were identified under each theme, which specifically showed how undergraduates manage and respond to each of these factors relating to their money management behaviour. Research limitations/implications -- This study was conducted with the data collected from a relatively small sample of respondents and was limited only to undergraduates. Moreover, this study was conducted in Australia, indicating that some of the results might be specific to the Australian context. Practical implications -- The authors have suggested promoting multiple payment methods and internet usage to undergraduates, and providing them with stress management programmes will help them maintain prudent money management behaviour. Originality/value -- The extant literature on undergraduates' money management behaviour tends to focus on financial literacy. This study extends the scope of the literature beyond financial literacy and has shown how undergraduates respond to economic, social and psychological aspects relating to money management behaviour. This study has applied a qualitative exploratory approach, in contrast to quantitative methods which have generally been applied for studies relating to undergraduates' money management behaviour. [ABSTRACT FROM AUTHOR]

The Learning and Engagement Questionnaire (LEQ) measures instructional and environmental variables associated with learner engagement. The present study sought to determine the suitability of the LEQ to measure learner engagement with a sample of Canadian teachers and to further investigate the factorial structure in comparison with the Australian context. Canadian teachers (N = 739) from Kindergarten to Grade 12 responded to the LEQ in ways that are explained by two factors identified as “Instructional Cycle” and “Student-Directed Learning.” The previously reported factor structure of the LEQ identified five factors in the Australian study: “Goal Directed Learning,” “Task Selection,” “Intensive Teaching,” “Teacher Responsiveness,” and “Planning and Learning Environment.” There is a discussion of the cross cultural differences between the Australian and Canadian participant groups and their dominant pedagogical approaches. The LEQ has the potential to raise teachers’ awareness of the strategies they can use to facilitate inclusive practice through differentiated student engagement. [ABSTRACT FROM AUTHOR]

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A number of studies have examined why students choose to study journalism at university, but overall, this area is still relatively underexplored. Yet, understanding why students choose journalism, and what career expectations they hold, is important not only for educators but also for wider society and public debates about the future of journalism and the value of tertiary journalism education. This article examines the motivations of 1884 Australian journalism students enrolled across 10 universities. It finds that hopes for a varied lifestyle and opportunities to express their creativity are the most dominant motivations among students. Public service ideals are somewhat less important, while financial concerns and fame are least important. These motivations also find expression in students' preferred areas of specialisation (referred to in Australia as rounds): lifestyle rounds are far more popular than politics and business rounds or science and development rounds. [ABSTRACT FROM AUTHOR]