Faculty of Education - Theses
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ItemSupporting English as an Additional Language student wellbeing in secondary schools: Teacher perspectives and a group psychoeducational program( 2022)Objectives: There is increasing recognition that English as an Additional Language (EAL) students need additional support to thrive in an English-speaking country, particularly when adapting to a new country and developing English language skills. Yet, the understanding of their acculturative needs is limited. Further, no targeted interventions for their psychological adaptation or wellbeing are available in secondary school contexts. The present study aimed to address this gap in knowledge and practice. Methods: Mixed methods were used. In Phase 1, semi-structured interviews were conducted with three EAL teachers. In Phase 2, the adapted Coping with Study Abroad (CSA) program was piloted with 25 EAL students in an Australian secondary school. The effectiveness of the program was evaluated using a repeated-measures design (n = 20) and a qualitative feedback survey (n = 6). Results: EAL students experienced pervasive stresses in various aspects of school life, including learning (e.g., language barriers to participating in class activities) and wellbeing (e.g., negative emotions due to difficulty communicating in English). While the adapted CSA program provided an opportunity for EAL students to connect with each other, no significant changes were found between the pre- and post-intervention scores in proactive coping behaviours, psychological wellbeing, and negative stereotype about help-seeker. Conclusions: There are strengths and limitations in the current school practice and the adapted program for EAL students. To effectively support EAL students in secondary school, wellbeing support and English language skills development should work in synergy, with each enhancing the other.
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ItemA needs assessment regarding programs for Russian adolescents in Orthodox Jewish Day Schools: a comparative case study( 2014)Ultra-Orthodox Jewish Day Schools devote considerable time to advanced Jewish studies. When students join at the secondary level with limited or no previous Jewish education, the schools face an enormous challenge of providing appropriate programming to facilitate integration into the mainstream classroom and the broader school community. This qualitative study, focussing on parent and student voices, examines how two orthodox Jewish schools educated first and second generation Russian students who entered the schools at various levels and the impact this educational experience had on the students’ Jewish identities and observances. The aim is to inform best practice in educational programming.