Education Commons^™

Anecdotes, Experience, And ‘Learning By Osmosis’: The Role Of Professional Cultures In Preparing Teachers For Parent-School Engagement, Sue Saltmarsh, Amy K. Mcpherson, Sayan Chakrabarty, Stephen Winn, David Saltmarsh

Australian Journal of Teacher Education

Initial teacher education and experiences of the professional cultures of teaching contribute to teachers’ understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau’s theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement.

A Public Health Perspective Of The Higher Education Experiences Of Women Studying Nursing: A Hermeneutic Inquiry Into Commencement And Progression, Lesley Jane Andrew

Theses: Doctorates and Masters

While student retention is a central goal across higher education, the projected shortage in the Australian health workforce has intensified its importance to undergraduate nursing.

Nursing degrees attract a higher proportion of mature-age women students than ever before. More are therefore beginning university at life stage characterised by marriage (or co-habitation) and traditional family structures. Nursing retention strategies require an understanding of the unique university experiences of these women, however, this is missing in the nursing literature. This study is the first to explore the experiences of these women students, doing so from the perspective of Bachelor of Science (Nursing) …

Short-Term International Experiences In Language Teacher Education: A Qualitative Meta-Synthesis, Emrullah Yasin Çiftçi, A. Cendel Karaman

Australian Journal of Teacher Education

Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers’ development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre- and in-service language teachers. Besides presenting a number of research patterns in the literature, this synthesis of 25 qualitative studies reported main outcomes of short-term international experiences for language teachers. These outcomes were synthesized under three main headings: (1) professional, (2) linguistic, …

The Development Of Social–Emotional Skills In Pre-Primary Children: A Comparison Of Parent, Teacher And Combined Coaching Programs, Nichola Lucia Webb

Theses: Doctorates and Masters

The development of social–emotional skills is pivotal in generating positive outcomes for mental health and wellbeing throughout the childhood period and into later life (Hertzman, 2004; Moore, 2006; Sosna & Mastergeorge, 2005). While research has explored the effects of parent and teacher influences on young children’s social–emotional skills, most studies have either focussed on high-risk child populations, compared single influences with each other (e.g., parent versus teacher) or compared one combined group of influences with a control group. Few studies have directly compared the separate effects of parent, teacher and peer components to assess which are more successful in the …

How Do Librarians In Schools Support Struggling Readers?, Margaret Kristin Merga

Research outputs 2014 to 2021

While librarians in schools often face significant budgetary cuts, they can play an important role in supporting learning in literacy and literature. However, little is known about the practices that they may employ to this end. Of particular interest is the role of librarians in schools in supporting struggling readers, as these students may be increasingly disadvantaged as they move through the years of schooling. Semi-structured interview data were collected from teacher librarians at 30 schools and analysed to identify practices exercised by teacher librarians that aligned with extant research around supporting struggling readers. Teacher librarians provided support by identifying …