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Item Open Access Does digitalization in higher education help to bridge the gap between academia and industry? An application to COVID-19(SAGE Publications, 2021) Márquez-Ramos, L.There are three different types of activities performed in higher education institutions that, taken together, form the components of a trilemma in higher education. These include traditional academic activities (research and teaching) and those that aim to transfer knowledge beyond academia (industry-oriented activities). The increased use of digital technology that has resulted from the replacement of face-to-face encounters with digital interactions, or digitalization, is leading to transformations in higher education and is affecting the trilemma; universities face new challenges, and opportunities are emerging. Drawing on lessons learnt from COVID-19, the author explores whether digitalization is helping to bridge the gap between academia and industry.Item Open Access Indonesian secular vs. Madrasah schools: assessing the discrepancy in English reading and listening tests(Springer, 2023) Nawas, A.; Darmawan, I.G.N.; Maadad, N.The greater emphasis on the significance and difference in English performance between the school types has mainly been investigated across Asian countries. However, not much is known about what language skills differentiate their overall language achievement. Using a quantitative study with comparative analysis, this study measured the reading and listening skills of 1319 Indonesian students who were selected using a stratified sample design and grouped them into secular (Sekolah, n = 726) and Islamic (Madrasah, n = 593) groups. The samples were selected from 9205 of the total population of secondary school students, in Bone Regency, South Sulawesi Indonesia. The three-way ANOVA results showed a significant difference (p < 0.05) in reading and listening subskills between the groups. Highly significant results of Madrasah students in reading and listening subskills indicate they are better at constructing what text means in a variety of contexts, as a literary experience in reading texts and obtaining general and specific information from listening tests compared to those attending secular schools. Poor performance of boys and students who enrolled in public secular schools may become the main explanation for achievement gaps across the groups. The main and interaction effects of the school system, sectors, and gender on the tested subskills were also explained in this study. Additionally, the result of the DIF test confirmed that the equity of the tested items between them was supported.Item Metadata only The State of Positive Education(IPEN, 2017) Bott, D.; Escamilia, H.; Barry Kaufman, S.; Kern, P.; Krekel, C.; Schlicht-Schmälzle, R.; Seldon, A.; Seligman, M.; White, M.; World Government SummitPositive education views school as a place where students not only cultivate their intellectual minds, but also develop a broad set of character strengths, virtues, and competencies, which together support their well-being. What this looks like differs from country to country and school-to-school, but at its core is the ‘character + academics’ approach to education. The International Positive Education Network (IPEN) supports and drives such a change in education around the world. Widespread support is necessary for the success of the positive education movement. We need to be demonstrably right too -- philosophically and scientifically. Unless we can show that the arguments for positive education are true in practice, policy, and research, then we will not change education in the way the IPEN is proposing. This report thus attempts to provide the strongest evidence from research, policy and practice from the past decade to support positive education. This report is broken into five sections: one leader’s perspective and introduction to positive education and its history; case studies from primary, secondary, and tertiary schools around the world that are actively implementing positive education; and policy perspectives on positive education. A glossary of key terms is included at the end.Item Restricted Enhancing positive wellbeing in schools: The relationship between inclusion and belonging(Springer, 2023) Boyle, C.; Allen, K.-A.; Bleeze, R.; Bozorg, B.; Sheridan, K.; White, M.; McCallum, F.; Boyle, C.In recent years, there has been a growing emphasis on the importance of inclusion, school belonging, and wellbeing in schools. However, there is a need to critically examine these concepts and their intersections to create environments that truly promote positive wellbeing for all students. While there is existing literature on inclusion, school belonging, and wellbeing in schools, there is a lack of critical examination of the assumptions that underpin these concepts and their intersections. This chapter aims to critically examine the intersections of inclusion, school belonging and wellbeing in schools, and to unpack the underlying assumptions and values that may manifest in different ways depending on contextual factors such as culture, race, gender, and sexuality. The chapter begins by discussing the importance of inclusion, school belonging, and wellbeing in schools, and the ways in which these concepts are often promoted. It then goes on to examine the assumptions that underpin these concepts, including the assumption that inclusion is universally positive and desirable for all students, the assumption that all students have a desire and a need to feel connected to their school community, and the assumption that positive wellbeing is an attainable and sustainable goal for all students. The chapter acknowledges that these concepts may manifest differently depending on contextual factors, and that they may fluctuate over time. It also provides a real-world reflection from an Autistic perspective that emphasises a one-size-fits-all approach may not be effective. Finally, the chapter concludes by highlighting the importance of taking a nuanced and critical approach to these concepts to create environments that truly promote wellbeing for all students and conditions to thrive.Item Open Access The thriving kids and parents schools project: protocol of an incomplete stepped wedged cluster randomised trial evaluating the effectiveness of a Triple P seminar series(BioMed Central, 2023) Boyle, C.; Sanders, M.; Ma, T.; Hodges, J.; Allen, K.-A.; Cobham, V.E.; Darmawan, I.; Dittman, C.K.; Healy, K.L.; Hepburn, S.-J.; MacLeod, L.M.; Teng, J.; Trompf, M.Background The COVID-19 pandemic disrupted the normality of daily life for many children, their families, and schools, resulting in heightened levels of anxiety, depression, social isolation, and loneliness among young people. An integrated public health model of interventions is needed to address the problem and to safeguard the mental health and wellbeing of children. The Triple P – Positive Parenting Program is one system of parenting support with a strong evidence-base and wide international reach. When implemented as a public health approach, Triple P has demonstrated population level positive effects on child wellbeing. This study will be the first large-scale, multi-site randomised controlled trial of a newly developed, low-intensity variant of Triple P, a school-based seminar series, as a response to the impacts of the pandemic. Methods The evaluation will employ an Incomplete Batched Stepped Wedge Cluster Randomised Trial Design. At least 300 Australian primary schools, from South Australia, Queensland, and Victoria will be recruited and randomised in three batches. Within each batch, schools will be randomly assigned to either start the intervention immediately or start in six weeks. Parents will be recruited from participating schools. The Triple P seminar series includes three seminars titled: “The Power of Positive Parenting”, “Helping Your Child to Manage Anxiety”, and “Keeping your Child Safe from Bullying”. Parents will complete measures about child wellbeing, parenting, parenting self-regulation and other key intervention targets at baseline, six weeks after baseline, and 12 weeks after baseline. Intervention effectiveness will be evaluated with a Multilevel Piecewise Latent Growth Curve Modelling approach. Data collection is currently underway, and the current phase of the project is anticipated to be completed in January 2024. Discussion The findings from this study will extend the current knowledge of the effects of evidence-based parenting support delivered through brief, universally offered, low intensity, school-based parenting seminars in a post pandemic world.Item Restricted The integral role of parents in fostering a sense of belonging for school-aged children(Routledge (Taylor & Francis), 2024) Allen, K.-A.; McGlinchey, C.; Boyle, C.; Wong, D.; Lan, M.; Chan, T.; Devaney, C.; Crosse, R.School belonging - the sense of feeling respected and valued at school – has been linked to long- and short-term benefits of positive youth development alongside academic outcomes. However, many strategies for developing student belonging sit solely with schools. This chapter will present an empirical understanding of parental factors that foster a sense of school belonging in young people and draw from case studies to highlight lived parental experiences. Parental belonging to school, something rarely addressed in the literature, will also be discussed. The findings presented in the chapter will offer insights into the role parents can play in building school belonging for their school-aged children.Item Open Access Investigating students, experience of online/distance education with photovoice during COVID-19(Taylor & Francis (Routledge), 2022) Subasi, Y.; Adalar, H.; Tanhan, A.; Arslan, G.; Allen, K.-A.; Boyle, C.; Lissack, K.; Collett, K.; Lauchlan, F.This study used online photovoice to study students’ perceptions of online/distance education during the COVID-19 pandemic. It aimed to (a) find the factors that facilitated and impeded online/distance education during the pandemic and (b) determine to which level of ecological systems theory participants attributed facilitators and barriers. We utilized community-based participatory research as the theoretical framework, based on the ecological systems theory. The participants consisted of 119 university students. We used online interpretative phenomenological analysis to analyze the data and found 12 facilitating themes in favor of online education (e.g., technology, 31%; home study comfort, 23%; with family, 17%). In terms of barriers to online education, 14 main themes emerged (e.g., lack of finance, 28%; Internet problems, 22%). Participants attributed facilitators and barriers respectively to the following levels of ecological systems theory: individual/intrapsychic (50%, 51%), microsystem (56%, 58%), exosystem (38%, 43%), and macrosystem (25%, 45%).Item Open Access A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings(Taylor & Francis, 2024) Salazar Rivera, J.; Alsaadi, N.; Parra-Esquivel, E.I.; Morris, C.; Boyle, C.This review describes available research on interventions delivered by Occupational Therapists (OTs) in schools to identify the outcomes addressed and in which tiers of support (universal, focalized or intense) the interventions are situated. Previous reviews focus on the effectiveness or efficacy of OT school interventions, but the participation of OTs has not been considered. Electronic database searches were conducted to locate eligible journal articles published in any language and using any methodology. The population were students aged 3 to 16 years, and interventions required to be delivered by OT practitioners targeting any outcome expected from an OT intervention. We identified 50 studies since 1990, the majority of which were prepost studies addressing mostly school performance and conducted with students aged five to eight years old, with difficulties primarily in fine motor skills and diagnoses such as autism. Interventions were provided across all three tiers of support, but most were focalized interventions addressing academic tasks, particularly handwriting. OTs and researchers should reflect on the outcomes from OT addressed in the published interventions and the tiers of support these interventions have taken. This is vital for the school practice as it is constantly evolving and requires research that considers its reality.Item Open Access "You fight your battles and you work out how you're going to change": the implementation, embedding and limits of restorative practices in an Australian rural community school(Taylor & Francis (Routledge), 2024) Stahl, G.; Schulz, S.; Baak, M.; Adams, B.Research suggests that the use of Restorative Practice (RP) in schools can foster more positive and inclusive school communities, yet there remains limited research regarding how to embed such practices. As part of a wider study, we present data from school leaders who describe their perspectives on RP and their struggles with implementing it in one rural Australian community school. This school is distinctive because of how it adopted a RP approach in an effort to change both the culture of the school and the culture of the wider community. To better inform our understanding regarding how RP was implemented, we focus on two overlapping dimensions – informing practice and embedding practice – before reflecting critically on some of the issues and limitations involved with using RP as a means of combating structural inequality.Item Open Access Improving schooling and outcomes for Aboriginal and Torres Strait Islander learners in South Australian Catholic schools and centres: A narrative review of the literature(APO: Analysis and Policy Observatory, https://apo.org.au/node/322565, 2023) Schulz, S.; Morrison, A.; Blanch, F.R.; Buckskin, J.; Corrie, S.; Catholic Education South AustraliaItem Open Access Re-imagining Catholic education for First Nations sovereignty: Report to Catholic Education South Australia(APO: Analysis and Policy Observatory, https://apo.org.au/node/322608, 2023) Schulz, S.; Blanch, F.R.; Buckskin, J.; Corrie, S.; Catholic Education South Australia (CESA)Item Open Access Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations(Elsevier, 2023) Vosniadou, S.; Lawson, M.J.; Bodner, E.; Stephenson, H.; Jeffries, D.; Darmawan, I.G.N.A coding guide based on the Interactive, Constructive, Active, Passive (ICAP) theory was developed and used to analyze the transcripts from filmed classroom observations. The analysis focused on the lesson tasks used by the 20 participating teachers to promote student cognitive engagement and the links between these tasks and student learning. The results showed that a) only 30% of the lesson tasks were assigned the Constructive and Interactive codes, and b) there were important teacher differences. About half of the teachers provided no or very few opportunities for Constructive or Interactive student cognitive engagement in their lessons.Item Open Access Schools, religion, and affect: unpacking Australian educator discomfort(Taylor & Francis (Routledge), 2023) Memon, N.; Schulz, S.; Kelly, S.; Chown, D.Religious bigotry, including incidents of discrimination and violence based on religion, continues to rise across Australia. Religion is consequently considered a destabilising factor in Australia’s commitment to diversity. But does Australia’s religious diversity pose a threat to social cohesion or an opportunity? In Australia’s public schools, despite significant curricular and pedagogical advances in the areas of equity and inclusion, it remains unclear how and to what extent educators support the diverse religious identities of learners. Informed by an affective-discursive analytic, this study unpacks a series of emotional encounters at one primary public school in Sydney that serves a community where most families selfidentify with a religion. Educators were invited to discuss how their school responds to religious diversity. This article explores the discomforting affects that entangle liberal humanist commitments to freedoms and secular schooling that emerged in focus groups. The article argues that emotional responses to learners’ religious diversity, particularly of fear or apprehension, speak to a broader national teacher education context in which how religious and secular beliefs and knowledges should come into conversation remains unsettled. If Australian teacher education is to prepare educators for social cohesion, how can learners’ religious identities be genuinely included in curriculum and pedagogy?Item Metadata only Teacher attitudes to inclusive education in Australia(Springer Nature, 2023) Boyle, C.; Allen, K.-A.; Grembecki, J.; Boyle, C.; Allen, K.-A.Understanding the issues that can affect successful inclusive education implementation is crucial in order to be successful. The focus of this chapter is around teachers’ attitudes to inclusion and their involvement in programme development. Often teachers are left out of discussions and inclusive education can be thrust upon them without adequate resourcing. There is evidence that by involving teaching staff, there is more chance of the inclusive programme being successful and meaningful. In this chapter Michael Lipsky’s pioneering sociological work on street-level bureaucrats is linked to inclusion policy and teacher willingness to engage with the approach. There is no doubt that inclusion is a perennially interesting and challenging subject in education. There are many chapters in this volume which consider various issues such as: student teacher perspectives, social inclusion, serious mental health issues, and teacher attitudes to inclusion. The topic of inclusion is now wide and varied, and this volume encapsulates the range of contemporary arguments and ensures that the reader is engaged on this journey.Item Metadata only The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design(Elsevier BV, 2023) Lawson, M.J.; Van Deur, P.; Scott, W.; Stephenson, H.; Kang, S.; Wyra, M.; Darmawan, I.; Vosniadou, S.; Murdoch, C.; White, E.; Graham, L.Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate constructive activity in students. Explanations for task design primarily focussed on SRL activity related to cognition in stimulating students’ understanding and showed limited structural complexity. Further attention could be given during teacher education to the importance of constructive task engagement and a wider range of SRL activity.Item Open Access Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19(Taylor and Francis, 2023) Tanhan, A.; Boyle, C.; Taş, B.; Söğüt, Y.; Cashwell, C.C.; Genc, E.; Karatepe, H.T.In this study, we used online photovoice and community-based participatory research to understand and address facilitators and barriers to online distance education for college students in Turkey. Out of 260 students who consented to the study, 240 shared the most important facilitator, 190 shared the most important barriers, and 190 completed our contextual questions related to their education. We used online interpretative phenomenological analysis to identify key facilitators and barriers. Ten main facilitator themes emerged, including advantages of using Internet and technology (n ¼ 104; 43%); enjoyable feelings (n ¼ 61; 25%); saving time (n ¼ 37; 15%); and social support (n ¼ 28; 12%). Nine main barrier themes emerged, including challenges of online education (n ¼ 51; 31%); psychopathology and unenjoyable feelings, thoughts, and bodily sensations (n ¼ 37; 19%); Internet problems (n ¼ 34; 18%); and COVID-19 restrictions (n ¼ 30; 16%).Item Metadata only Film in university teaching: optimising multimodal pedagogies through film literacy(Taylor and Francis, 2024) Nguyen (Ruby), N.N.When lecturers integrate feature films and TV series (FF/TV) into their teaching, they are not always fully aware of how these media achieve their effects on students. Regardless of discipline, lecturers need a working knowledge of film literacy to effectively enable student learning through FF/TV representations. This study surveyed and interviewed lecturers across disciplines at Australian universities about their pedagogical practices involving FF/TV. Their responses are analysed through the lenses of film literacy, cognitive load and dual coding theories to address lecturers’ practical concerns when repurposing FF/TV for teaching. The findings present practical recommendations ranging from FF/TV selection criteria, supporting materials and class activities, to different techniques of film screening and designing instruction towards optimising multimodal pedagogy with FF/TV. The result is a framework to guide lecturers’ decision-making when using FF/TV in their teaching.Item Open Access Understanding the Issues in Inclusive Education: Working Towards Equitable and Accessible Education for All Students(Springer Nature, 2023) Boyle, C.; Allen, K.-A.; Boyle, C.; Allen, K.-A.Understanding the issues that can affect successful inclusive education implementation is crucial in order to be successful. The focus of this chapter is around teachers’ attitudes to inclusion and their involvement in programme development. Often teachers are left out of discussions and inclusive education can be thrust upon them without adequate resourcing. There is evidence that by involving teaching staff, there is more chance of the inclusive programme being successful and meaningful. In this chapter Michael Lipsky’s pioneering sociological work on street-level bureaucrats is linked to inclusion policy and teacher willingness to engage with the approach. There is no doubt that inclusion is a perennially interesting and challenging subject in education. There are many chapters in this volume which consider various issues such as: student teacher perspectives, social inclusion, serious mental health issues, and teacher attitudes to inclusion. The topic of inclusion is now wide and varied, and this volume encapsulates the range of contemporary arguments and ensures that the reader is engaged on this journey.Item Open Access School belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes(Springer, 2022) Allen, K.-A.; Boyle, C.; Reschly, A.L.; Christenson, S.The theoretical and empirical literature has long included belonging as central to student engagement. Some conceptualizations and approaches have suggested that a student’s sense of belonging is a central and foundational principle underpinning engagement. Engagement also contributes to a sense of belonging. Two distinct literatures have developed insights around the importance of, pathways to, and outcomes associated with each construct. This chapter narratively explores similarities and differences between belonging and student engagement, identifying areas of overlap as well as helpful distinctions, with implications for research and educational practice. Although the two are closely connected, these two friends are more effectively treated as complementary constructs, both of which are essential components for positive development in young people.Item Open Access Parent/carer views on support for children's school non‐attendance: 'How can they support you when they are the ones who report you?'(Wiley, 2022) Lissack, K.; Boyle, C.This article presents findings from research focusing on parent/carer views of support received for school non-attendance. Research has consistently demonstrated poor short-term and long-term outcomes for children who experience school non-attendance and there is growing concern in the UK, and across the world, for children who miss education. School non-attendance is a challenging and long-standing phenomenon for schools, professionals, and families alike, yet there is limited existing research that explores what support is provided for children who struggle to attend school. In this study, an online questionnaire was used to gather views from parent/carers (n = 289) who have a child(ren) who experiences difficulties attending school. Parent/carer views were elicited on what support they had received. Views on how this support could be improved were also gathered. The findings demonstrate that school non-attendance represents a challenging, complex and at times desperate situation for many parent/carers. Parent/carer views on the support received varied, reflecting the complex and individualised nature of attendance difficulties. Parent/carers valued home-school partnerships that encompassed kindness and removed parent/carer blame for their child's non-attendance. The findings contribute to an understanding of school non-attendance from the view of parent/carers and highlights implications for the practice of school staff and external professionals. These implications are discussed within an exploration of possible future actions for addressing the complex and challenging nature of school non-attendance.