Faculty of Education - Research Publications
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ItemLearning in the home and at school: How working class children 'succeed against the odds'(Wiley, 2010-06-01)This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual ‘odds’ of disadvantage. Funded as an extension of EPPE 3–11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged children from White and minority ethnic groups. The study found that disadvantaged families often have high aspirations for their children and provide significant educational support through ‘concerted cultivation’. The paper discusses the implications for policy and for practice and argues that much of the popular criticism of state policies related to social exclusion fail to acknowledge the need to engage with the policy in action as well as in theory. It is also argued that these policies offer significant and valuable contexts for supporting efforts on the part of families and individuals to achieve success in education ‘against the odds’.
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ItemEarly childhood professionals as a source of social support: The role of parent-professional communication(SAGE PUBLICATIONS LTD, 2010-09)FORTY MOTHERS PARTICIPATED IN this Australian study of maternal perceptions of early childhood professionals (ECPs) as a source of social support in formal, centre-based infant/toddler care settings. Social support was defined as both emotional support (for example, providing understanding, encouragement, acceptance) and instrumental support (for example, providing practical information). Of particular interest was how the nature of communication between mothers and ECPs influences maternal feelings of support. ECPs in the study were defined as all early childhood staff—unqualified and qualified—identified by the mothers as working with their child in the centre. Quantitative data obtained by surveys and questionnaires was augmented by case studies of selected mothers based on interviews. It was found that most mothers perceived ECPs to be a source of social support, and that the content and frequency of mother–ECP communication determined how much support mothers considered they received. The case studies provided evocative insights into what it is like for mothers to ‘be’ in supportive and unsupportive childcare spaces. Among other things, the outcomes of this study encourage policymakers and ECPs to consider the extent to which childcare services provide social support for mothers, and how they might identify those who have the greatest need for it.
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ItemExploring engagement at ArtPlay: What factors influence the engagement of children and families in an artist-led community-based workshop?(SAGE Publications, 2010-01-01)THE IMPORTANCE OF THE ARTS to the creative, cultural and social development of children is increasingly acknowledged. In recognition of this, ArtPlay was established in 2005 by the City of Melbourne. Open to children aged three to 12 years, the facility provides a wide range of artist-led programs that serve a broad community, including parents and teachers. While institutions such as ArtPlay are emerging in response to a growing community demand, there has yet to be significant and sustained research into processes and outcomes of such organisations. This paper reports on a three-year Australia Research Council-funded research project (2007–2009) that has been designed to identify, map and evidence the practices of ArtPlay in relation to engagement, learning and cultural citizenship. Through reference to the responses of children, families and artists to one key ArtPlay program, Pocketfool for preschoolers, this paper explores the question: What factors influence the engagement of children and families in an artist-led community-based workshop?
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ItemDevelopment of the Australasian survey of student engagement (AUSSE)(SPRINGER, 2010-07)
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ItemBeyond natives and immigrants: exploring types of net generation students(WILEY, 2010-10)Abstract Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so‐called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three Australian universities to a cluster analysis. Through this analysis, we identified four distinct types of technology users: power users (14% of sample), ordinary users (27%), irregular users (14%) and basic users (45%). A series of exploratory chi‐square analyses revealed significant associations between the different types of technology users and the university that students attended, their gender and age and whether the student was local or international. No associations were found for analyses related discipline area, socio‐economic status or rurality of residence. The findings are discussed in light of the rhetoric associated with commentaries about the Net Generation, and suggestions about their implications for teaching and learning in universities are offered.
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ItemThe Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context(OXFORD UNIV PRESS, 2010)Communication is frequently characterized by a sequence of questions and answers. Little is known about how well students who are deaf or hard of hearing (deaf/HH) understand their hearing classmates in the context of an inclusive setting. This study explored the communication skills used by deaf/HH children when asking and answering questions in a "trivia" game with their hearing peers. Thirty-four children with normal hearing and 34 children with a hearing loss ranging from mild to profound (>90 dB HL) participated in this study. Each of the 34 dyads included 1 child with normal hearing and 1 child with hearing loss, matched by gender and grade level at school. Dyads were videotaped and analyzed. Pairs were compared in terms of their capacity to repeat the question, strategies used to seek information, and accuracy of responses. Results showed that the group of hearing children was able to repeat more questions verbatim compared to the deaf/HH children. The deaf/HH group required a significantly greater number of repetitions, sought a greater number of general clarifications, and correctly answered more questions compared with the group of hearing children. The implications of these findings are discussed in terms of peer communication and pragmatic skill development.
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Item"Mullin' the Yarndi" and other wicked problems at a multiracial early childhood education site in regional Australia(SAGE Publications, 2010-01-01)In this article, Grint’s model of leadership is used to shape discussions of how “problems” are responded to in the context of a preschool in an Australian regional town. Authority styles are described as command, management, or leadership. These authority styles result in approaching problems as “crises,” “tame problems” or “wicked problems” and approaching racial difference in terms of computed“essentialism,” “evasion,” or “cognizance.” This article engages with the approach to “wicked problems” by arguing that framing complex issues, such as race differences, as “wicked problems” allows for multiple ways of thinking through issues which are not possible if they are framed as “crises” or “tame problems.” In this article, we examine a number of examples from the preschool of how “wicked problems” occur in daily practice.
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ItemVocational education and training (VET) and young people The pathway of the poor?(EMERALD GROUP PUBLISHING LTD, 2010)Purpose The aim of this paper is to consider the role played by vocational education and training (VET) for young people in Australia. Design/methodology/approach The paper is based on an analysis and synthesis of the existing research and literature, including the author's own body of research in the field, regarding VET delivered in schools and in adult sector institutions. Findings This research presents evidence that VET in Schools (VETiS) constitutes an important and significant curriculum reform in upper secondary schooling, but that it is usually offered at the most basic qualification levels within the subject model paradigm of senior secondary certificates. Its heavy use by young people from disadvantaged backgrounds raises concerns regarding social selection and it suffers from problems of low esteem and variable quality, with its place often questioned within the traditional academic culture of secondary schooling. With respect to adult VET providers, the article argues that the role of TAFE across Australia for 15‐19 year‐olds is relatively limited, with questions raised regarding the quality of programs for younger clients, and that low SES students are more likely to enter post‐school VET destinations. Practical implications This article argues that an integrated approach to VET provision, both during and after school, is needed to create quality pathways for students of all backgrounds. Originality/value The article presents an integrated view of the role played by VET across different sectors for young people. It is designed to be of value to policy makers and practitioners seeking coordinated policy responses designed to offer curriculum, diversity, and strong pathways into further education and quality full‐time employment.