Independent Primary Schools Research Articles

New South Wales Child Development Study (NSW-CDS): an Australian multiagency, multigenerational, longitudinal record linkage study

PurposeThe initial aim of this multiagency, multigenerational record linkage study is to identify childhood profiles of developmental vulnerability and resilience, and to identify the determinants of these profiles. The eventual...

Food allergy in schools: The importance of government involvement.

Children have the highest rates of food-related allergic reactions. While 85% of children outgrow allergies including cow's milk and eggs by five years of age, allergies to peanuts and seafood continue into adulthood. The school setting poses a high-risk environment for allergen exposure. The aim of the present study was to examine the availability, drivers and communication of school food allergy awareness and management policies/guidelines in one Australian education jurisdiction. A cross-sectional study comprising an online survey of principals on school allergy awareness (n = 100) was conducted in public, catholic and independent primary and high schools in an Australian education jurisdiction between August 2011 and November 2012. Sixty-three per cent (17/27) of schools responding to the survey reported using food allergy management guidelines. An average of 13 students per school were reported to have a food allergy with 93% of schools reported having students with at least one food allergy. Parents, not government policy, were identified as primary drivers of food allergy guideline implementation and a third of schools provided anaphylaxis training annually. Communication of food allergy management was limited with only 42 school websites either providing access to policies/guidelines or providing a food allergy statement. Detailed awareness and management guidelines are integral for schools to adequately manage food-induced allergic reactions, including anaphylaxis, in the school environment. To enable this, national government support through legislation and policy is needed to ensure a consistent, up-to-date and policed approach to food allergy management in the Australian education sector.

Does school type affect cognitive and non-cognitive development in children? Evidence from Australian primary schools

This paper investigates the effects of primary school choices on cognitive and non-cognitive development in children using data from the Longitudinal Study of Australian Children (LSAC). We militate against the measurement problems that are associated with individual unobserved heterogeneity by exploiting the richness of LSAC data and applying contemporary econometric approaches. We find that sending children to Catholic or other independent primary schools has no significant effect on their cognitive and non-cognitive outcomes. The literature now has evidence from three different continents that the returns to attending Catholic primary schools are no different than public schools.

Guidelines for the marketing of independent schools in South Africa

Objective: The primary objective of the study is to recommend marketing guidelines for independent primary schools, with the focus on product and people in the marketing mix. This objective was achieved by identifying choice factors influencing parents’ selection of independent primary schools, identifying the most important choice factors and demographic differences regarding the importance parents attached to these factors.Problem investigated: Some independent schools in South Africa find it difficult to market themselves effectively as a result of a lack of information pertaining to the choice factors identified by parents when selecting independent primary schools. A comprehensive set of choice factors will provide a more accurate picture of the criteria parents perceive as important in independent school selection.Methodology: The methodological approach followed was exploratory and quantitative in nature. The sample consisted of 669 respondents from 30 independent schools in Gauteng in South Africa. A structured questionnaire, with a five-point Likert scale, was fielded to gather the data. The descriptive and factor analysis approaches were used to analyse the results.Findings and implications: The main finding is that a total of 29 different choice factors were identified that parents perceive as important when selecting an independent primary school. The most important factor for parents when making a choice is the small size of the classes, followed by the religious ethos of the school as well as qualified and committed educators. This indicates that parents have a comprehensive set of choice factors and implies that a better understanding of these factors by independent schools may assist them to focus their marketing efforts more optimally in order to attract new learners.Originality and value of the research: Very little research exists with specific reference to independent school marketing in South Africa. The importance of the research study at hand stems from the fact that some parents are dissatisfied with the public schools system, stimulating the demand for independent schools in the country. The increased level of competition amongst independent schools in South Africa therefore necessitates that these schools gain knowledge on the choice factors of parents when selecting such a school. This will assist independent primary schools in the development and design of their individual marketing strategies when recruiting new learners.

The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transition.

Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten - Year 7 schools reporting the lowest scores, while those from the Kindergarten - Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten - Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition.

Comprehensiveness and usability of tools for assessment of energy saving measures in schools

Having in mind constantly changing regulatory frameworks which demand both carbon emission reduction and improvement of the quality of internal environment, this paper analyses strengths and limitations of available design tools of various complexity: Annex 36 Energy Concept Advisor Tool and an approved Dynamic Simulation Model. As a platform for discussion, two representative school buildings in North London were selected and modelled using both tools. Discussion integrates views of 76 building industry professionals on applicability of various school retrofit options in practice. Using the available statistics on total number of schools and floor space in each category, a simple extrapolation was applied to roughly quantify potential for carbon emission reduction of the school building stock in England and Wales. Practical applications: More than 70% of approximately 25,000 maintained and independent primary and secondary schools in England and Wales were built before the introduction of thermal regulations in 1970s, offering a significant opportunity to reduce carbon emission of the school building stock. In terms of construction, they could be divided in two major categories: pre 1919 solid wall construction and post war masonry cavity school buildings. This paper reviews capabilities of the less-known Energy Concept Advisor which offers designers, architects and decision makers the opportunity of assessing the performance of a particular building and comparing possible retrofitting measures quickly.

Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking

AbstractThis research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period.A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students.The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice.Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.

Dietary salt intake assessed by 24 h urinary sodium excretion in Australian schoolchildren aged 5-13 years.

To measure total daily salt intake using 24 h urinary Na excretion within a sample of Victorian schoolchildren aged 5-13 years and to assess discretionary salt use habits of children and parents. Cross-sectional study. Completed within a convenience sample of independent primary schools (n 9) located in Victoria, Australia. Two hundred and sixty children completed a 24 h urine collection over a school (34%) or non-school day (66%). Samples deemed incomplete (n 18), an over-collection (n 1) or that were incorrectly processed at the laboratory (n 3) were excluded. The sample comprised 120 boys and 118 girls with a mean age of 9.8 (SD 1.7) years. The average 24 h urinary Na excretion (n 238) was 103 (SD 43) mmol/24 h (salt equivalent 6.0 (SD 2.5) g/d). Daily Na excretion did not differ by sex; boys 105 (SD 46) mmol/24 h (salt equivalent 6.1 (SD 2.7) g/d) and girls 100 (SD 41) mmol/24 h (salt equivalent 5.9 (SD 2.4) g/d; P=0.38). Sixty-nine per cent of children (n 164) exceeded the recommended daily Upper Limit for Na. Reported discretionary salt use was common: two-thirds of parents reported adding salt during cooking and almost half of children reported adding salt at the table. The majority of children had salt intakes exceeding the recommended daily Upper Limit. Strategies to lower salt intake in children are urgently required, and should include product reformulation of lower-sodium food products combined with interventions targeting discretionary salt use within the home.

The Impact of AuSSI-WA at a Primary School

AbstractThis paper presents the findings of the first stage of research on the impact of the Australian Sustainable Schools Initiative (AuSSI) at an independent primary school in Western Australia. A longitudinal (20 year) case study is being conducted, utilising data related to Education for Sustainability (EfS) at the school from 1990-2009. 2005 was a critical year for the school because it marked the beginning of participation in the Sustainable Schools Initiative pilot in Western Australia (AuSSI-WA). The research investigates elements of EfS in operation at the school pre- and post- AuSSI-WA, as well as student and teacher outcomes after involvement in the Initiative. An analysis of the initial data suggests that participation in AuSSI-WA enabled the school to engage with a growing commitment to EfS in the context of a whole - school approach.

A community based questionnaire study on the association between symptoms suggestive of otitis media with effusion, rhinitis and asthma in primary school children

To evaluate the association between symptoms suggestive of otitis media with effusion (OME), rhinitis and asthma in an unselected population of primary school children and investigate whether our previous observation of such an association in a secondary care setting was valid in the community. A specifically designed questionnaire was administered to 332 new entrant primary school children across 11 state and independent primary schools in the East Berkshire district between March and June 1996. It had six sections, to ascertain symptoms suggestive of OME, rhinitis, asthma, other atopic features, treatment for any of these, and a possible family history of atopy. Within the first three sections, each question was scored and weighted depending on the importance of each in establishing the possible diagnoses, with three scoring bands: '0' indicating the absence; '1-5' the possibility and '> or =6' a strong likelihood that the above conditions were present. The outcome measures were the number of children with or without symptoms suggestive of OME, rhinitis, asthma, and the correlation of these symptom scores with each other and OME with eczema, other atopic manifestations, family history of atopy and educational system. Thirty two point eight percent, thirty six point six percent and twenty four percent had symptoms suggestive of OME, rhinitis and asthma, respectively with scores of either 1-5 or > or =6. There was a highly significant correlation between otological (OME) and nasal scores (p=0.00000), particularly obstructive nasal symptoms (p=0.00000) and > or =6 upper respiratory tract infections/year (p=0.00000); otological and chest scores suggestive of asthma (p=0.00001), and a family history of asthma (p=0.00178). No association was found between scores for OME and eczema, urticaria, food or drug allergies. No differences were noted between the sexes or educational systems. The highly significant association between the symptom scores suggestive of OME and rhinitis in this unselected population, indicates the importance of enquiring about nasal symptoms in children with chronic OME, as appropriate treatment of rhinitis may improve the child's quality of life, reduce health care utilisation and possibly reduce the need for OME surgery.

Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia

AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N= 21), teachers (N= 86), and school psychologists (N= 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

Investigating Children's Graphic Skills: A South African Case Study

Graphic literacy is identified as one of the critical outcomes of the new South African curriculum. For graphic literacy to become an achievable outcome of the new curriculum, we need to investigate the skills and concepts underpinning graphicacy as a form of communication. This paper describes a case study which has as its goals diagnosing and illuminating children's graphic skills development through identifying: what skills they use; how they use and apply these skills when communicating through symbols; and the difficulties they experience when encoding spatial information through a series of practical and drawing tasks. The research was based on a case study using a single Grade 5 class within an independent South African primary boys' school. The children who constituted this case, while from diverse cultural and linguistic backgrounds, were nevertheless from the more affluent and privileged sector of society. In that it was age, gender and economic class specific, this case study does not constitute a representation of all primary school children. However, the research findings will help to illuminate the current situation regarding graphic literacy of South African primary school children, and may contribute to wider international debates about graphicacy and the development of graphic literacy.

Assessing, Recording and Reporting Students’ Educational Progress: the case for ‘subject profiles’

Abstract In response to persistent concerns about limitations endemic to the exclusive use of standardised tests and examinations for student assessment and standards monitoring, one approach to addressing these concerns in Victoria (Australia) since 1986 has been the development and use of ‘subject profiles’ as frameworks’ for assessing, recording and reporting students’ educational progress. Following a brief context review and account of their origins, this paper defines what is meant by subject profiles and indicates why and how they have been developed and used. In arguing the case for the use of subject profiles in both monitoring and explanatory research, attention is given to both their utility and limitations. For illustrative purposes, descriptive data are presented from recent studies involving 34 000 students in Reception to Year 11, drawn from 650 government, Catholic, independent primary and secondary schools, using the ‘reading’ strand from the Victorian English Profiles and the ‘number’ st...

In‐service Education and Training outside the United Kingdom: a case study in consulting

ABSTRACT This paper is aimed at teacher educators engaged in consultancy work in primary education. It describes the author's experience of classroom‐based and staff workshop‐based in‐service education and training (INSET) in science in an independent primary school in the Mediterranean area. The paper outlines the process of negotiation and delivery of an appropriate programme to meet the perceived needs of the school. During the programme some action‐based research was undertaken in the area of scientific investigations, focusing on children's ability to handle numerical data. Children's performance in this area is compared to some of the findings of a research project in science investigations in England. The author envisages a demand for more overseas INSET as initial teacher training becomes more school‐based. Effective INSET needs a period of pre‐ and post‐consultation.