Australian School Research Articles

Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context

AbstractWithin school contexts that are socioeconomically marginalized, complex factors often lead to languages learning being devalued in ways which adversely impact students' potential, particularly their motivation to learn an additional language (L2). This paper examines the role of Content and Language Integrated Learning (CLIL) in shaping students' L2 learning motivation within a school setting that is socioeconomically marginalized, and how it may offer a solution to this challenge. Drawing on Dörnyei's (2005) theory of the L2 Motivational Self System, this study analyzes qualitative data from a Japanese/Science CLIL course taught in one such Australian secondary school setting. Although the findings confirm previous research on CLIL's generally positive influence on student motivation, it also identifies instances of a negative impact with a certain student group. The paper concludes with the implication of CLIL‐based approaches for languages provision in challenging school contexts.

Classroom coping strategies of children with motor difficulties

ABSTRACT Children with low motor competency have additional classroom struggles when coping with their first year of mainstream education. This study identified and examined the classroom coping strategies and behaviours of children with motor difficulties. Eleven students were recruited after the Test of Gross Motor Skills (TGMD 2nd) identified as having poor gross motor development. The primary research method was classroom observations conducted after obtaining ethical approval and parental consent. Parental Interviews and a nine-month observation period commenced in term two of the Australian School System, which aimed to identify specific behaviours and the coping strategies adopted by the individual participants in the classroom. The participants were observed on different school days at various times so individual coping behaviours could be recorded. An inductive approach and thematic analysis identified emerging themes, behaviours, and coping strategies. Results indicated that all participants demonstrated multifaceted coping behaviours, divided into several common emerging categories: emotional, physical, social, and cognitive responses. Coping strategies were further classified as productive (positive) or non-productive (negative), emotionally based or problem-solving. The lack of motor competency significantly influenced the participants’ behaviours when displaying strategies to cope with classroom activities.

‘Don’t hog, share and just let your imagination flow’: lessons from structured and unstructured loose parts play in middle primary school classrooms

AbstractDespite the many benefits of play, within primary school, play is often reduced to lunch breaks, particularly as children move to higher grades. Loose parts play affords children opportunities to develop imagination and 21st-century skills (collaboration, communication, creativity and critical thinking). As part of a larger project, two Year 4 classes in an Australian primary school (two teachers and 46 children, aged 9–10 years) engaged in one hour of structured or unstructured loose parts play during class time for eight weeks using a Nüdel Kart (loose parts play cart). Children in the structured play group were set challenges and taught creative attitudes and processes. Data was collected through children’s surveys and focus groups and teacher interviews. Children and teachers were overwhelmingly positive about the play sessions. Children enjoyed the opportunities for construction, social skills and creativity, while teachers focused on inclusion and social skills. Future classroom practice recommendations include integrating both play types and meeting creativity and social and emotional curriculum requirements through loose parts play.

“We’ve Tried to Keep the Beast on a Leash”: The Domestication of Digital Classroom Surveillance

Students’ laptops are subject to growing digital forms of surveillance by their schools. Following the theoretical tradition of media “domestication,” this paper examines the incorporation of Student Activity Monitoring Software (SAMS) into the everyday routines of one Australian secondary school. Drawing on two years of fieldwork, the paper details how SAMS was broadly accepted by school staff and students as complementing—rather than challenging—the moral economy of the school. With school leaders keen to increase student surveillance without being seen to diminish teacher professionalism, the paper shows how SAMS was appropriated and objectified in ways that teachers and students perceived as preserving established classroom power relations. At the same time, school leaders could maintain core school values while also projecting an appearance of innovation and being “data-driven.” However, rather than this surveillance system being wholly “tamed,” we also show how SAMS was leading to subtle shifts within the school—not least the surrendering of governance and accountability to the software company, alongside the further entrenchment of “soft surveillance” logics into classrooms.

Examining primary school educators' preferences for using digital versus non-digital games to support mathematics instruction

Both digital and non-digital games have been shown to be effective for supporting student engagement in mathematics. However, little is known about educator preferences for a particular game mode (i.e. digital versus non-digital), and what factors influence these preferences. To address this gap, 111 Australian primary school educators completed a questionnaire reporting on their usage of, and preferences for using, digital compared with non-digital games to support mathematics instruction. Participants were considerably more likely to use non-digital games than digital games in their classrooms, and the majority indicated a clear preference for using non-digital games. Thematic analysis revealed several themes that explained why many participants preferred non-digital games, with the most frequently coded theme being for pedagogical reasons such as: that they were better for promoting collaboration and communication; that they afforded opportunities for students to use manipulatives; and that they were easily adapted and differentiated for specific groups of students. Other notable themes included: assessment, in particular, the perception that when students played non-digital games it was easier to observe their understanding; access to, and limited awareness of, suitable digital resources; and managing the setup and delivery of the game. Implications of the findings are discussed.

Understanding young high-achieving Chinese L2 learners’ experiences: a case study in an Australian primary school

ABSTRACT Chinese (Mandarin) is taught as an L2 in many Australian primary schools and is considered challenging for English-speaking students to learn. This case study is an inquiry into the experiences of young high-achieving Chinese L2 learners’ (from an English-speaking background) in an Australian primary school. This study aims to search for the answers to ‘why’ and ‘what makes’ high-achieving students perform well and become high-achievers in Chinese L2 learning. Using interpretive phenomenological analysis, the findings of the multiple case study reveal that both internal and external factors play a role in supporting high-achieving students’ learning. Internal factors include self-confidence, positive attitudes towards L2 learning, and interest in L2 learning. External factors relate to continuously learning the same L2 curriculum and family support in language learning. This study highlights the importance of understanding the experiences of young high-achieving Chinese L2 learners and the factors that affect their learning for English-speaking background students.

The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers

The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers

Articulating teacher thinking to build collectively efficacious practice: a longitudinal study

ABSTRACT Individual pedagogical knowledge is tacitly understood by teachers with minimal opportunities to discuss, demonstrate and expand upon teaching and learning practices together. Articulating implicit understanding requires an approach that enables teachers to continually dissect, develop and redesign their pedagogy schoolwide. Developing this collectively efficacious culture is the nub of creating and sharing practice together in context. The longitudinal study of one Australian secondary school questioned: How does articulating teacher thinking build collectively efficacious practice across one school context over time? The study explored how to continually develop the confidence and capability of teachers to adopt and adapt practices to enhance student learning. The teacher professional learning captured data from analysis on observations of learning and two online surveys. The data showed increased adoption over time in the shared use of the pedagogical language, thinking routines and resources. A notable outcome was harnessing individual thinking on learning to improve teacher collective efficacious practice across the school. This paper supports the ongoing articulation of teacher thinking – individually and collectively – in changing practice and offers a pedagogical approach that could be utilised across similar schoolwide contexts.

School libraries in Australia: A preliminary analysis of the Knowledge Bank of Australian and New Zealand School Libraries

In 2023, academics from the School of Information and Communication Studies at Charles Sturt University completed a two-stage project documenting the published output related to Australian and New Zealand school libraries and teacher librarianship from 1900 to the present. The resultant output of the project was the Knowledge Bank of Australian and New Zealand School Libraries. This article discusses a preliminary analysis of the Australian corpus recorded in the Knowledge Bank and what the evidence provided in the corpus can tell us about the history, development and intellectual output associated with teacher librarianship and school libraries in Australia over time. This insight provides opportunities for further research and a broader understanding of the contribution of this sector to both education and librarianship internationally.

Teacher perspectives on enhancing wellbeing education through integrating arts‐based practices

AbstractWellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts‐based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts‐based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art‐based practices. Thematic analysis using a socio‐ecological framework reveals strong support for arts‐based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.

Stakeholder perceptions of gerodontology education for final year Australian dental school curricula.

The study explored the perceptions of final-year Australian dental students, directors of nursing, and consumer representatives toward geriatric education provided at Australian undergraduate dental schools. Findings will strengthen and inform future curricula design for dental schools. Semi-structured interviews and focus groups were conducted through videoconferencing and in-person interviews, and analyzed using thematic analysis. Thematic analysis found the major themes to include relationships, curriculum variation, resources, and in-service learning experiences. The participants found gaps in the current delivery of undergraduate dental education. Solutions included greater resourcing through funding and time allocated to supervisors and a curriculum dedicated to gerodontology. Healthcare professional curriculum design must consider the needs of the learners and stakeholders involved in the health of older people. The focus group participants found multiple barriers and gaps to achieving what is required to adequately prepare dental graduates for an older, frail, and care-dependent population. For curricula to be successful, policymakers and education providers must find solutions to ensure that the oral health needs of older Australians are addressed and managed appropriately.

A mixed-method study of parents’ views of food and nutrition in Australian primary schools

PurposeSchools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy.Design/methodology/approachAn online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions.FindingsThe results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents’ views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children.Practical implicationsThe findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere.Originality/valueThis is the first study that has examined Australian parents’ views of school food policy, practices and environments using a mixed-methods design.

Locating Australian school students in sites of curriculum making: a literature review

AbstractYoung people and children are central to conceptualisations of curriculum as a social process, especially in school-based settings. However, students have tended to be on the periphery of education policy development more broadly and curriculum reform more specifically. As a more inclusive approach to engaging students in curriculum consultation processes is beginning to be taken in Australia, it is timely to gauge the extent to which students are being actively engaged as curriculum actors and research participants across the Australian curricular landscape. This article draws on Priestley et al.’s (2021) sites of curriculum making model to frame a systematised literature review of a decade of Australian academic and grey literature for the purpose of identifying the sites and activities in which students are active and/or the focus of research. The review suggests there is a small body of research on curriculum negotiation within school-based nano and micro sites of curriculum making. However, an absence of academic research related to meso and macro curriculum making means we have a limited understanding of the dynamics of the activities, interactions, contestations and power relations that constitute curriculum making in these spaces in relation to students. This article considers some of the reasons for and implications of these trends, including how existing curriculum and student voice scholarship might inform future research. It argues that a better understanding of the possibilities and challenges of student-centred curriculum making activities could assist in moving beyond superficial “consultation” methods, especially during periods of significant curriculum renewal.

Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model

School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice.

The accumulation economy of private schools: extraction, mystification and depletion

ABSTRACT Too few studies of elite private schools consider how they derive power and prestige from their relationships and interactions with other social and political groups and institutions, including the State. This paper contributes to elite school studies by examining the relationality between the Australian State and private sector schools around how government funds public and private education. Of all Australian students, 35.5% attend private schools. All private schools, including elite schools, receive significant amounts of taxpayers’ money. After explaining the complex policy architecture of this funding regime, this paper offers a fresh set of conceptual resources to help deepen the analysis of this situation. We argue that the whole Australian private school sector operates as an accumulation economy, essentially utilising public sector resources to enlarge, enrich and sustain itself. This happens via three dynamics – accumulation by extraction, by mystification and by depletion. We show how elite schools are part of, and benefit from, each.

School transformation in minoritized settings: a practice architectures lens

ABSTRACT This article examines school transformation for students from minoritized backgrounds in a highly disadvantaged Australian elementary school. Employing the theory of practice architectures and ecologies of practices, it analyses the educational practices and arrangements that enable and constrain the fostering of a more holistic educational approach for the school’s diverse and highly impoverished school community. Furthermore, it examines how these practices and arrangements connect to one another in ways that foster enabling conditions for a more holistic approach to educating to emerge. A practice approach to the study of change is crucial for schools in highly disadvantaged circumstances. It foregrounds the non-human, material elements of school transformation, rejects the reification of practices found in adjectival accounts of leadership and acknowledges the funds of knowledge that minoritized communities bring to schooling. In so doing, a practice approach speaks back to the materiality of power in the making. The article concludes by discussing the implications for socially just educational leadership practice, particularly in minoritized school communities experiencing the challenges of highly performative, marketized systems.

Using teachers’ prior knowledge as the foundation for collaborative policy development: an Australian case study

ABSTRACT Too often international policies, such as the OECD PISA Global Competence framework, are incorporated into domestic education policies without consultation with school leaders or classrooms teachers. This “top down” approach means the educators are often obliged to implement policies they may not fully understand or have the professional learning to implement successfully. This paper draws from research that explored an alternative approach where a group of Australian school leaders and classroom teachers were provided with the opportunity to collaboratively translate the PISA Framework into a state-based, whole-school approach. The paper reports particularly on the results of a survey, undertaken prior to the commencement of this collaboration, to identify the participants’ existing conceptualizations of global competence. The survey questions and data analysis framed by Keltchermans’ Personal Interpretive Framework explored how the participants’ conceptualizations were shaped by their personal beliefs and contexts. Data gathered showed alignment between the teachers’ conceptualizations, their known pedagogical frameworks, and the Australian Curriculum, particularly the general capabilities and the cross-curriculum priority of Sustainability. This acts as a reminder of the need to ensure that policy is reflective of its context and developed from the ground up, even if it is developed in response to international initiatives.

Unpacking vaping in schools: Voices from the school community

Objectives: In early 2021, Western Sydney school principals expressed heightened concern about rising e-cigarette usage among high school students. This prompted us to assess knowledge, attitudes and perceptions surrounding adolescent vaping in students, school staff and parents, and their preferred strategies to effectively communicate prevention messages. Design: Exploratory qualitative study. Setting: Participants included students (aged 12–16 years), school staff and parents from government high schools in Greater Western Sydney, Australia. Methods: We held research workshops with 162 students, 133 school staff and 29 parents across seven schools. We used interactive activities which included individual written responses, small-group brainstorming and open group discussions. Data analysis was undertaken by two researchers using Framework Analysis. Results: Findings demonstrated differing perceptions among students, staff and parents regarding reasons why adolescents vape. Although common motives emerged, such as the perception that vaping differs from smoking, social normalisation, peer pressure and mental health considerations, there were important differences in emphasis. Students were concerned about dependency and vaping to cope, staff were concerned about the impact of vaping on students’ learning and behaviour, and parents were concerned about being ill-equipped to support their children. Strategies to tackle vaping also differed, with an emphasis on education and engagement over surveillance and consequences. Conclusion: Adolescent vaping is a pressing concern within Australian school communities, necessitating a comprehensive, holistic approach supported by strong partnerships between the health and education sectors. Addressing this issue effectively demands heightened education and engagement among students, staff and parents.

Self-Reported Concerns among Australian Secondary School Students: Associations with Mental Health and Wellbeing

BackgroundExcessive worry during adolescence can significantly impact mental health. Understanding adolescent concerns may help inform mental health early intervention strategies.ObjectiveThis study aimed to identify frequent concerns among Australian secondary school students, exploring individual and demographic differences. Whether adolescents’ most frequently reported concern was associated with mental health and wellbeing was also investigated.MethodsA total of N = 4086 adolescents (Mage = 13.92) participated in an online survey, reporting their top concerns alongside demographic characteristics, mental health, and wellbeing. Data were analysed using both qualitative and quantitative approaches.ResultsThematic analysis identified 11 different themes of adolescent concerns. A frequency analysis showed concerns relating to ‘School and Academics’ were most common (24.52% of all responses), consistent across females, males, school location (regional vs metropolitan areas), and socioeconomic background. Sexuality and gender diverse adolescents more frequently reported concerns about ‘Mental Health and Wellbeing’ and ‘Social Relationships’. Linear mixed models found ‘School and Academic’ concerns were associated with lower symptoms of depression (p < .001, d = 0.16) and anxiety (p < .001, d = 0.19) and higher wellbeing (p = .03, d = 0.07) compared to all other concerns.Conclusion‘School and Academic’ concerns were most common, however not associated with poorer mental health or wellbeing. Sexuality and gender diverse adolescents were more likely to report concerns regarding ‘Mental Health and Wellbeing’ and ‘Social Relationships’. Efforts aimed solely at reducing academic stress may not be the most effective approach to improving adolescent mental health. Longitudinal data into how concerns evolve over time could provide a nuanced understanding of their relationship with future mental health challenges.

Responding to the Current Capricious State of Australian Educational Leadership: We Should Have Seen It Coming!

The capricious state of Australian educational leadership is evidenced in the publication, “The Australian Principal Occupational Health, Safety, and Wellbeing Survey 2022 Data”, which highlights unsustainable adverse health outcomes for an increasing number of school leaders. According to this report, the accumulation of stress caused by the sheer quantity of work, the lack of time to focus on teaching and learning, a lack of sufficient teachers, and having to care for an increasing number of staff and students with mental health issues were the main causes of professional disillusionment and burnout among Australian school leaders. Moreover, the level of destabilisation and chaos that this situation could cause, should it continue to rise, is compounded by current research highlighting an ever-decreasing number of applicants for school leadership positions. To assign blame for this serious predicament on the excessive school leadership demands during COVID-19 is to ignore the abundant pre-existing evidence already pointing to this eventuality. However, the way in which Australian school leaders were able to constructively lead during the intensely demanding COVID-19 period does provide additional compelling support for the adoption of a far more relational foundation for leadership theory and practice. Hence, in response to this understanding, this article first presents during-COVID-19 and pre-COVID-19 Australian school leadership research literature to not only describe the evolving concerning issues but also to present the demand for a more relational approach to leadership. Then, the article proceeds to justify and illustrate a new relational approach to the practice of school leadership informed by our theory of organizational ecology. It is proposed that this new way of leading relationally will enable Australian school leaders to ultimately overcome the myriad of complex and stressful crises that now confront them.