Faculty of Education - Research Publications
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ItemNo Preview AvailableThe problem with staffing rural schools: Attracting new teachers to country schools remains one of the biggest challenges in Australian education(University of Melbourne, 2018)Encouraging student teachers to complete placements in rural schools as a way to address the chronic shortage of teachers in the bush isn’t working. Our recent study found that, while pre-service teachers were keen to have a ‘rural’ experience, the reality of isolation and limited school resources makes teaching in these schools unattractive; particularly for students from metropolitan backgrounds.
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ItemNo Preview AvailableExploring urban university pre-service teacher motivations and barriers to teaching in rural schools(American Educational Research Association, 2017)
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ItemExploring metropolitan university pre-service teacher motivations and barriers to teaching in rural schools(Routledge, 2018)Staffing shortages has been a consistent problem for Australian rural schools. This paper addresses the rural staffing shortage by exploring the motivations and barriers faced by pre-service teachers in an Australian metropolitan university as they explore the prospect of teaching in a rural school. The paper examines two research ideas prevalent in the research literature. Firstly, that introducing pre-service teachers to rural placement experiences enhances their desire to seek teaching positions in rural schools. Secondly, that pre-service teachers from regional or rural backgrounds are more likely to seek teaching jobs in rural settings than their metropolitan counterparts. We draw on data from a longitudinal qualitative study with pre-service teachers in a metropolitan university that were interviewed before, during and after their rural placement. We found that while the second idea stands the test, the first idea, undertaking a rural placement, is not a guarantee to redressing the staffing shortage.
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ItemResearching Young Lives: Methodologies, Methods, Practices and Perspectives. Volume 1.(Youth Research Centre, 2018)Within each report, each case study is a snapshot of an actual research project currently being conducted in the YRC. Our researchers are sharing their experiences and offering their advice for conducting social research in an increasingly complex and diverse societal environment. The practices presented in this series of research reports reflect the innovative and contemporary research methodologies and methods undertaken by YRC staff and students. Some of the methods illustrated here are traditional but employed in new ways; while other methodologies and methods depart from conventional research practices to cover more innovative practices to investigate and understand the multidimensional ways of being young in the twenty-first century.
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ItemResearching Young Lives: Methodologies, Methods, Practices and Perspectives. Volume 2.(Youth Research Centre, 2018)Within each report, each case study is a snapshot of an actual research project currently being conducted in the YRC. Our researchers are sharing their experiences and offering their advice for conducting social research in an increasingly complex and diverse societal environment. The practices presented in this series of research reports reflect the innovative and contemporary research methodologies and methods undertaken by YRC staff and students. Some of the methods illustrated here are traditional but employed in new ways; while other methodologies and methods depart from conventional research practices to cover more innovative practices to investigate and understand the multidimensional ways of being young in the twenty-first century.
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ItemLearning Across the Life Course.(Youth Research Centre, 2018)This research report focuses on Life Patterns Cohort 1 participants who left secondary school in 1991 amidst deep social, labour and economic restructuring of Australian society. Amidst this backdrop, we draw on existing quantitative and qualitative data from the Life Patterns Project to examine the educational, employment and personal factors which generate the need to upskill or re-train over the life course. Our aim is to examine why some participants, despite already having a post-secondary school qualification, re-engaged in education and training and thus became lifelong learners.
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ItemExamining the most important issues in Australia: similarities and differences across two generations(Youth Research Centre, University of Melbourne, 2018)This study has built up a unique picture of the reality of the lives of two generations. The Life Patterns program: - Follows two generations of Australians - one that left secondary school in 1991 (corresponding to the popular notion of ‘Gen X’) and another that left secondary school in 2006 (corresponding to the popular notion of ‘Gen Y’ or the ‘Millennials’). - Explores the pathways through different areas of life taken by Australian young people. - Provides a unique picture, very different from the stereotypes of smooth transitions from education to work, or of the narcissistic or complacent generation often described in public discourse. - Allows for insights to be drawn that feed into policy advice and also into public debate. - Was designed to follow patterns in young people’s lives over time in order to gain more than a static glimpse.
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ItemA longitudinal analysis of residential mobility from 1991-2017: Understanding generational patterns and inter-relationships.(Melbourne Graduate School of Education, The University of Melbourne, 2018)This report provides an overview of the residential mobility patterns of participants in cohort 1 of the Life Patterns study over the period spanning 1991 to 2017. It focuses on those who remain in the study in 2017, using data collected over the preceding 26 years to trace their places of residence over this period. The term ‘residential mobility’ refers to changes or movements in individuals’ primary place of residence. It therefore captures a specific type of mobility; it is concerned with the experience of moving house or relocating to a new suburb or town, rather than with, for instance, temporary overseas travel or international migratory movements.
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ItemGlobal Youth and Spaces of Belonging in China, Australia and Tanzania(Youth Research Centre, 2017)The question ‘where and how do young people belong?’ is central to youth studies, as young people are increasingly mobile, and many are ever more marginalised from economic participation. On a global scale it is common for young people to move to metropolitan areas for education, responding to global labour markets and seeking refuge from environmental and economic degradation, and asylum from violence. This mobility inevitably raises questions about the nature and quality of young people’s connections with people and place (or ‘belonging’).