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Full-Text Articles in Education

Professional Conversations: Mentor Teachers’ Theories-In-Use Using The Australian National Professional Standards For Teachers, Simon N. Leonard Dec 2012

Professional Conversations: Mentor Teachers’ Theories-In-Use Using The Australian National Professional Standards For Teachers, Simon N. Leonard

Australian Journal of Teacher Education

In this paper the written feedback provided by mentor teachers using a new assessment model for preservice teacher professional experience deployed in the Australian Capital Territory and based on the Australian National Standards for Teachers is analysed. The analysis reveals mentor teachers hold a pervasive theory-in-use in regards to the needs of beginning teachers that may restrict the developmental ambition of the assessment model. The restricted vision of what is important for beginning teachers held by mentor teachers is possibly a reaction to continual change within school education. The analysis is preceded by a description of the ‘Professional Conversations’ model ...


What A Difference A Year Made! : An Evaluation Of The National Year Of Reading 2012 In Western Australia, Queensland And The Australian Capital Territory, Caroline Barratt-Pugh, Pru Smith, Karen Anderson Jan 2012

What A Difference A Year Made! : An Evaluation Of The National Year Of Reading 2012 In Western Australia, Queensland And The Australian Capital Territory, Caroline Barratt-Pugh, Pru Smith, Karen Anderson

ECU Publications 2012

This report is an evaluation of how the National Year of Reading helped to build a reading culture across the nation. The evaluation was undertaken by The Centre for Research in Early Childhood Education, Edith Cowan University, Western Australia . The report describes the nature and outcomes of the National Year of Reading in the four case studies, including a consideration of what participating organisations delivered beyond what would normally be expected of them. The findings lead to a series of conclusions about the program's successes, challenges and legacy followed by recommendations about how these successes can be sustained and ...


Students With Asd In Mainstream Primary Education Settings: Teachers' Experiences In Western Australian Classrooms, Rebecca Soto, Julie Ann Pooley, Lynne Cohen, Myra Taylor Jan 2012

Students With Asd In Mainstream Primary Education Settings: Teachers' Experiences In Western Australian Classrooms, Rebecca Soto, Julie Ann Pooley, Lynne Cohen, Myra Taylor

ECU Publications 2012

The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K-7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student ...


The Invisibility Of Covert Bullying Among Students: Challenges For School Intervention, Amy Barnes, Donna Cross, Leanne Lester, Lydia Hearn, Melanie Epstein, Helen Monks Jan 2012

The Invisibility Of Covert Bullying Among Students: Challenges For School Intervention, Amy Barnes, Donna Cross, Leanne Lester, Lydia Hearn, Melanie Epstein, Helen Monks

ECU Publications 2012

Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This invisibility is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These factors can lead to a school culture that appears to tolerate and thus inadvertently encourages covert bullying. This study explores these dynamics in Australian primary and secondary schools, including the attitudes of over 400 staff towards covert bullying, their understanding of covert bullying behaviours, and their perceived capacity to address ...