# enl_refs

author: Thiele, Catherine Casey, Joanne Simon, Susan Dole, Shelley
year: 2023
pages: 1-16
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 1
date: 03/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/350
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i1.350
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Place Consciousness and School Leaders' Intentionality as Partnership Imperatives : Supporting the Recruitment of Quality Graduates in Regional, Rural and Remote Schools

abstract:
&lt;p&gt;Attracting high quality teachers to regional, rural, and remote locations has been an issue for school communities in Australia. Research has illustrated that innovative initiatives and experiences can change pre-service teachers’ attitudes, perspectives and perceptions about regional, rural and remote schools. What is less understood is the contribution of school leaders foregrounding a place consciousness approach to spark pre-service teacher interest in undertaking professional experience placements and possible employment in their RRR schools. This paper shares research findings that identified how Far North Queensland school leaders showcased “&lt;em&gt;their place&lt;/em&gt;” with key stakeholders and in particular with pre-service teachers. The findings affirmed notions that school leaders understand the valuable connections between rural, regional and remote pre-service professional experiences and the potentiality for high quality teachers for the long-term. Implications are drawn in relation to how school leaders create partnerships and promote their school place intentionally.&lt;/p&gt;


author: Halsey, John
year: 2023
pages: 66-67
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 1
date: 03/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/360
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v33i1.360
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Book Review: Donnelley, S. (2020) big things grow. A memoir of teaching on Country in Wilcannia. Allen & Unwin

abstract:
&lt;p&gt;John Halsey reviews Sarah Donnelley's memoir of teaching on Country in Wilcannia. Big Things Grow.&lt;/p&gt;


author: Gristy, Cath
year: 2023
pages: 61-65
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 1
date: 03/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/415
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v33i1.415
access_date: 2023/05/08
read_status: 0
rating: 0
title:
A Manifesto for Small Schools: The Story of an Intersectional Research, Practice and Politics Project

abstract:
&lt;p&gt;As in many parts of the world, there is concern for small schools in the United Kingdom (UK). Motivated by this concern, a group, which included researchers and educators amongst others, came together to compile a manifesto, a set of statements about the importance of small schools and their value to education and wider society. Inspired by a manifesto produced in Italy, the manifesto for small schools and associated briefing notes for the UK were published in 2022, following a year-long collaborative process informed by research, practice and politics.&lt;/p&gt;


author: Dollinger, Mollie Taylor, Darci Piskiewicz, Lea
year: 2023
title: Exploring the Idea of a Community Embedded University in Regional and Rural Australia
pages: 41-56
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 1
date: 03/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/352
section: JOURNAL PAPERS
electronic_resource_number: https://doi.org/10.47381/aijre.v33i1.352
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;A persistent issue in Australia, and globally, is how to improve participation rates in higher education for students from regional and rural areas. In this paper, we tackle this challenge by exploring the idea of a Community Embedded University (CEU). We draw on empirical data from three participatory co-design workshops with university students (&lt;em&gt;n&lt;/em&gt; = 15) and staff (&lt;em&gt;n&lt;/em&gt; = 6), to provoke discussion on what a CEU model might look like, the activities it might engage in, and how it would collaborate with local communities to create stronger partnerships and support student engagement. Through our study, we identify key value propositions to a CEU, including fostering students’ sense of belongingness and opportunities to engage in relationship-rich pedagogy through community-university collaborative teaching. However, we also identify several challenges to enacting a CEU, such as complexities relating to distributed power-sharing and decision-making, and how to situate learning experiences in place while maintaining flexible learning spaces. We propose that, while the idea of a CEU may remain an idealised model, our outlined principles to creating a CEU may be a useful framework for universities to reflect upon and consider how they engage with their local communities.&lt;/p&gt;


author: Davie, Serena Ledger, Lisa Grylls, Susan
year: 2023
title: Regional Partnerships: Building a Future Regional Workforce in Western Australia
pages: 57-60
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 1
date: 03/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/363
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v33i1.363
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Following the success of a pre-service teacher hub in the Pilbara region of Western Australia, a decision was made to establish a second hub within the same region in another town. The second hub will be a collaboration between the Pilbara Universities Centre (PUC) and the Western Australian Department of Education. Although the PUC does not currently train teachers, it does, however, provide administrative, academic and pastoral support to a range of local education students studying at both bachelor and post-graduate levels in the field of education. The PUC also has students from many other disciplines who can add to the depth of the pre-service teacher hub. The PUC has the potential to grow, and it makes sense for the Department of Education’s pre-service teacher hub to work in collaboration with the PUC to develop regional employees. The hub provides a way to connect and upskill not just pre-service teachers, but also students from other disciplines.&lt;/p&gt;


author: Cuervo, Hernan Davie, Serena
year: 2023
title: Celebration, Attraction and Retention of a Regional and Rural Workforce
pages: i-iii
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 1
date: 03/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/470
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v33i1.470
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;In this issue of the Australian and International Journal of Rural Education, the contributing authors explore the impact of partnerships and purposeful engagement in attracting and retaining professionals to regional and rural communities. Attracting and retaining a well-prepared workforce for regional and rural communities is developed through a range of partnerships and strategies and through a range of institutions – such as schools and universities. Small schools play a pivotal role in regional and rural communities and need to be proactive in maintaining their important status. Equally, universities also have a role to play in the development of a professional workforce outside the metropolis. Providing undergraduates with regional experience is a widely used regional recruitment strategy. Overall, these articles provide a fresh outlook and ideas to strengthen regional and rural schools and communities.&lt;/p&gt;


author: Adams, Margaret
year: 2023
title: Education to Prepare Health Professionals for Rural Practice: A Scoping Review
pages: 17-40
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 1
date: 04/11
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/349
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i1.349
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Rural and remote communities are challenged by an incongruous combination of poorer health and deficits of health workers. Health professionals working in rural and remote practice contexts are largely educated with standardised curriculum content designed for urban-dominant systems, even though non-urban populations account for approximately half of the global population. Education is one strategy considered pivotal to recruitment and retention of health care workers in rural areas, yet has received less research attention than strategies such as rural background, incentive schemes and clinical placements.&lt;/p&gt;&lt;p&gt;Peer reviewed literature published in English between 2011-2021 were obtained, guided by PRISMA-P guidelines (Shamseer, 2015). The aim of this review was to examine how health professionals are currently being prepared for rural practice.&lt;/p&gt;&lt;p&gt;Following key health database searches 189 relevant articles were retrieved, of which 26 articles met the inclusion criteria for final analysis. This review identified a heavy reliance upon standardised curricula delivered via clinical and interprofessional placements with little attention to specific rural curriculum content or pedagogic strategies tailored to rural and remote practice. Three themes were developed from the literature: Context (‘learning to think differently’, ‘relationships’, and ‘health leadership’), Curriculum and Pedagogy (‘rural clinical placements’ and ‘interprofessional education’).&lt;/p&gt;&lt;p&gt;There is a paucity of educational design and evaluation research to assess the value of education strategies that prepare health professionals to work in rural places. Identifying key rural pedagogic strategies can support curriculum content, experiences and assessment that provide health professionals with the competence, confidence and skills to sustain careers in rural and remote practice.&lt;/p&gt;


author: Yang, Liuning
year: 2022
pages: 90-105
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/333
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i3.333
access_date: 2023/05/11
read_status: 0
rating: 0
title:
How does cultural capital influence the school choice of rural and urban migrant families in Nanjing, China? Evidence from a survey study

abstract:
&lt;p>Across China, the household registration (hukou) policy has restricted the school admission of rural–urban migrant children in urban areas. In 2017, the Nanjing government issued the &lt;em>Tenants Have the Same Right as Householders&lt;/em> (THSRH) policy to allow tenants in urban areas access to public-school resources. However, what the migrant children have experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. This study surveyed 186 rural–urban migrant parents in Nanjing who chose to send their children to junior secondary schools after the implementation of the THSRH policy. The study identified that higher socioeconomic and household status of rural–urban migrants increased their choices for junior secondary schools. However, the study demonstrated that the restriction in the hukou policy is still a dominant factor influencing public-school access. The study highlighted that the interaction of the development of extracurricular abilities and investment in private supplementary tutoring are two main factors that influence the school choices of rural–urban migrant families.&lt;/p>


author: Wynhoff Olsen, Allison Fassbender, William Long, Danette Olsen, Kristofer
year: 2022
pages: 108-125
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/330
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.330
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Schools, Communities, and Teachers: How Rural Sense of Belonging Holds Impact for English Teachers in Place

abstract:
&lt;p>This paper examines how English teachers experience and articulate a rural sense of belonging (RSOB) while teaching and living in rural communities. Given that rurality is a social construct, teachers’ inclusion in this study occurred through meeting nuanced rural criteria. RSOB is a relationship people have with rurality that helps English teachers consider how they experience and feel about their work and lives in place. This study adds complexity to dynamic RSOB by attending to affective intensities associated with teachers’ daily interactions across ruralities. Data include survey responses from 30 participating teachers with varied experience, in rural schools within the United States. Using a narrative methodology, authors analyse teachers’ stories, invested in how their experiences living and teaching rural shapes their work as English teachers. Findings focus on how (if) participants self-identify as rural English teachers and/or rural community members, how participants experience teaching, and how participants navigate schools and communities. Findings offer a richer understanding of how English teachers persist or depart in rural spaces, and how an evolving RSOB (or lack thereof) plays a part. When RSOB is strong, teaching in rural schools becomes less a matter of resilience and survival and more about acceptance or acknowledgement, purpose, and value. Teachers expressed a bifurcation between how they feel valued in schools versus how they feel valued in communities. Implications recommend more open dialogue with rural stakeholders to reconsider the roles of rural teachers inside and outside of schools.&lt;/p>


author: Williams, Heather Williamson, Janet Siebert, Carl
year: 2022
title: Exploring Perceptions Related to Teacher Retention Issues in Rural Western United States
pages: 91-107
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/331
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.331
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>The rural setting is one that must be better understood because of the broader discussions of changing demographics, growing diversity, the need for economic development, and community engagement. Additional research is needed to understand the interconnection of rural spaces and teacher retention. The purpose of this study was to understand the perceptions of educational stakeholders in a rural region of the western United States as they relate to retaining teachers in rural school communities that are experiencing shifts in the community due to limited rural opportunity and underdevelopment, ageing populations, poverty, out-migration, and shrinking economies. The study collected data from teachers, administrators, parents, patrons, legislators, students, and other educational stakeholders through a survey instrument (n= 806). Data were collected from October of 2017 to January of 2018. The methodological approach was a mixed qualitative and quantitative inquiry. The mixed-method approach was due to several open-ended questions on the survey, along with quantitative, closed-ended survey questions. The findings illuminate the critical role leadership plays in retaining teachers, and the significant need for robust mentoring and support programs for new teachers. Findings also consider the relationship between rural education policies, leadership practices, teacher recruitment and retention, and broader issues related to rural development. In addition to finding ways to better support mentoring, there are several implications for teacher and leadership preparation programs to better support rural placements.&lt;/p>


author: Wallin, Dawn Tunison, Scott
year: 2022
pages: 75-90
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/317
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.317
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Following Their Voices: Supporting Indigenous Students' Learning by Fostering Culturally Sustaining Relational Pedagogies to Reshape the School and Classroom Environment

abstract:
&lt;p>Canada's colonial relationship to First Peoples was predicated on the imposition of church-run residential schools, systemic racism, and chronic underfunding of education on reserve (Dart, 2019). As a result, the relationship between Indigenous learners, families and the school system is fraught with mistrust, skepticism regarding the purposes of education, and questions about educational success, quality, and achievement (Truth and Reconciliation Commission, 2015). This paper presents findings of a meta-synthesis of 11 case studies of public and First Nations-run schools in Saskatchewan, Canada, that are part of an initiative called &lt;em>Following Their Voices&lt;/em> that has as its objective the improvement of educational outcomes for Indigenous students. In this paper, we describe the FTV initiative and discuss the challenges and facilitators of fidelity to the processes, goals and outcomes faced by schools attempting to implement FTV. Emerging from our meta-synthesis were concerns related to collective responsibility, sustainability, and leadership.&lt;/p>


author: Wallin, Dawn Scribe, Chris
year: 2022
title: Wāhkōhtowin: Decolonising Teacher Preparation for Rural, Urban and First Nations Schools
pages: 59-74
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/318
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.318
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>This paper stories the creation of the Wāhkōhtowin teacher preparation model on Treaty 6 territory in Saskatchewan, Canada. The model was created out of an educational partnership that responded to the teachings of Nēhiyaw (Cree) Indigenous Elders. We describe the theoretical framework of this Professional Development School (PDS) teacher preparation model that is designed to decolonize teacher preparation in order to foster student learning and engagement; develop Nēhiyaw teacher identity and proficiency, and; support reconciliation between Indigenous and non-Indigenous peoples. The foundational constructs of the Wāhkōhtowin model of teacher preparation include relationality, ceremony, language, and child-centredness. The spirit of Wāhkōhtowin teacher preparation is premised on three intents. Firstly, teacher candidates are encouraged to be free to be themselves and share the gifts they bring to the school setting (&lt;em>tipéyimisowin&lt;/em>). Secondly, they are encouraged to ‘come home’ to traditional teachings as they engage in cultural learning and identity formation (&lt;em>kīwēwin&lt;/em>). Thirdly, their pedagogical growth and development as teachers is fostered with the focus on &lt;em>relational pedagogies, inclusiveness, and community&lt;/em> (&lt;em>mamáwi kiskinomāsowin&lt;/em>). We complete our paper by discussing the implementation of the Wāhkōhtowin model. We discuss the ways in which the model has had to shift to be responsive to the unique relationships and contexts of different school systems, provincial budget cuts, the opportunity to expand the program into secondary schools, working with/through teacher turnover, the provision of language and cultural activities, land-based programming, professional development sessions, differing comfort levels and knowledge regarding Indigenous history and traditions, and the impact of COVID-19.&lt;/p>


author: Versland, Tena Schmitt-Wilson, Sarah Downey, Jayne
year: 2022
pages: 38-57
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/340
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i3.340
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Choosing A Rural Teaching Position: Recognizing the Importance of Relationships and Field Experiences

abstract:
&lt;p>This study reports the findings from a survey of 201 recent teacher education graduates from a university in the Northwestern United States regarding the factors that influenced their decision to take a teaching position in a rural or urban community following graduation. Results indicate that an in-depth rural practicum experience, being close to family, and the size of school influenced new graduates' decisions. Other factors such as school culture and administrative support were also found to be important to new graduates' decision making.&nbsp;&nbsp; The presentation will also share insights that can help to inform state and local educational agencies about strategies in attracting new graduates and in retaining new teachers in rural schools.&lt;/p>


author: Stone, Cathy King, Sharron Ronan, Chris
year: 2022
pages: 73-89
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/321
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i3.321
access_date: 2023/04/27
read_status: 0
rating: 0
title:
They just give us the shiny picture, but I want to know what it's really like: Insights from regional high schools on perceptions of university outreach in South Australia

abstract:
&lt;p>Across Australia, students at regional, rural and remote high schools are considerably less likely to go to university than their metropolitan counterparts. One of the ways in which universities try to help to bridge this gap is to organise visits to such schools, with the purpose of familiarising students with the idea of university and encouraging them to consider going on to university after school. These visits range in purpose, from direct marketing to a genuine effort to widen access to university more generally. The key purpose of university visits is not always made explicit to the schools or the students, leading to a mismatch between university intentions and school and student expectations. Recent research with regional high schools in South Australia, using a mixed-methods approach, reveals the impact of this mismatch, with university visits being regarded by students and schools as, at best, disappointing and, at worst, as nothing more than marketing exercises and hence to be treated with suspicion. These research findings are discussed, and recommendations made for ways in which university visits may be more effectively geared towards meeting the needs of students, schools and parents. This paper recommends that universities work more closely with regional schools, parents and communities more broadly, with a greater emphasis on providing useful, practical information about what ‘going to university’ entails. We argue that, through this, more regional students may consider university as a viable post-school option.&lt;/p>


author: Rinehart, Kerry Earl
year: 2022
title: Experiencing Being Judged: Making Visible School Community Expectations of Rural Principals
pages: 58-72
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/316
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i3.316
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Judgements of the work of school principals may be formal through an appraisal process or informal from students, teachers, parents, and members of the community in which the school operates. This article focuses on New Zealand rural primary school principals’ experiences of informal expectations—and judgements about whether they meet these expectations—from school community members. The aim of this study is to illustrate principals’ work in responding to community expectations and the contextual factors of school settings, and to advocate for more overt policy and process attention to such work in the formal appraisal of principals. Using Deweyan pragmatism for a theoretical approach, research evidence was generated from semi‑structured interviews with principals and ex‑principals of small rural schools. Abductive analysis was used. Not only do principals’ relationships with individuals and groups within their communities impact on their work and ability to succeed in their professional ambitions for school and students, but relationships between groups in the school community may also influence local judgements of that work. These relationships can be important aspects of schools’ historical contexts. The time principals spend prioritising and responding to community expectations is notable and should be reflected in policy and processes of principal appraisal. Insights from this research are likely to be useful for principals and their mentors, as well as for facilitators of preparation programs and inservice professional learning for principals and aspiring principals.&lt;/p>


author: Relf, Bronwyn
year: 2022
pages: 90-91
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/336
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v32i1.336
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Book Review: Ruraling Education Research: Connections Between Rurality and the Disciplines of Education Research. P. Roberts & M. Fuqua (Eds.). Springer, 2021

abstract:
&lt;p>A book review of &lt;em>Ruraling Education Research: Connections Between Rurality and the Disciplines of Education Research&lt;/em>. P. Roberts &amp; M. Fuqua (Eds.). Springer, 2021.&lt;/p>


author: Reading, Chris Redford, Morag
year: 2022
title: Educating for Cultural Sustainability
pages: i-iv
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/342
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v32i2.342
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>The importance of culture as a pillar of cultural sustainability needs to be better recognised and appreciated, especially in rural areas. Everyone has a responsibility to prepare future generations for living in our culturally complex world BUT educators especially must step up and take a pivotal role in ensuring future generations appreciate the importance of cultural sustainability. The nine papers selected for inclusion in this Special Issue provide the opportunity to share just some of the thought-provoking research and practice that was shared at ISFIRE2021&lt;em> Educating for Cultural Sustainability: Innovation for the Future&lt;/em>. A clearer focus on culture can be achieved within schools by transforming curriculum, teaching practice, and the way that school performance is assessed. For teachers, bringing culture to the fore in professional learning and teacher preparation, can facilitate the development of a better rural sense of belonging and ultimately improve teacher retention in rural areas. In particular, prioritising Indigenous languages and creating more Indigenous language resources will help to bring Indigenous languages to the forefront in schools.&lt;/p>


author: O'Dea, Molly Rose Cosby, Amy Manning, Jaime McDonald, Nicole Harreveld, Bobby
year: 2022
title: Industry perspectives of industry school partnerships: What can agriculture learn?
pages: 1-21
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/334
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i3.334
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>This paper aims to identify and synthesise research related to industry perspectives of industry school partnerships (ISPs) with primary and secondary students globally. A systematic review of ISP studies published between 2001 and 2021 that included industry perspectives was undertaken in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol.&lt;/p>&lt;p>This focused systematically ordered review of industry perspectives of ISPs elicited four key findings:&lt;/p>&lt;ol>&lt;li>Limited research specifically focusing on industry participants’ perceptions of career and knowledge sharing ISPs exist.&lt;/li>&lt;li>The most common reasons for participation included promoting careers and/or their industry, and enhancing community goodwill.&lt;/li>&lt;li>The most common barriers or challenges in participating included time, budget and process constraints, and understanding the partnership’s impact.&lt;/li>&lt;li>Communication, trust, relationships, and setting clear goals are often important features highlighted for successful partnerships.&lt;/li>&lt;/ol>&lt;p>The recommendations from this review will be used to design, deliver and evaluate ISPs which aim to benefit agricultural industry participants. Future research will apply the findings from this review to a rural case site in Victoria, Australia, focused on agricultural ISPs aimed at increasing students’ aspirations for a career in the sector. This is vital as agriculture is an important industry in this region, yet many students are unaware of the range of career opportunities available to them.&lt;/p>


author: Nash, Fiona
year: 2022
pages: 106-111
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/355
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v32i3.355
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Keynote address to the National Conference on Regional, Rural and Remote Education, Barossa Valley. 13 October 2022

abstract:
&lt;p>Fiona Nash, Regional Education Commissioner, provided a keynote and officially opened the National Conference for Regional, Rural and Remote Education, held in the Barossa Valley, October 12-14, 2022. Her keynote discusses the challenges and opportunities for education in rural, regional and remote communities across Australia.&lt;/p>


author: Moreno-Pinillos, Cristina
year: 2022
pages: 19-35
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/328
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.328
access_date: 2023/05/10
read_status: 0
rating: 0
title:
School in and Linked to Rural Territory: Teaching Practises in Connection with the Context from an Ethnography Study

abstract:
&lt;p>In contexts where social, political, and educational decisions are driven by globalisation, the sustainability and maintenance of rural communities at put at risk. Schools located in rural territories, through their educational practices in connection with the social and cultural context, can promote rootedness and favour sustainability. In this sense, the purpose of this article is to contribute to the knowledge about the role played by schools located in rural areas. Specifically, the aim of the study is to identify which educational practices take place based on the relationship with the context. This paper presents findings from an ongoing in-depth ethnographic study carried out in three small rural schools in the Aragón region of Spain. The study is conducted through semi-structured interviews that are complemented with informal conversations. The results show, on the one hand, that practices in relation to the environment are presented as a naturally occurring resource that facilitate the inclusion of values, traditions, and cultures within the curriculum. Additionally, on the other hand, that through these practices the value of place goes beyond the word ‘place’, encompassing within itself, the relationships and interactions established within the community. Thus, this study highlights the need for educational policies that make it possible to address the particularities of schools, through a flexible and open curriculum based on community opportunities and context‑based learning.&lt;/p>


author: McNaught, Keith Rhoding, Colette
year: 2022
pages: 70-84
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/312
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i1.312
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Exploring the Factors Influencing Medical Student Engagement with Rural Clinical Placement Opportunities

abstract:
&lt;p>Recruiting and retaining professionals such as doctors, allied health professionals, and teachers to rural communities has been a significant issue in Australia for decades. Research has established that a successful rural clinical placement, delivered in a rural setting, can significantly influence a graduate's work location choices. However, less is known about the factors that support or discourage a student's engagement with rural clinical placement opportunities. This research project used semi-structured interviews and thematic analysis to understand the factors experienced by Curtin Medical School's first cohort as they engaged with the opportunity to undertake a rural clinical placement. The project identified several motivators and barriers which enable the Medical School to modify and adapt processes for future students. The problematic barriers specific to undergraduate students are identified and warrant an appropriate plan for managing those obstacles. This research will form part of a broader longitudinal tracking of the Curtin University medical graduates to determine if the Curtin Medical School meets its stated objective to increase the number of graduates working in rural locations.&lt;/p>


author: McLennan, Brad Peel, Karen L. Burnett, Elizabeth Danaher, Patrick Alan
year: 2022
pages: 52-69
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/314
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i1.314
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

abstract:
&lt;p>Currently, an almost exclusively female workforce provides the government mandated adult supervision of Australian primary and secondary school students enrolled in distance education, including geographically isolated learners. These Remote Education Tutors (RETs) include unpaid family support providers and externally employed governesses and home tutors who are paid by the children's families. This crucial position has no prerequisite qualifications, which in turn generates occupational invisibility and an absence of recognised career pathways for the individuals fulfilling the responsibilities of this role. In response, we propose innovative partnerships for credentialling the experiences and effectiveness of Australian RETs, in order to recognise their professional status and to contribute to a sustainable rural education workforce. Such credentialling will entail dynamic and mutually responsive collaborations among the distance education stakeholders, including the tutors, the children's families and the universities charged with administering such credentialling.&lt;/p>&lt;p>Evidence to support this proposal is provided by selected data from a 2021 national survey completed by 575 current and former RETs in most Australian States and Territories. These data underwent descriptive analysis that elicited four themes that encapsulated key elements of the RETs' lives and contexts: career pathways, economic disadvantage, gender roles, and educational equity. This account framed by Cardini' s (2006) politicised conceptualisation of partnerships highlights both the urgency and the complexity of envisaging and enacting situationally responsive rural communityuniversity collaborations to support this vital yet invisible segment of the Australian educational workforce.&lt;/p>


author: Manning, Jaime Cosby, Amy Fogarty, Eloise Harreveld, Bobby
year: 2022
pages: 22-37
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/338
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i3.338
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Do Teacher Workshops as a Professional Development Activity Provide the Adequate Skills, Knowledge and Confidence to Deliver the GPS Cows NSW Stage 4 Technology Mandatory Module?

abstract:
&lt;p>The GPS Cows Module is a co-developed, Australian resource that aims to increase the knowledge and skills of high school students in emerging agricultural technologies. It aligns with many outcomes in the New South Wales (NSW) Stage 4 Technology Mandatory Syllabus, a compulsory subject for Stage 4 students (Years 7–8), that engages students in production and design activities for agriculture, food and other technologies. GPS Cows is a complete resource that teachers can apply into their teaching program. To facilitate the knowledge, skills and confidence required to implement the module, a one-day workshop was offered to NSW teachers in 2018 and 2019. To evaluate the workshop, participants completed a survey containing open- and closed-ended questions. Additionally, classroom clickers were used throughout the workshop to gauge the development of skills, knowledge and confidence over time. Overall, the workshop was well received, with over 98% of respondents enjoying the workshop and 97% indicating that the workshop was a good use of time. Positive aspects included the activities and engagement with data analytics, the resources provided, and the clear link between agricultural technologies and the real world. Identified improvements included the time allotted for workshop activities and minor changes to the resource. In conclusion, the professional development workshops enabled teachers to successfully implement GPS Cows in their teaching program.&lt;/p>


author: Kaka, Kaka Rizk, Nadya Miller, Judith
year: 2022
title: Assessing Educating for Gross National Happiness: Applying the Theory of Practice Architectures
pages: 36-58
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/327
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.327
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>Gross National Happiness (GNH) is a central policy, symbolic of Bhutan, which gave rise to Educating for GNH (EGNH). In Bhutan, the school Performance Management System is the sole instrument used by the Ministry of Education to evaluate the performance of schools. To test the utility of the Performance Management System in fulfilling the intended goals of EGNH, two of its key subcomponents—the School Self-Assessment and School Performance Scorecards—were assessed through the lens of the theory of practice architectures. The theory describes what comprises social practices and how they are shaped by the social, cultural and political contexts in which they occur. Content analysis was carried out using Leximancer text-mining software. The findings showed that the sayings and relatings and their corresponding cultural-discursive and social-political arrangements were not as evident in the School Self-Assessment indicators as the doings and material-economic arrangements. The findings also indicated that both the School Self-Assessment’s and the School Performance Scorecards’ indicators focus more on assessing leadership than teaching. The authors present several suggestions to ensure a closer alignment with the goals of EGNH, to demonstrate a balanced focus on assessing teaching and leadership, and to represent all practice architectures proportionately. Implications of this study should inform the policy and practices of Educating for GNH values in Bhutanese schools. The methods of the study could be adapted to examine educational practices beyond those of Bhutan.&lt;/p>


author: Henderson, Robyn
year: 2022
pages: 151-153
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/343
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v32i2.343
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Book Review: Gristy, C., Hargreaves, L., & Kučerová, S. R. (Eds.). (2020). Educational Research and Schooling in Rural Europe: An Engagement with Changing Patterns of Education, Space, and Place. Information Age Publishing

abstract:
&lt;p>Robyn Henderson's review of &lt;em>Educational Research and Schooling in Rural Europe: An Engagement with Changing Patterns of Education, Space, and Place &lt;/em>reflects on a useful and scholarly contribution to issues and theories relevant to rural European education.&lt;/p>


author: Guenther, John Lasselle, Laurence
year: 2022
title: Rural Professional Learning: Systemic and Student Perspectives
pages: i-ii
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/337
section: EDITORIAL
electronic_resource_number: https://doi.org/10.47381/aijre.v32i1.337
access_date: 2022/03/22
read_status: 0
rating: 0
abstract:
&lt;p>In this issue of the Australian and International Journal of Rural Education, our authors present a series of perspectives about rural professional learning. These perspectives relate to teacher education, rural clinical placements, rural pathways to university, and credentialling of remote education tutors. Each paper demonstrates how important context is, highlighting the challenges and solutions to real-world rural education issues.&lt;/p>


author: Guenther, John Davie, Serena
year: 2022
title: Editorial: School Communities and Partnerships
pages: i-iii
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 3
date: 11/18
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/357
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v32i3.357
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>In this issue of the Australian and International Journal of Rural Education, our authors explore the impact of partnerships on education in rural communities. Schools are expected to prepare students for an unknown and uncertain future. Partnerships between schools and industry, higher education providers and the wider community can achieve greater outcomes for students than schools working in isolation&lt;/p>


author: Gao, Catherine Yuan Dollinger, Mollie D'Angelo, Belinda Harvey, Andrew
year: 2022
pages: 1-17
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
keywords: Australia, career development, local knowledge, outreach, regional, rural and remote comunities
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/298
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i1.298
access_date: 2023/04/27
read_status: 0
rating: 0
title:
Leveraging Local Knowledge: Exploring How to Support Regional, Rural, and Remote Students' Career Development

abstract:
&lt;p>Australian higher education participation continues to expand, yet in unequal ways. Regional, rural, and remote (RRR) student participation is stubbornly stalled, despite sustained research and policy initiatives to support these cohorts. To address this complex issue, we interviewed 10 RRR principals in Queensland and Victoria to explore specific challenges that face RRR communities, as well as collate strategies and solutions. Our findings highlighted the importance of leveraging and developing local knowledge and expertise to equip students with careers education, as well as the need to promote a positive narrative about RRR community life. A key theme that emerged from participants was the need to dispel the myth that students needed to leave their communities to achieve their goals or find career success. The findings from this paper point to a need for educational outreach programs to continue to develop context-specific, locally informed programs and support that align with RRR communities' values and ways of life.&lt;/p>


author: Ebejer, Saskia Facchin, Jaimey Gowen, Adam
year: 2022
title: Community Book Projects: A Case Study of Place-based Collaborations
pages: 142-150
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/324
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v32i2.324
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>This case study centres on projects instigated by the University of Wollongong’s Batemans Bay campus which engaged other community entities in collaboration to produce a cultural and educational resource in book form. These projects occurred between 2017 and 2019 with more planned for the future. While this work is not a how-to guide, the analysis contained within will allow a broad application of principles in other contexts to increase community engagement and collaboration. The broad principles for success of such projects are identified as Place, Relationships, and Communication. These key elements are evaluated from a researcher/participant perspective and the inter-play between these crucial elements in an educational framework is described as Nourishing Pedagogy. The conceptualisation of Country as Teacher, a framework in which both Aboriginal and non-Aboriginal people can learn from Country, was a crucial element as the On Country Learning (OCL) experiences were the primary sites where the Nourishing Pedagogy practice was manifest. While there are many factors that contributed to the success of the projects it was clear that the privileging of Aboriginal perspectives and the yielding of institutional power, taking the form of the decampment of institutional buildings for the purpose of participating in the projects, was critical.&lt;/p>


author: Duncan, Heather Smith, Jeff Bachewich, Laurie
year: 2022
title: Mino-Pimaatisiwin: Beginning the Journey towards Decolonisation and Reconciliation
pages: 1-18
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/332
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.332
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>&lt;em>Mino-Pimaatisiwin&lt;/em> is an Ojibwe term for life in the fullest, healthiest sense. Grounded in anti-colonial theory, this case study explores the impact of infusing Indigenous perspectives into an elementary school curriculum on students, school staff, parents, and community. With a focus on building self-esteem and cultural connectedness among Indigenous students, it uses the cultural frameworks of Mino-Pimaatisiwin and the Ojibwe seven sacred teachings of a good life. Findings indicate high levels of cultural connectedness and a reduced gap in self-esteem levels between Indigenous and non-Indigenous students, an increased awareness among staff of Indigenous history and culture, a greater parent comfort level with visiting the school, and increased involvement from the community.&lt;/p>


author: Birnie, Ingeborg
year: 2022
pages: 126-141
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 2
date: 07/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/329
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i2.329
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Blended Learning to Support Minority Language Acquisition in Primary School Pupils: Lessons From the 'Taking Gaelic Home Study'

abstract:
&lt;p>Gaelic is a minoritised indigenous language of Scotland, with its traditional heartland in the rural north-west of the country. The education system, and in particular Gaelic Medium Education (GME), has been recognised as an important strand of the language maintenance and support initiatives. The provision of GME has grown significantly since its inception in the early 1980s, it remains on the ‘&lt;em>periphery&lt;/em>’ of the education system, with around 0.9% of all primary school pupils enrolled in GME settings. The ongoing language shift from Gaelic to English, a process that has been particularly pronounced in the traditional heartlands of the language, and the resulted decline in the use of Gaelic as the language of the home, the family, and the community, raises the question of how GME can contribute to a sustainable future for Gaelic.&lt;/p>&lt;p>This article will discuss the findings of a small-scale mixed method practitioner enquiry study, which incorporated parental questionnaires, classroom observations, class-based language assessments and focus groups, to explore the use of blended learning approaches to enhance the development of language skills. The results of this study, conducted initially to evaluate the impact of the Covid-19 school closures on the linguistic proficiency of children in Primary 1 to Primary 3 enrolled in GME, show that pupils who were actively engaged in online learning activities showed a greater confidence and proficiency in their use of Gaelic compared to their peers who had not used these materials to support their learning, as well as increased involvement of caregivers in these Gaelic homework tasks. These findings allow for a re-imaging of approaches to homework in minority language immersion contexts to support the acquisition and use of the minority language beyond the classroom.&lt;/p>


author: Bangarr, Michelle
year: 2022
title: A Homeland Education Journey
pages: 85-89
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/335
section: Rural Connections: Celebrating Schools and Communities
electronic_resource_number: 10.47381/aijre.v32i1.335
access_date: 2022/05/04
read_status: 0
rating: 0
abstract:
Over recent years a lot of attention has been given to education for First Nations students living in remote communities. The quest for improved outcomes, better attendance, retention and year 12 completions disguises other perhaps more important issues. During the 1970s and 1980s the homeland movement 'return to Country' created opportunities for many First Nations people to achieve a degree of self-determination. But schooling for homelands was treated differently to schooling in communities. People had to put a request to the Department of Education for a school in their homelands, and mostly homelands were offered a visiting teacher for two to three days per week. Local First Nations staff, as untrained 'assistant teachers' were expected to ensure that students completed their work in the teacher's absence. Some training was offered through the Remote Area Teacher Education program. In 1990 there were 271 people enrolled in Diploma of Teaching courses, with the majority in Stage 1 . Homeland learning centre programs were prioritised. By 1992 the concept and language of RATE had all but disappeared in the discourse of Batchelor College documents, replaced with a greater emphasis on more mainstream higher education programs. While there is strong agreement that homeland centres need local teachers, achieving that goal is not so easy. Journal Editor, John Guenther talked with Michelle Bangarr at Manmoyi in late 2021 about her experiences of education. Michelle tells the story of her journey in education, from her homeland perspective.</p>


author: Arinaitwe, Gilbert Corbett, Michael
year: 2022
title: Rural Teacher Shortages and Home-grown Solutions: A Ugandan Case Study
pages: 18-32
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
keywords: homegrown teachers, culturally-similar teachers, teacher retention, rural education
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/320
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i1.320
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This paper provides a case study of teacher retention in rural Uganda focussing on the importance of rural experience and cultural connections. We argue that this study illustrates how rural parents and teachers reciprocally influence each other, and that homegrown and culturally-similar rural teachers bridge parents with the school both linguistically and through engagement in common community and cultural practices. While this case study illustrates the uniqueness of a particularly understudied African context, we suggest that the phenomenon of attracting homegrown and culturally-similar teachers is a complex and socio-culturally specific practice that, if intentionally supported, holds potential benefits for hard-to-staff schools. This work suggests the value of international case studies of teacher retention in diverse contexts.&lt;/p>


author: Anlimachie, Moses Ackah Avoada, Cynthia Amoako-Mensah, Thomas
year: 2022
title: Leapfrogging Inequality Strategies for Transformed Rural Education: A School District Case, Ghana
pages: 33-51
secondary_title: Australian and International Journal of Rural Education
volume: 32
number: 1
date: 03/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/282
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v32i1.282
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This case study of a Ghanaian rural school district uses a community-based participatory action research to engage with municipal officials, a rural community, and its local school participants to co-design culturally sustainable education strategies. The study triangulated community meeting discussion, interviews, field notes and document analysis to elicit grassroots policy approaches and community cultural capital driving rural education success. The study identified a strong correlation between community participation, educational improvement and reduction in inequality and poverty. The study found that policy interventions that remove financial and geographical barriers to education access, elicit community participation and improve rural livelihoods were effective strategies for improving education outcomes for Ghanaian rural communities. The study identified rich rural cultural capital facilitating education improvement which evident that the problem of rural education has more to do with marginalisation than being rural. The study argues that valuing rural spaces by thinking spatially and innovatively offers new possibilities to transform rural education. Therefore, rural education must be pursued as collective social good or socio-cultural process, entailing an endless interchange of shared aspirations, resources, and cultural capital for mutual survival. This approach must be ground-up, fuelled by community participation, decolonisation, culturally responsivity in designing and recovering contextually appropriate universal education and integrated development model for Ghana and Africa.&lt;/p>


author: Zhang, Nini Yu, Dongqing Guo, Karen
year: 2021
title: Home-School Cooperation in Rural Kindergartens: A Survey Study with Chinese Kindergarten Teachers
pages: 18-37
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 2
date: 07/31
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/281
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i2.281
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Home-school cooperation in children’s education is complex. It could be even more complex in rural contexts, due to the potential contributions of isolated location, insufficient resources, a lack of teachers’ professional competence, parental absence or parents’ limited understandings about education. A questionnaire survey was designed to explore the views of 1526 Chinese rural kindergarten teachers on home-kindergarten cooperation. The purposes of the study were to analyse 1) how the rural teachers perceived and experienced home-kindergarten cooperation; 2) what personal and professional factors influenced teachers’ perspectives and experiences; and 3) similarities and differences of teachers’ views. Two results emerged from the study. Firstly, common themes concerning teachers’ regular communications with parents were identified. Secondly, it is also the case that home-school cooperation was subjected to limited cooperative activities and a lack of organisational structures in the kindergartens. The study concludes with a discussion of some implications of the positive and challenging factors for encouraging cooperative home-school relationships in rural kindergartens.&lt;/p>


author: Werler, Tobias Foldnes, Vibeke Berg-Brekkhus, Åshild Færevaag, Margaret Klepstad
year: 2021
pages: 96-112
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/29
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/309
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i3.309
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Classroom Development Through Teacher-Researcher Collaboration: Bridging the Rural Urban Divide in Norway?

abstract:
&lt;p>Norwegian rural schools experience difficulties establishing teacher-researcher collaboration. It is well documented that these schools are described as needing urban development approaches. This study aims to understand if collaborative inquiry can function as a joint learning arena for the development of teachers' and researchers' capacity. Specifically, this approach might enable teachers to develop their teaching independently from urban-placed researchers. The study investigates how the collaborative approach, which is mainly driven by the teachers, bridges the urban-rural divide regarding both professional development and research. Expert interview data were analysed, guided by the principles of grounded theory. Regarding teachers' participation and inquiry, they show a rather passive role. Teacher-researcher co-operation is created through agency and ownership. Conclusively, both teachers and researchers are involved in building the bridge and learning from one another.&lt;/p>


author: Webb, Susan Christine Knight, Elizabeth Black, Rosalyn Roy, Reshmi
year: 2021
title: Exploring Students' Feelings of Place
pages: 43-60
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/304
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i3.304
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;div class="page" title="Page 1">&lt;div class="layoutArea">&lt;div class="column">&lt;p>Geographically unequal distribution of opportunities for participation in post-school education particularly affects young people in rural and regional areas of Australia. This study contends that the perception of opportunities by young people from low socio-economic status backgrounds should be considered alongside the distribution of opportunities, in order to understand how place and social mobility are intertwined in the reproduction of inequality. Drawing on data about post-school transitions in peri-urban and rural areas of Australia, our study shows that understandings of a sense of belonging to a rural place of origin and the attraction of nature and the outdoors are intrinsic to understanding young people's educational mobilities.&lt;/p>&lt;p>Despite a growing interest in the more emotional aspects of mobility, including the concept of 'emotional topographies' and issues of dislocation and belonging, the spatial contingency of student identities and their effects on participation are only just beginning to be manifested in an ontological shift in scholarship. Educational mobilities and the sense of place have been tested by the impact of the 2020 global pandemic. By deepening understanding of how students from rural areas frame their educational choices, this study offers a progression in thinking about dislocation and belonging in the interactions of post-school transitions. Arguably, a broader emotional geographical sense of belonging is needed to understand the experiences of rural students and their mobility or immobility. This broader conceptualisation may indicate new research directions for urban research.&lt;/p>&lt;/div>&lt;/div>&lt;/div>


author: Tatebe, Jennifer
year: 2021
title: The 'New': Small and Rural Schools' Influence on Regional Urban Developments
pages: 15-28
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/301
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i3.301
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Rapid urban development in small rural communities is occurring at an unprecedented pace in regional Aotearoa New Zealand. Despite this growth, rural schools are positioned at the margins of the planning process and the implications of this urbanisation trend remains unknown. This research challenges the notion of the rural-urban divide by locating rural schools as a key part of regional urban development and thus will be of interest to government officials, developers, educators, and local community interest groups. The study explores the social, economic and political impact of urban development on small and rural primary schools (N=6) in two of the fastest growing regions in the country. Interviews with school principals and focus group interviews with school boards of trustees were conducted. The findings suggest the emergence of new, complex and contested 'semi-rural' identity as an outcome of the uncertain and ever-changing demographic landscape. Varying school leadership and governance perspectives of urbanisation are placed on a spectrum, premised upon different experiences of the struggle to balance new, and often competing, parent and community aims and changing school populations. The findings contribute to theorising about the construction of rurality and its influence on the creation of a new urbanised semi-rural community identity. Findings offer the potential for knowledge sharing amongst rural schools currently or for others likely to experience rapid urbanisation in their communities in the future.&lt;/p>


author: Skyhar, Candy
year: 2021
pages: 12-29
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 1
date: 03/13
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/264
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i1.264
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Teacher-Directed Collaborative Action Research as a Mediating Tool for Professional Learning in Rural Contexts

abstract:
&lt;p>Through a single-case study design, the research study described in this article examined one rural Canadian school divisionâ€™s use of teacher-directed collaborative action research as a mediating tool for teacher learning within a professional development (PD) initiative known as the Numeracy Cohort. The PD initiative brought together a dozen K-12 teachers from across a very small (but geographically distanced) school division in Manitoba, Canada.&nbsp; In addition to learning about several strategies for teaching mathematics and improving student numeracy skills, the teachers in the Numeracy Cohort engaged in collaborative action research projects, designing materials and implementing new strategies in their unique, often multi-grade, rural classrooms. &nbsp;In addition to the changes and improvements noticed by teachers through their collaborative action research, findings from the study illustrated several strengths of teacher-directed collaborative action research, including the autonomy it afforded teachers to engage in work directly related to their classroom contexts, its ability to foster collaboration between colleagues, and its ability to build connections across schools within a diverse rural context. Findings from the study also suggested that consideration should be given to both ways of supporting the action research process, and the complexities of leadership in rural settings if teacher-directed collaborative action research is to be used as a mediating tool for learning.&lt;/p>


author: O'Connor, Mike
year: 2021
title: The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools
pages: 58-75
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 1
date: 03/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/289
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i1.289
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schoolsâ€™ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research.&lt;/p>&lt;p>The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance.&lt;/p>&lt;p>The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence.&lt;/p>&lt;p>ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)&lt;/p>&lt;p>&nbsp;&lt;/p>&lt;p>&nbsp;&lt;/p>


author: Mander, David Lester, Leanne
year: 2021
pages: 1-17
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 2
date: 07/31
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/303
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i2.303
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Adolescent Sleep Quality: An Eexploratory Study of Sleep Complaints and Impacts for Boarding Sstudents from Regional and Remote Communities in Years 7 to 12

abstract:
&lt;p>This exploratory study investigates aspects of sleep quality and some of the potential impacts that sleep complaints for 168 male boarding students from regional and remote communities in Years 7 to 12. An online self-report questionnaire was used to examine the relationship between sleep quality and participants sense of academic self-perception, motivation and regulation, resilience, as well as indicators of non-specific psychological distress, life satisfaction, behavioural and emotional wellbeing. Results found general parity between participants overall scores for sleep quality and norms on the sleep/wake problems scale. However, it emerged that over the previous seven days only a small proportion of participants were satisfied with their sleep every night, with the majority reporting feeling tired or sleepy during the day. This and other findings are discussed in relation to current national sleep recommendations for adolescents, as well as with consideration to the promotion of healthy adolescent development and optimal academic performance, behavioural and cognitive functioning, and emotional regulation. Implications for boarding school routines are discussed with an emphasis on time allocated to sleep, and actual time spent asleep, by adolescent boarders. Strengths and limitations of this study are presented.&lt;/p>


author: Maina, Faith Smit, Julie Serwadda, Abdul
year: 2021
pages: 30-41
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/291
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i1.291
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Professional Development for Rural Stem Teachers on Data Science and Cybersecurity: A University and School District Partnership

abstract:
&lt;p>The professional development (PD) was a six-week long summer-intensive NSF- funded project that took place at a large university in western Texas. It was designed to provide a research-rich learning environment in data science and cybersecurity for STEM teachers in the region, which is mainly rural. Because of geographical isolation, rural teachers lack the resources to prepare their 6&lt;sup>th&lt;/sup> -12&lt;sup>th&lt;/sup> grade students for STEM careers and often find it difficult to bring innovative science teaching into their schools. The team was comprised of nine teachers, five professors, and six graduate students. In analyzing teacher reflections, we found the teachers gradually developing a scientist persona. They acquired sophisticated pedagogical knowledge to integrate complex concepts into their 6&lt;sup>th-&lt;/sup>12&lt;sup>th&lt;/sup> STEM curriculum without sacrificing the state standards, while creating a community of learners. This led to reduced feelings of isolation often experienced by rural teachers. It is clear that partnerships between universities and rural school districts can transform the way STEM disciplines are delivered, creating a strong pipeline for rural students in the STEM workforce.&lt;/p>


author: Macdonald, Libby Beamish, Wendi Taylor, Annalise Gallagher, Emma Robinson, Ainslie
year: 2021
pages: 42-57
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/290
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i1.290
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Regional and Rural Teachers' Experiences with Two Models of Practice Supporting the Education of Students on the Autism Spectrum

abstract:
&lt;p>The experiences of regional and rural teachers supporting students on the autism spectrum in their classrooms often differ from those of their metropolitan counterparts. Interventions designed for metropolitan settings may not work the same way in regional and rural classrooms, and teachers outside major centres may encounter challenges in accessing appropriate resources and professional development. Research focussed on teaching students on the spectrum is largely conducted in metropolitan areas and does not address the contextual factors impacting regional and rural educators. Using data collected as part of a larger study, this paper examines the experiences of regional and rural teachers who were introduced to models of practice designed to support their decision making with respect to supporting students on the autism spectrum. Through interviews and survey responses, these teachers have described challenges and opportunities related to the unique and diverse settings in which they work. Their perceptions of the benefits of the models and accompanying professional support in these settings reinforce the need to embed inclusive support for students on the spectrum in foundational teaching practices that can be adapted to diverse classrooms.&lt;/p>


author: Ledger, Susan Fuqua, Melyssa
year: 2021
title: Disruption, Diversity, and Dynamic Developments in Rural Education During COVID-19
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 1
date: 03/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/297
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v31i1.297
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Major disruptions occurred in 2020 that impacted all aspects of our lives. For many, challenges and opportunities surrounding education were central with many sectors and individuals globally responding in diverse and dynamic ways. The variety of disruptions â€“ from fires, floods, and the ongoing COVID-19 pandemic â€“ resulted in unprecedented educational solidarity. Globally and across nations, jurisdictions learned from each other and provided support collectively.&nbsp;The international collection of papers within this issue brings examples from Canada, USA, China, and Australia that address several of these points.&lt;/p>


author: Lasselle, Laurence
year: 2021
title: Depicting Rural Deprivation in a Higher Education Context: A Scottish Case Study
pages: 29-42
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/302
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i3.302
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This paper addresses educational inequality of access to higher education for Scottish rural communities. Inequality results from the sole use of a national socio-economic index in order to meet a key milestone for higher education goal. I show (1) how the use of this index can have adverse effects on these communities and (2) how contextual considerations of rural education research could mitigate these effects and enrich policy-making.&lt;/p>


author: Hasnat, Mahammad Abul Greenwood, Janinka
year: 2021
title: Schools Celebrating Place and Community: A study of Two Rural Schools in Bangladesh and New Zealand
pages: 81-95
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/307
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i3.307
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This paper, by a Bangladeshi and a New Zealander, brings together narrative inquiry studies of the leadership initiatives in two quite different rural schools, in Bangladesh and New Zealand respectively. The schools are in communities that might be considered as significantly underprivileged, and generationally alienated from education, within their own countries. Those communities, however, have richness of different kinds. The schools have explored and found ways of connecting with that richness and their experiences can offer ideas to others in diverse locations, including the urban. Both cases are sites of an adventurous approach to meeting the needs of their students. Both illustrate how a rich learning environment can be created when the needs, aspirations and resources of the local environment and community are investigated, attended to and utilised.&nbsp;&lt;/p>&lt;p>The paper reports the context and innovations in both schools. In doing so it highlights the dangers of homogenising national curricular concepts that ignore the importance of place and the emplaced identity of communities.&nbsp; It questions where a deficit lies: is it in the local rural community and its school or in national,and global systems thinking that ignores the significance of the local and particular? It also suggests that the place-based approaches in these two schools offer useful contributions to some of the challenges of education â€“ in urban as much as rural settings - in a world that faces possibly extreme change.&lt;/p>


author: Hall, Lisa
year: 2021
pages: 76-92
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 1
date: 03/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/294
section: JOURNAL PAPERS
access_date: 2022/03/10
read_status: 0
rating: 0
title:
Navigating the Rural Clinical Education Pathway in the Time of a Pandemic: Opportunities and Challenges

abstract:
&lt;p>The outbreak of the COVID-19 pandemic has changed everything about the world we live in, in 2020. It is having obvious impacts on the way we teach and the way we learn. In Victoria, Monash Rural Health Bendigo is one of the few places that has managed to continue clinical health education and clinical placements throughout 2020—albeit in modified forms. Monash Rural Health Bendigo provides clinical years education to a cohort of between 100 and 130 Third, Fourth- and Fifth-Year Monash Medical students in a rural setting. It is largely an ‘apprentice based’ model of learning where the students get access to rural clinical sites and rural health experts as well as a state-of-the-art clinical skills and simulation lab to undertake the clinical years of their medical degree. But what happens to this kind of model during a pandemic induced shut down such as was experienced in 2020? This paper explores the challenges but also opportunities for students pursuing a rural health pathway in the midst of a public health emergency. It examines the findings of the COVID-19 Educational Evaluation conducted in Bendigo throughout 2020 and reveals the advantages but also the unanticipated consequences of students choosing to study rurally in the midst of a global pandemic.&lt;/p>


author: Gouwens, Judith A. Henderson, Robyn
year: 2021
pages: 1-14
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/300
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i3.300
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Rethinking Deficit Discourses in Education Through Rural Education Research and the Concept of Querencia

abstract:
&lt;p>This paper uses data from research projects that deliberately set out to tell positive stories about educators who were working with the children and families of migratory agricultural workers in the US. The aim underpinning these projects was to move beyond the deficit discourses and stories of blame that so often circulate, particularly in relation to social groups that are marginalised, and to present stories that embody positive and productive ways of thinking and working. Using Maxwellâ€™s (2012) process of connecting, the authors used the transcripts of semi-structured interviews to construct narratives about three of the educators who were interviewed. These examples from rural education research highlighted the actions of educators to build and promote childrenâ€™s and familiesâ€™ relationships with the place where they were residing temporarily. The notion of &lt;em>querencia&lt;/em> provided a helpful way of conceptualising the relationship between place and belonging, to assist the development of insider understandings. The narrative approach offers a way of opening such discussions in education more broadly and to consider the role of teachers in ensuring that negatively framed stories, such as deficit discourses, are not in play.&lt;/p>


author: Fuqua, Melyssa Henderson, Robyn Glowrey, Cheryl Maton, Karl
year: 2021
title: Connecting Rural and Urban Education Research
pages: i-iv
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/323
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v31i3.323
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>In this special issue of the &lt;em>Australian and International Journal of Rural Education&lt;/em>, a collection of international authors considers how their work and experiences in rural education research can inform, and sometimes even improve, urban-based education research.&nbsp;The issue responds to the provocation to shift such perceptions and locate the rural as a key and constituent part of the wider field of education. The articles set out to show connections between the rural and the urban. In doing this, the authors challenge existing notions of a rural-urban divide. They present examples of &lt;em>ruraling&lt;/em>, a term coined by Roberts and Fuqua (2021) to explain the move to a rural perspective across the broader field of education. The collective aim of the articles is to demonstrate and speculate how rural education research might &lt;em>rural&lt;/em> (using the word as a verb) urban education research.&lt;/p>


author: Cuervo, Hernan
year: 2021
pages: 93-96
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 1
date: 01/31
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/293
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v31i1.293
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Book Review: Corbett, M. & Gereluk, D. (Eds.). (2020). Rural teacher education: Connecting land and people. Springer

abstract:
&lt;p>A book review of: Corbett, M. &amp; Gereluk, D. (Eds.). (2020). Rural teacher education: Connecting land and people. Springer.&lt;/p>


author: Clayton, Stephanie Hawkins, Cherie Brandsema, Jillian
year: 2021
title: Rural Implementation of Girls' Programming Network (GPN)
pages: 38-45
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 2
date: 07/31
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/288
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v31i2.288
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>A small-scale pilot study was conducted in north-west Tasmania to investigate adolescent girls’ willingness to participate in informal STEM education, through exploring their perceptions and experiences of computer science (CS), and their future aspirations. This pilot study was funded by an Inspiring Australia Public Science Event Grant, enabling the delivery of two local Girls’ Programming Network (GPN) workshops by the two Sydney-based GPN co-founders. The aim of this case study was to determine the viability of establishing an ongoing and sustainable northwest Tasmanian GPN, which would provide rural adolescent girls with opportunities to explore programming, connect them with mentors and role models, and show them what potential career opportunities exist beyond family and local contexts. Qualitative methods of data collection comprised focus group interviews and artefact elicitation with the participants, and individual interviews with the program co-founders. The results indicate that single-sex informal CS education opportunities are valued by adolescent girls, and that typical gender stereotypes can be changed due to the experience of engaging in them. The success of the pilot study indicates that establishing the GPN in a rural area to provide adolescent girls with free and fun CS experiences is worthwhile and viable.&lt;/p>


author: Claudi, Alessio
year: 2021
title: George Victor Le Vaux: An Adventurer in Rural Queensland
pages: 113-119
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/29
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/308
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v31i3.308
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Often in the past, historians tended to study and write mainly about key figures, such as rulers or very famous people. However, in recent decades, historians have started to focus on local figures who had a role in their community. This paper narrates the life of one of those characters, an interesting individual who led a varied and interesting life with a strong connection to rural Australia. This man was George Victor Le Vaux, a Canadian educator whose life had numerous different facets and interesting twists. The idea that prompted the writing of this article was Le Vaux’s connection to Italy and its unification, but also the fact that a complete account of his life had never been attempted. The methodology used was an historical analysis of the available sources and an investigation of the education sector in the second half of the 19th century in Queensland. Therefore, the aim of the study is to provide an account, as accurate as possible, of Le Vaux’s life and his thoughts and ideas on education.&lt;/p>


author: Bennett, Dawn Knight, Elizabeth Koshy, Paul Li, Ian
year: 2021
pages: 61-80
secondary_title: Australian and International Journal of Rural Education
volume: 31
number: 3
date: 11/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/305
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v31i3.305
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Does Regionality Influence Students' Perceived Employability and Career Orientation? A Study of Students at an Australian University

abstract:
&lt;div class="page" title="Page 1">&lt;div class="layoutArea">&lt;div class="column">&lt;p>Insufficient access to specialised career development within many rural, regional and remote (RRR) areas contributes to persistent differences in the higher education participation rates of young people from these areas. This paper reports on research conducted with 4,993 students at a university in Western Australia who self-assessed their perceived employability (career capabilities) and career orientation. Data were analysed by year and mode of study, location, gender and discipline. Comparisons were made between RRR students and their metropolitan peers. The findings compare perceptions of employability and career orientation among RRR students in comparison with domestic metropolitan students. This shows a level of commonality between the two groups, with lessons from research on RRR students being applicable to metropolitan students.&lt;/p>&lt;/div>&lt;/div>&lt;/div>


author: Whettingsteel, E Oliver, R Tiwari, Reena
year: 2020
pages: 84-110
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 2
date: 16 July 2020
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/253
electronic_resource_number: 10.47381/aijre.v30i2.253
read_status: 1
rating: 0
title:
'It Would Give You a Space to be Yourself': Increasing a Sense of Belonging for Aboriginal Students in Boarding Schools

abstract:
Sense of belonging is a fundamental human need that is also shown to affect long term education and health outcomes. Theories used within interior architecture, especially place theory and environmental psychology, can be used to inform the development of built spaces, in this case for boarding school students in order to increase their sense of belonging contributing to potential positive outcomes. Within the emerging literature pertaining to experiences of boarding school for Aboriginal students in Australia, issues of loneliness, isolation, homesickness, and the feeling of being ‘between two worlds’ are commonly reported. However, there is currently a dearth of literature that connects these issues with a potential role for design and place. Therefore, the aim of this research is to address this gap through Participant Action Research (PAR) in which data was collected through semi structured ‘yarning’ and drawing with a total of 52 participants. 27 current boarders (all Aboriginal people, 2 male, 25 female), 18 recent alumni (All Aboriginal people, 3 male, 15 female), and 7 boarding staff members (1 Aboriginal person, all female) participated. Four key findings emerged that suggest the impact of interior design on student sense of belonging. These relate to the institutional characterisation of current boarding schools by participants (Place Identity), a need for increased flexibility to avoid an ‘all or nothing’ approach to social interaction (Interior Relationships), the need to allow student participation in ongoing design changes (Spatial Voice), and the provision of social and cultural relief through space (Third Space). These are described in this paper using the voices of the participants (which is particularly important given the researchers are not Aboriginal people). It is proposed that, although these findings report only a particular collection of voices, the potential application of these ideas may be broad and of benefit to many students.


author: Rutherford, K Amelia Britton Janya McCalman Catherine Adams Mark Wenitong Richard Stewart
year: 2020
pages: 44-66
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 2
date: 16 July 2020
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/254
electronic_resource_number: 10.47381/aijre.v30i2.254
read_status: 1
rating: 0
title:
A STEP-UP Resilience Intervention for Supporting Indigenous Students Attending Boarding Schools: Its Development and Implementation


author: Morrison, Chad Ledger, Sue
year: 2020
title: Community as an Anchor, Compass and Map for Thriving Rural Education
pages: i-vi
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 3
date: 11/13
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/292
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v30i3.292
access_date: 2023/04/27
read_status: 0
rating: 0
abstract:
&lt;p>The papers presented in this issue gravitate around notions of community within rural, regional and remote education. These concepts of community are not new to us in education, particularly those of us with an interest in the teaching and learning that happens beyond the city limits. This concept is not new to our readership either, having already devoted attention to community in an earlier issue in 2020 and across the journalâ€™s significant history. What these papers offer here is new perspectives on the priorities being pursued, the programs being developed and the opportunities arising from engaging community in all aspects of rural teaching and learning.&lt;/p>


author: Lobb, Richard Natale, Paul
year: 2020
title: The Many Benefits of Working in a Rural School: A Teacher's Journey
pages: 82-84
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 1
date: 03/30
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/273
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v30i1.273
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Teaching in a regional or remote setting brings many benefits and rewards.  There are of course the intrinsic rewards associated with making a real difference to student learning, and there are also the lifelong friendships that are forged from living and working in a small and friendly community.  For many, including Paul Natale, another benefit that can be added to this list is being provided with the opportunity to work in senior leadership roles from a very early career stage.  Paul moved to Newman, a mining town in a remote part of Western Australia's Pilbara region six years ago. Paul took a different path to that of his colleagues to get to where he is today, but hasn't looked back since moving from Perth to Newman, and is in no rush to leave anytime soon.&lt;/p>


author: Lobb, Richard
year: 2020
title: Know Your Students and Where They Come From
pages: 134-136
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 2
date: 07/16
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/274
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v30i2.274
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>The entire Broome Senior High School community has worked over many years to ensure students are afforded a holistic, high-quality education which addresses and strengthens their individual academic and wellbeing needs. In particular, Broome Senior High School's strong approach to supporting its more than 300 Aboriginal students, who come to the school from all parts of the Kimberley and from across Australia, is one example of how to cater for the individual needs of a unique cohort of students.&lt;/p>


author: Andrew Lloyd
year: 2020
pages: 1-15
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 2
date: 16 July 2020
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/256/283
electronic_resource_number: 10.47381/aijre.v30i2.256
read_status: 1
rating: 0
title:
Walking the tightrope or constructing a bridge? A study into effective partnership practices between an interstate boarding school community and a very remote Aboriginal Community


author: Lester, L Mander, D
year: 2020
pages: 67-83
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 2
date: 16 July 2020
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/261
read_status: 1
rating: 0
title:
A Longitudinal Mental Health and Wellbeing Survey of Students Transitioning to a Boys’ Only Boarding School


author: Ledger, Susan
year: 2020
title: Communities of Practice: Global and Local Principles, Policies, Practicalities and Participation
pages: i-iv
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 1
date: 03/29
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/278
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v30i1.278
access_date: 2023/04/27
read_status: 0
rating: 0
abstract:
&lt;p>This edition positions communities of practice as a significant place-based enabler for successful placements, partnerships and practices in rural and remote contexts. A global backdrop for this issue is provided by the Organisation for Economic Co-operation and Development (OECD) &lt;em>Principles on Rural Policy &lt;/em>(Fig.1). Government directed policy reforms shaping Australian Rural Health (Fig.2) and Rural Education (Fig. 3) provide a national context for the journal, whilst the papers within this issue of AIJRE provide research driven, place-based exemplars in rural and remote contexts. The interconnectivity between global and local health and education policy and practices are revealed.&lt;span class="Apple-converted-space">&nbsp;&lt;/span>&lt;/p>


author: Kilpatrick, Sue Burns, Gemma Katersky Barnes, Robin Kerrison, Marcel Fischer, Sarah
year: 2020
pages: 21-35
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 3
date: 11/11
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/275
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i3.275
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Parents Matter: Empowering Parents to Inform Other Parents of Post-Year 10 Pathway Options in Disadvantaged Communities

abstract:
&lt;p>The research, focused on parents with children in years 5-10 in three low-socioeconomic rural and regional communities, drew on an understanding of educational aspiration as culturally and socio-spatially embedded to develop practical strategies for parents to engage with their children as they made education and career pathways choices. It draws from principles of community-based participatory research to address the gap between parental aspirations for their children and parental knowledge by linking parents to expert knowledge and quality resources, building their confidence to discuss post-year 10 options and support their children's choices. This paper reports results from the evaluation of a successful 'initiative' to support parents and families in rural/regional Tasmania to access information about their children's options for post school education and contribute to their aspirations for further study. This research highlights the challenges in engaging parents in disadvantaged communities around education. Establishing trust takes time. Parents are well placed to deliver parent information programs that engage other parents in their children's education and career journeys. Programs must understand the community they are operating in and walk alongside its parents to design programs. Those aiming to increase parents' ability to support children's education should deliver targeted programs in community settings that respond to the context and needs of that community. Facilitators should act as bridges between community, industry, schools and parents to address the gap between parental aspirations and parental knowledge.&lt;/p>


author: Hudson, Suzanne Margaret Young, Kenneth Thiele, Catherine Hudson, Peter
year: 2020
title: An Exploration of Preservice Teacher Readiness for Teaching in Rural and Remote Schools
pages: 51-68
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 3
date: 11/11
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/280
notes: (Sue)
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i3.280
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Preparing teachers for rural and remote (RR) schools in Australia appears to be an ongoing issue with many schools continuing to experience staff shortages. This research aimed to understand preservice teachers' (&lt;em>n&lt;/em>=23) perceptions of their readiness for teaching in RR schools within four theoretical constructs, namely: self, classroom, school, and community. Following a RR professional experience, preservice teachers completed a literature-based Likert scale survey with written response questions to investigate their readiness for teaching in RR communities within the four constructs. Results showed that more than 80% of participants indicated self-readiness for teaching; yet, work recognition (70%), discussing career goals (65%), and having wellbeing supported (61%) had lower percentages. Classroom readiness was indicated by 83% or more of the preservice teachers for seven of the eight items; however, less than half claimed they had trust in the leadership for school readiness. Community readiness had percentages lower than 80% across the eight associated items. The results suggested preservice teachers can be supported during professional experience to promote teaching in RR contexts as a way to overcome teacher shortages.&lt;/p>


author: Herbert, Alice
year: 2020
pages: 64-81
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 1
date: 03/27
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/272
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i1.272
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Contextualising Policy Enactment in Regional, Rural and Remote Australian Schools: A Review of the Literature

abstract:
&lt;p>Education policies are enacted differently according to school contexts and geographies. This is particularly the case in large countries such as Australia where context and geographies for schooling differ greatly. Within regional, rural and remote Australia, schools are witnessing a trend in geographic disadvantage in that as distance from urban centres increase, nationally benchmarked scores tend to decrease. Overcoming this geographic disadvantage has become a national goal for policy makers; however, policies fail to fully consider regional, rural and remote context. This study aims to review literature regarding the contextual factors that affect policy enactment in regional, rural and remote Australian schools. 54 journal articles, national reviews, books and policy documents were identified, read and reviewed. The literature confirms that context is an important consideration in policy enactment. Findings reveal that educational policy enactment is impacted by four major contextual factors: (1) situational context, (2) professional context, (3) material context and (4) external context. These factors have been used as a thematic organiser in this review to understand policy enactment in RRR schools specifically. This literature review concludes that context needs to be at the forefront of policy enactment in RRR areas. Policies need to be enacted within place, using community participation to be effective. This research is a fruitful endeavour as there is a need to contextualise not only policies, but also pedagogy and practice.&lt;/p>


author: Finnan, Christine
year: 2020
pages: 29-43
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 2
date: 16 July 2020
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/252
electronic_resource_number: 10.47381/aijre.v30i2.252
read_status: 1
rating: 0
title:
Can a Total Institution be a Castle of Hope? The Case of an Indian Residential School for 27,000 Indigenous Students


author: Burns, Edgar Alan Fogelgarn, Rochelle Billett, Paulina
year: 2020
pages: 89-92
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 3
date: 11/11
abstract: &lt;p>Book Review&lt;/p>
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/283
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v30i3.283
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Crying in Cupboards: What Happens when Teachers are Bullied? Bricheno, Patricia, and Mary Thornton. Kibworth Beauchamp: Matador, 2016


author: Burns, Edgar Alan
year: 2020
title: Mentoring Undergraduate Bachelor of Arts Students at an Australian University Regional Campus
pages: 36-50
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 3
date: 11/11
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/277
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i3.277
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>A personal teaching project, developed over six years at a regional university campus, offered mentoring to capable and engaged students with limited subject options. Providing individual or near-individual instruction enabled the mentored students to deepen their learning, extend their discipline knowledge and consider career steps. With their undergraduate experiences thus enriched many students excelled in their special subject. This individualised training and mentorship, above the general learning threshold available or expected, resulted in high grades and several research outputs: posters at conferences, conference presentations and refereed journal articles. Interactively mentoring students also provided a learning process for the academic mentor. Significantly, mentors' experiences in academic mentor-student mentee relationships receives much less attention than students' experiences and satisfaction. In the contemporary ethos of student-centred learning, the present study supports and exemplifies mentoring pedagogy as inherent in passionate teaching. Reflecting on the mentor's experience here identifies features and practices learned or consolidated in developing effective, caring, and productive undergraduate student mentoring. For the academic mentor, managing each relationship in terms of encouragement, ethics, expectations and transparency has been important to its success. Although the work did not receive a formal workload allocation, outputs have benefits for students in terms of their CVs and growth in personal confidence. Benefits for academic staff include achieving co-authored research outputs and the university benefits through additional outputs to its overall research activity and culture.&lt;/p>


year: 2020
title: An Online Support System for Teachers of Mathematics in Regional, Rural and Remote Australia
pages: 69-88
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 3
date: 11/11
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/287
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i3.287
access_date: 2023/05/11
read_status: 0
rating: 0
author:
Bui, Vinh
Woolcott, Geoff
Peddell, Lewes
Yeigh, Tony
Lynch, David
Ellis, David
Markopoulos, Christos
Willis, Royce
Samojlowicz, Darius

abstract:
&lt;p>This article outlines the rationale for, and development of an online support system (OSS) for teachers of mathematics in regional, rural and remote (RRR) Australia as part of an ongoing longitudinal project, &lt;em>Regional Teachers of Mathematics Networks &lt;/em>(RTMN). The OSS is designed to assist development of interconnected collaborative networks for teachers of mathematics in order to help them develop their professional identity. The article builds on the logic of the broader RTMN project, arguing that the development of a teacher of mathematics identity (ToMI) framework through participation in networked communities of practice (CoPs) is integral to improved practice and teacher retention. Theoretical considerations, framed within the overarching conceptual umbrella of cultural accumulation theory, are provided and relate mathematics CoPs to professional development and its role in the development of a localised teacher of mathematics identity. This framing outlines the importance of an OSS that supports both face-to-face and online (virtual) CoP functions for teachers of mathematics. The article also states the case for a design-based implementation research approach that allows stakeholders to sustain ongoing evaluation and updating of the OSS platform for professional learning exchanges within the ToMI framework.&lt;/p>


author: Brown, Brittany Avitaia, Samantha Austin, Kylie Facchin, Jaimey
year: 2020
pages: 18-32
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 1
date: 07/24
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/251
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i1.251
access_date: 2023/04/27
read_status: 0
rating: 0
title:
"Having a yarn" From one rural student to another, practical in-school programs demystifying university and enabling student progression

abstract:
&lt;p>The University of Wollongong's (UOW) Outreach program was established in 2011 and in 2017, through a National Priority Pool Grant, UOW piloted the regional and rural outreach program, 'Rural In2Uni'. The Rural In2Uni program enabled university students to 'pay it forward' through a pedagogical model which places rural schools and students at the centre of tailored programs.  Through a mixed-methods research approach, this study explores the diverse experiences of students from regional and rural areas of Australia in imagining and accessing higher education. It also examines the extent to which the local implementation of schools outreach impacts students' intentions for university. The research revealed the need to re-imagine partnerships for schools outreach, highlighting the importance of programs that embed local knowledge and strong collaborative relationships between universities and schools to foster progression and access to higher education for students located in regional and rural areas.&lt;/p>


author: Britton, Amelia Redman-Maclaren, Michelle Ham, Miriam Bainbridge, Roxanne
year: 2020
pages: 1-20
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 3
isbn: 1839-7387
electronic_resource_number: 10.47381/aijre.v30i3.279
read_status: 0
rating: 0
title:
What attributes make an alternate model of education for remote indigenous adolescents: A systematic literature review


author: Bradley, Donna Maree Bourke, Lisa Cosgrave, Catherine
year: 2020
pages: 51-63
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 1
date: 03/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/239
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i1.239
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Experiences of Nursing and Allied Health Students Undertaking a Rural Placement: Barriers and Enablers to Satisfaction and Wellbeing

abstract:
&lt;p>Australia's rural health services commonly face serious and protracted workforce shortages. To help address such shortages in rural and remote areas, a range of programs exist to support university students to undertake placements in a rural setting.  In particular, University Departments of Rural Health (UDRHs) are funded to support nursing and allied health students to undertake a rural placement.  As UDRHs encourage students to 'go rural' and as they coordinate and facilitate placements in rural settings, a range of enablers and barriers emerge.  This study investigates the lived experiences of nursing and allied health students on placement in public health services in rural and regional Victoria.  Its purpose was to identify the enablers and barriers most strongly affecting placement satisfaction and personal wellbeing.  The intended outcome was to identify modifiable factors that could potentially improve the rural placement experience.&lt;/p>&lt;p>Eighteen students were interviewed by a student undertaking her placement.  Interviews were 45-60 minutes in length and all face-to-face. The 18 participants were from five universities and were undertaking their placement at one of seven public hospitals operating in northeast Victoria.  The researcher recruited participants by attending scheduled debrief meetings at their placement organisation, briefly discussing the research and inviting students to participate. Data were analysed using a thematic analysis approach.&lt;/p>&lt;p>The study found that most participants were positive and enthusiastic about their rural placement, both professionally and personally. Three key enablers were identified: 1) enjoyment of the rural environment and community; 2) working in a positive, friendly and supportive workplace; and 3) exposure to broad practice and enhanced learning opportunities. Simultaneously many had also experienced significant barriers before, during or as a consequence of undertaking their placement, and these negatively affected placement satisfaction and personal wellbeing. Identified barriers were: 1) increased financial stress; 2) travel and accommodation challenges and concerns; 3) study-work-life balance and isolation issues; 4) encountering stressful work situations and/or personal events while on placement; and 5) communication issues with universities.&lt;/p>&lt;p>The findings are strongly consistent with those identified in the extant literature. The findings add to previous research by deepening understanding about the financial burden and barriers experienced by nursing and allied health students as a result of undertaking rural placements.  Disruption to students' lives socially, psychologically, financially and in terms of employment were significant.&lt;/p>&lt;p>The study identified some important aspects of the placement experience, suggesting that nursing and allied health students can be dissatisfied with increased financial stress, isolation and inflexibility from universities.&lt;/p>


author: Benveniste, Tessa Van Beek, Alexandra McCalman, Janya Langham, Erika Bainbridge, Roxanne
year: 2020
pages: 33-50
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 1
electronic_resource_number: 10.47381/aijre.v30i1.260
read_status: 0
rating: 0
title:
Can it be done?: An evaluation of staff perceptions and affordability of a school-based multi-component integrated intervention for improving the resilience of Aboriginal and Torres Strait Islander boarding students


author: Astill, Sandra Zournazis, Helen Marlow, Annette
year: 2020
pages: 1-17
secondary_title: Australian and International Journal of Rural Education
volume: 30
number: 1
date: 03/29
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/276
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v30i1.276
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Improving Health Student Placement Experiences in Rural Tasmania: The Whole of Community Facilitator Model of Support

abstract:
&lt;p>Health professionals require specific knowledge and a broad range of skills and attributes to work and reside in rural environments. It is vital students are offered the opportunity to undertake a rural professional experience placement (PEP) to ensure they develop a breadth of understanding of healthcare practice with opportunities to apply for rural positions after graduation. As such, it is imperative students have a positive rural placement experience which extends to their supervisors.  Past research identifies barriers to a positive health placement experience relates to limited exposure to diverse placement environments and multidisciplinary learning opportunities for students and supervisors (Smith &lt;em>et al.&lt;/em>, 2017). To overcome these barriers the Whole of Community Facilitator (WOCF) model of support was implemented in fourteen locations throughout rural Tasmania. This model engages a dedicated health professional who is responsible for learning and teaching and support for students and supervisors, whilst also building capacity and capability of additional organisations to host students. The WOCF is an important communication link between the student, healthcare organisation and students' universities. This paper examines the WOCF model of support stage one evaluation findings. Overall, this model was well received by students, supervisors and organisations; particularly in the areas of student welcoming and learning and teaching, support and guidance. However, the WOCF role requires further development to address their competing work demands, time constraints and healthcare organisation requirements. Despite these, the model enables healthcare organisations and supervisors to focus on preparing the next generation of rural health practitioners.&lt;/p>


author: Walker, L
year: 2019
pages: 58-71
secondary_title: Australian and International Journal of Rural Education,
volume: 29
number: 1
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/179/226
electronic_resource_number: 10.47381/aijre.v29i1.179
read_status: 1
rating: 0
title:
Giving Voice to First Nations Young People Disengaged from Education in the Northern Territory with a Specific Focus on Barriers to Education and their Aspirations for the Future


author: Van Gelderen, Ben Guthadjaka, Kathy
year: 2019
pages: 56-75
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 3
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/235/248
electronic_resource_number: https://doi.org/10.47381/aijre.v29i3.235
read_status: 1
rating: 0
title:
School is Home, Home as School: Yolngu ‘On Country’and ‘Through Country’Place-Based Education From Gäwa Homeland


author: Suleman, Anita Chigeza, Philemon
year: 2019
title: Enhancing Participation of First-year Education Students: Focusing on Life Circumstances
pages: 53-65
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
date: 07/06
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/204
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i2.204
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This paper reports on a participatory action research study that investigated the life circumstance associated with first-year education students who displayed limited participation with their study activities within a regional university. The life circumstance presented in this paper include first in family, age, socio-economic status, living away from home and work commitments. Research data include a business analytics program of the studentsâ€™ records, research literature, and the experiences of the College Student Support Officer (CSSO). The four-phase analysis reflected on the prevalence of the life circumstances with the students who displayed limited participation and who received support from the CSSO. The paper discusses the support strategies employed by the CSSO and others support structures that may be required. The study concluded that the life circumstances associated with most first-year students who displayed limited participation can overlap and compound negatively to affect the studentsâ€™ ability to complete their studies successfully.&lt;/p>


author: Stone, Cathy Freeman, Elizabeth Dyment, Janet Muir, Tracey Milthorpe, Naomi
year: 2019
title: Equal or Equitable? The Role of Flexibility Within Online Education
pages: 26-40
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/221
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i2.221
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>Online study is generally associated with the terms &lt;em>flexible&lt;/em> and &lt;em>flexibility&lt;/em>. Many students choose to study online specifically for the flexibility that is offered, hoping they can combine their studies with multiple other responsibilities in their lives. For students living in regional and rural areas, such flexibility can be even more important, given the additional difficulties they face in accessing campus facilities. While a flexible learning environment has the potential to contribute positively towards equity in higher education, this equity can be compromised when university policies and processes that have been designed for on-campus students are applied equally to online students. This paper examines the experiences of a group of regional and rural Education students who have chosen to study online, to a large extent because of online learning's promised flexibility. Their experiences demonstrate that &lt;em>equal&lt;/em> treatment may in fact undermine flexibility and result in an &lt;em>inequitabl&lt;/em>e student experience.&lt;/p>


author: Rutherford, Katrina McCalman, Janya Bainbridge, Roxanne
year: 2019
pages: 9-25
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/222
electronic_resource_number: 10.47381/aijre.v29i2.222
read_status: 1
rating: 0
title:
The Post-Schooling Transitions of Remote Indigenous Secondary School Graduates: A Systematic Scoping Review of Support Strategies

abstract:
School completion has been hailed by many as the ‘holy grail’ of Indigenous education, and 42% remote-living Indigenous students now attain year 12 completion each year. But for a range of complex reasons, only 60% of these graduates translate this achievement into further engagement in study, training or employment. This systematic literature review examined the evidence for strategies that support the post-schooling transitions of these students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, it examinedthe scope and quality of the existing evidence and appliedqualitative meta-synthesis to elucidate the conditions that enable or hinder, and strategies that support post-schooling transitions. Findings suggested that lower rates of post-schooling study or employment uptake are influenced by: historical misalignment of education approaches with community values and aspirations; limited opportunities in remote communities; and other socio-economic factors. Strategies were found to bemost effective when cross-sectoral education/employment and community partnerships were formed, and remote communities were integralin the planning and implementation process. Strategies to improve transitions included: embedding Indigenous and Western knowledge systems in education, task-based learning, explicitly addressing students’ language needs, providing immersion experiences such as in universities, and mentoring programs to widen students’ aspirations. However, the evidence-base remains weak and further research is needed to understand the impact of strategies on students’ aspirations and their immediate and long-term post-schooling transitions.


author: Ratcliffe, R Boughton, B
year: 2019
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 1
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/180
electronic_resource_number: 10.47381/aijre.v29i1.180
read_status: 0
rating: 0
title:
The Relationship Between Low Adult Literacy Levels and Aboriginal Family and Community Engagement in Educational Decision Making

abstract:
This article draws on work with communities in the rural and remote towns of Brewarrina, Wilcannia and Enngonia, New South Wales (NSW) to explore the relationship between low adult literacy levels and the continuing alienation of Aboriginal communities from educational decision making.  Building on the analysis of community-school relations conducted by scholars such as Jay Phillips, Allan Luke and Kevin Lowe, we contend that it is exceedingly difficult to address the problems which prevent more productive relationships between communities and schools in widespread and sustainable ways, without also addressing the problem of low adult literacy.  Communities who have participated in the Yes, I Can! Aboriginal Adult Literacy Campaign help us to understand a number of important issues, including, the extent of disenfranchisement that is associated with inadequate adult literacy, the enormity of the challenges faced by previously low-literate and disengaged people to re-engage in community life, the additional pressures placed on literate members of the community when many people have minimal literacy, and the relationship between low rates of adult literacy and the persistence of deficit thinking on the part of schools.


author: Park, Jessie Caltabiano, Nerina J. Hajhashemi, Karim
year: 2019
pages: 41-52
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
date: 07/06
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/206
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i2.206
access_date: 2023/05/11
read_status: 0
rating: 0
title:
The Role of User Demographics, Self-Efficacy and Interpersonal Competence on Communication Style Preferences of Rural University Students

abstract:
&lt;p>Despite the amount of information known about how people engage in offline social interactions, there is limited knowledge regarding how such interactions express themselves in the online environment. For social interactions to be consistently harmonious, a level of interpersonal competence and self-efficacy are required. The study aims to determine the relationships andthe predictive capacity of user demographics, self-efficacy and interpersonal competence for online communication preferences using an online survey methodology.&nbsp; The sample consisted of 65 males and 158 females attending a rural Australian university whose ages ranged from 17 to 59 years (&lt;em>M&lt;/em>=25.06, &lt;em>SD&lt;/em>=10.14). Online communication preferences were operationalized as communication style preferences (synchronous versus asynchronous), context disclosure preferences (one-to-one/one-to-many), and platform preferences (social media involving family and friends versus emails involving colleagues). Age and interpersonal competence were significant predictors for communication style preferences in terms of the timing in conversations and platform preferences. None of the demographics, self-efficacy or the interpersonal competence were found to predict context disclosure preferences. The findings extend knowledge in the field of online social &nbsp;interaction research.&lt;/p>


author: Oliver, Rhonda Exell, Mike
year: 2019
pages: 30-44
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 1
date: 02/19
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/177
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i1.177
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Promoting Positive Self-identity in Aboriginal Students: Case Studies of Clontarf Academy Youth Living A Rural Community

abstract:
&lt;p>&lt;span style="font-size: medium;">Aboriginal school students, especially those living in rural and remote areas, continue to achieve below the national standard in oral language, literacy and numeracy. On leaving school their unemployment rate is three times that of non-Aboriginal people. At the same time we know academic and career success is closely tied to one's self-identity. Therefore, the aim of this research is twofold: firstly, within the context of living in a rural community, explore which factors contribute to a positive self-identity amongst Aboriginal youth; and secondly, examine how this relates to their educational experience and transition into the workplace.  &lt;/span>&lt;span style="font-size: medium;">The participants were five Aboriginal males aged between 16 â€“ 18 years at the commencement of the study who attended the local high school and were supported by Clontarf Academy staff who were located at this school. The data were collected over an 18 month period using observation, formal and informal interviews (i.e., yarning). This was done from an 'inside' perspective as one of the researchers had a long term mentoring relationship with all the participants. This rich and thick data was used to formulate in-depth, ethnographic case studies which were further interrogated to identify themes to address the research aims. The findings show that 'family' play a key role in the maintenance of both language and culture, that style of communication continues to be strong marker of Aboriginality, and their location in the rural area and particularly as part of the Academy served to support and sustain strong Aboriginal identities. &lt;/span>&lt;/p>


author: Mette, Ian Biddle, Catharine Congdon, Jr Mark Mercado, Andrea
year: 2019
pages: 78-98
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
date: 03/05
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/203
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i2.203
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Parochialism or Pragmatic Resistance? The Role of Community-engaged Leadership, Activist Scholarship, and Vulnerable Rural Ecologies within School Reform

abstract:
&lt;p>This study examines how rural school and community leaders in one of the most rural areas of the United States are able to collaboratively design a grassroots school reform initiative to address inequity issues related to childhood poverty and trauma. Through interviews conducted with advisory board members implementing the reform effort, as well as our own reflections as activist scholars, our work suggests a) the value of rural leaders protecting their vulnerable ecologies against reform initiatives 'from away' b) difficulty creating spaces to support the protection of vulnerable ecologies and address rural inequities; and c) the need for activist scholars to partner with communities for transformation. As such, we challenge the notion of rural resistance to reform efforts being parochial and reposition this work as pragmatic in response to decades of economic and spatial marginalization. Additionally, we highlight the importance of activist scholarship in rural school-community leadership to ensure development of resilient ecologies that do not perpetuate patterns of repeated exclusion.&lt;/p>


author: Lowe, K Bub-Connor, H Ball, R
year: 2019
pages: 17-29
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 1 (Rural Aboriginal and Torres Strait Islander Education)
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/189
electronic_resource_number: 10.47381/aijre.v29i1.189
read_status: 1
rating: 0
title:
Teacher Professional Change at the Cultural Interface: A Critical Dialogic Narrative Inquiry into a Remote School Teacher’s Journey to Establish a Relational Pedagogy

abstract:
This is a co-constructed narrative between both Marie, an early career teacher, Stephen an artist and colleague in the school’s creative arts faculty and Colin, an Aboriginal teacher and researcher. They met throughout 2012 and discussed issues that related to their discursive interactions that occurred in this small rural school between its teachers and the town’s largely Aboriginal community. These discussions were conducted within the context, of Marie’s experiences as a new scheme teacher [1], Stephen’s reflexive observations as a teacher of many years’ experience and Colin, who had worked with the school on various curriculum projects. These narratives give witness to their experiences, their failures and successes and of the discursive concerns seen to affect school student success and community relationships. These narratives connect with the town’s history of race relations and the aspirations and concerns of Aboriginal people living in this community. This paper, which focuses on Marie’s efforts to engage her Year 8 music students in the new and ‘alien’ environment is juxtaposed with Stephen’s, whose commentary, based on proximity and practice, gives a counter insight into the world of teaching. This paper is a three-way critical reflection on the place of contested and conflicted relationships between teachers and students, the impact of teachers’ limited appreciation of the histories of this community and its impact on their lives.


author: Lobb, Richard
year: 2019
title: The Department of Education's (WA) Rural and Remote Training Schools Program
pages: 99-100
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
date: 07/24
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/248
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v29i2.248
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>The Department of Education initiated a pilot of the Rural and Remote Training Schools project in 2011 to promote rural and remote teaching to university students.  The program is a key component of the Department's broader attraction and retention strategy and targets the Pilbara, Kimberley, Midwest and Goldfields regions; areas that are deemed to be difficult to staff.&lt;/p>&lt;p> Attraction and retention of quality teachers in rural and remote locations remain key Departmental priorities. &lt;/p>&lt;p> A key component of the program involves the manager working closely with Universities to promote the program and to identify high performing pre-service teachers who are interested in undertaking a long term (usually final) practicum in a rural or remote school.  The manager also works with schools, regional offices and mentor teachers to ensure that the required conditions are in place within each school to provide the pre-service teacher with a supportive 'training' environment.&lt;/p>


author: Lo, Pang Van Welch, Neil
year: 2019
title: The Path from the Village: The Education of Thai Ethnic Students in Vietnam
pages: 72-87
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 1
date: 02/19
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/178
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i1.178
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This is a result of a pilot study undertaken to explore the key influences shaping the schooling and education of Thai ethnic students living in rural mountain villages in one of the poorest and least educated regions of Vietnam. This study used a qualitative multiple case study approach and gathered information using multiple semi-structured interviews with four senior secondary students, their parents and their teachers. Two of these students were males and two were female, and two were achieving high grades while the others were receiving low grades. During the interviews, information was collected on the influence of families, Thai culture and identity, the school, school policies, teaching practices, school resources, the physical environment, weather, and school relationships on student learning and well-being. In relation to school relationships information was collected on teacher-student, student-peer and school-parent relationships. This study took a socio-ecological approach.&lt;/p>&lt;p>In analysing the data collected, 15 key influences were identified that shaped the schooling and education of the four study participants. These influences were: economic vulnerability and hardship of families, special challenges for students travelling to and from school, commitment to after school duties on the family farm, the parents lack of education and schooling, problems relating to the national curriculum and how it is taught, lack of special support for students learning Vietnamese as a second language, use of a teacher-centred pedagogy rather than a student-centred one,  limited learning support when students had learning difficulties, the impact of grades and level of academic achievement on motivation and engagement, lack of recognition of Thai culture and identity, student perceptions of social difference, impact of teacher-student and student-peer relationships on student learning, students use of coping strategies, limited school facilities and teaching resources, and teachers who  have received limited training and professional development.  &lt;/p>


author: Ledger, Susan
year: 2019
title: Engagement, Empowerment and Equity (3Es) in Rural Education
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
date: 07/21
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/247
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v29i2.247
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>Welcome to the second issue of AIJRE for 2019. The diverse papers from Australia, USA and Africa represent the collaborative endeavours of 20 researchers and practitioners interested in people living, teaching and learning in diverse rural, regional and remote (RRR) contexts around the globe. This growing interest in educational research in RRR locations and communities is significant for the progression and strength of research in the field. The editorial team would like to thank those authors who have contributed to this current issue and the growing number of researchers submitting papers for future issues. It celebrates and recognises the diversity of papers and research fields and highlights the great contribution they will make in providing further insight and knowledge about the productivity, potentialities and participation of RRR peoples and place.&nbsp; The six papers presented in this AIJRE 2019 Issue 2 are inextricably linked and connected through key concepts of &lt;em>engagement, empowerment and equity (3Es)&lt;/em>. These concepts act as touch points for this series of papers and promote agency for those living, teaching and learning in RRR contexts.&lt;/p>


author: Jakubowski, Casey
year: 2019
title: Urban-Normative Reforms Missing the Mark: Rural School Consolidation in New York State, USA
pages: 92-104
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 3
date: 10/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/183
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i3.183
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Abstract: For close to fifty years, rural and non-metro counties in New York State have suffered economic and demographic declines. This paper examines the impact of urbannormative educational reform efforts on one community, and the continued crisis emerging after the consolidated district closed the elementary school. Using Discourse Analysis, two sets of voices are interrogated for their narrative during the crisis. The paper uses social and traditional media in an effort to uncover often ignored or forgotten voices who argue against the public, dominate narrative concerning rural educational reforms in the United States.&lt;/p>


author: Hudson, Suzanne Margaret Hudson, Peter Brian
year: 2019
title: "Please Help Me Find Teachers for My Rural and Remote School": A Model for Teaching Readiness
pages: 24-38
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 3
date: 10/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/233
notes: (Sue)
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i3.233
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Attracting and retaining teachers in regional, rural and remote (RRR) communities has long been highlighted as problematic in Australia. With predicted growth in classrooms across the nation, it is expected that there will be increased teacher shortages in RRR communities. Specific, contextual preparation for teaching has been advocated for preservice teachers through a flexible tertiary education curriculum linked to RRR professional experiences. This current case study involves a school-university collaboration commencing after a school principal in Queensland was unable to attract teachers to his RRR school. The aim of this research was to explore the learning of five preservice teachers in a RRR school community. Data were gathered using in-depth semi-structured interviews, then analysed and discussed under three categories: community, school, and classroom. Findings indicated that the preservice teachers gained usable knowledge about the community, understanding the role of community and connecting with the community as a teacher in RRR contexts. They learned the significance of the connection between the school and the community, the importance of the teachers' relationships in supporting the students, and the role of parents and carers in the school. Finally, the preservice teachers reported they learnt pedagogical knowledge practices (e.g., planning, classroom management, and assessment), building relationships with students, differentiated instruction, supporting diversity, and teaching Indigenous students. This case study presents a cost-effective measure for ensuring RRR schools are adequately staffed and facilitating preservice teachers' achievements of the Australian Professional Standards for Teaching.&lt;/p>


author: Hogarth, Melitta Dorn
year: 2019
title: Racism, Cultural Taxation and the Role of an Indigenous Teacher in Rural Schools
pages: 45-57
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 1
date: 02/22
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/194
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i1.194
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>&lt;span style="font-size: medium;">The underrepresentation of Indigenous teachers within Australian schools was made evident in the most recent More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) project (Johnson, Cherednichenko, &amp; Rose, 2016)&lt;/span>&lt;span style="font-size: medium;">.&nbsp; &lt;/span>&lt;span style="font-size: medium;">The shortfall of Aboriginal and Torres Strait Islander teachers had been initially identified back in 1975 with the Schools Commission Report &lt;/span>&lt;span style="font-size: medium;">(Schools Commission, 1975)&lt;/span>&lt;span style="font-size: medium;">.&nbsp; &lt;/span>&lt;span style="font-size: medium;">The challenge was set by Hughes and Willmot in 1982 to have 1000 trained Indigenous teachers by 1990 within the schooling sector &lt;/span>&lt;span style="font-size: medium;">(Hughes &amp; Willmot, 1982)&lt;/span>&lt;span style="font-size: medium;">.&nbsp; &lt;/span>&lt;span style="font-size: medium;">The lack of representation of Indigenous teachers is just one part of the story.&lt;/span>&lt;span style="font-size: medium;">&nbsp; &lt;/span>&lt;span style="font-size: medium;">In this paper, I share my lived experiences as an Aboriginal classroom teacher in rural schools throughout Queensland.&lt;/span>&lt;span style="font-size: medium;">&nbsp; &lt;/span>&lt;span style="font-size: medium;">Using an ethnographic narrative approach, I give insight to the realities of the Indigenous classroom teacher in rural schools.&lt;/span>&lt;span style="font-size: medium;">&nbsp; &lt;/span>&lt;span style="font-size: medium;">In turn, I address some of the inherent institutionalised racism apparent, the assumptions held by others, and the consequential demands placed on the Indigenous teacher.&lt;/span>&lt;span style="font-size: medium;">&nbsp; &lt;/span>&lt;span style="font-size: medium;">The stories shared are my own and do not insinuate that all other Indigenous teachers have had the same experience.&lt;/span>&lt;span style="font-size: medium;">&nbsp; &lt;/span>&lt;span style="font-size: medium;">However, by sharing my story, the purpose of this paper is to open dialogue about the role of Indigenous teachers in rural schools and to make schools aware of how they position these rare commodities they have on staff.&lt;/span>&lt;/p>


author: Hlalele, Dipane Joseph
year: 2019
title: Indigenous Knowledge Systems and Sustainable Learning in Rural South Africa
pages: 88-100
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 1
date: 02/19
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/187
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i1.187
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p style="margin: 0in 0in 8pt; text-align: justify; line-height: 150%;">&lt;span style="line-height: 150%; font-family: 'Arial',sans-serif; font-size: 12pt;">Calls for a decolonized curriculum in South Africa are gaining momentum. Contrary to the school curriculum that privileges knowledge from a western perspective, indigenous knowledge systems appreciate and draw from local content and forms of knowing. A number of studies have expressed the value of indigenous knowledge systems, and the need for educational processes to be properly contextualised within the local knowledge and language in South Africa. This paper suggests a break away from the current western modalities in teaching and learning and argues for unlocking and unleashing indigenous [local and latent] knowledge systems through decolonizing the curriculum. However, the uptake of such in the midst of a longstanding 'colonized' curriculum seems to be daunting. Guided by Appreciative inquiry, the paper reports on the three rural teachers' understanding towards sustainable learning through indigenous narratives as they consciously work against western hegemony and ideology (epistemologies, ontologies and axiologies). Rural learning ecologies in South Africa are constituted by over ten million learners. The learners are expected to learn western knowledge and apply such in search of sustainable livelihoods. Data generated through these stories, analysed through critical discourse analysis (at textual, social and discursive levels). The study finds that dislodging the dominant western epistemologies demystifies authenticity of learning practices, learning content and embraces indigenous communities and their knowledge. The implication involves the appreciation of indigenous knowledge systems as genuine and acceptable knowledge that may not necessarily need to be sanctioned though western modes. &lt;/span>&lt;/p>


author: Devlin, Marcia McKay, Jade
year: 2019
pages: 7-23
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 3
date: 10/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/244
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i3.244
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Teaching Regional Students from low Socioeconomic Backgrounds: Key Success Factors in Australian Higher Eeducation

abstract:
&lt;p>This paper reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who are studying at regional universities. Interviews with 69 successful regional students from low SES backgrounds, and 26 staff identified as experts in supporting these students, were carried out across six regional universities. The findings show that effective teaching was viewed by all respondents as critical to student success. This paper presents four key success factors from this research, offering insight into what constitutes effective teaching of regional students from both student and staff perspectives, and in line with relevant literature. These success factors include: understanding and responding to the particular circumstances and needs of students; facilitating students being and feeling connected to university; student preparedness for the realities of university study; and, an inclusive, engaged approach to pedagogy.&lt;/p>


author: Davies, J Halsey, J
year: 2019
title: Principals as Protagonists: Practices Beneficent for Indigenous Education in Rural Schools
pages: 101-118
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 1
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/190/223
electronic_resource_number: 10.47381/aijre.v29i1.190
read_status: 1
rating: 0
keywords:
principal, practices, Indigenous education, Aboriginal and Torres Strait Islander education, school leadership 

abstract:
The participation and performance of Indigenous students in Australia’s schools is below that of other students and is a matter of national concern. Evidence suggests that the impact on student learning of school principals’ leadership is significant. What then, can school principals do to improve schooling outcomes for Indigenous students?  Herein, we discuss research that investigated school principals’ professional practices associated with their leadership of Indigenous education in rural, regional and remote (RRR) schools. Qqualitative research was undertaken using interpretive methodologies and document analysis techniques. Data collected in the period 2012-2014 through evaluations of Indigenous education in thirty one Australian primary, secondary and combined schools, from diverse RRR locations, was used for the research. Principals’ professional practices described in the “Australian Professional Standard for Principals” provided the overall framing for analysis of the data (AITSL, 2014). Principals’ extant practices that shape the ecology of education for Indigenous students in rural schools were identified. Educational leadership that authentically values the culture, agency and beliefs of Indigenous people; that places Indigenous students’ physical, mental, cultural and spiritual wellbeing at the centre of the school’s activities; that actively develops collaborative relationships and networks based on reciprocity, trust, cooperation and civility; that is guided and sustained by humanistic endeavour, makes a significant contribution towards  the participation and achievements of Indigenous students.

The article concludes with a framework for leadership of Indigenous education in RRR schools which locates the principal in the role of ‘protagonist’, building bridging social capital around the practices that contribute holistically to the education of Indigenous students.


author: Coker, Helen
year: 2019
pages: 39-55
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 3
date: 10/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/234
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i3.234
access_date: 2023/05/11
read_status: 0
rating: 0
title:
Mediating the Flow of Professional Capital: The Potential of Technology for Rural Teachers Professional Learning in Scotland

abstract:
&lt;p>Professional learning opportunities for teachers working in rural settings can be restricted by the time, distance and cost involved in accessing face to face events. The expansion of internet connectivity to rural areas provides new ways for rural teachers to engage with professional learning. In many areas of the world there is still a digital divide and internet connectivity is inconsistent, particularly between urban and rural areas. This study explored the experiences of rural teachers in the north and west of Scotland at a time when internet connectivity was being expanded in rural settings. Teachers shared their experiences of accessing professional learning opportunities. Interviews were thematically coded and emerging themes were analysed using the theoretical concepts of professional capital (Hargreaves &amp; Fullan, 2012) and mediation (Vygotsky, 1987, Wertsch, 2007).&nbsp;&lt;/p>&lt;p>The findings highlight the potential of technology for professional learning in rural areas. Rural teachers can use internet connectivity to access professional learning sessions through video conference. They can engage in professional networks using online tools and contribute to the national discourse. The gains are exponential compared to their urban counterparts as technology can enable access to the professional community, previously constrained by geography. The gains are not automatic though. While technology can enable the flow of professional capital in rural areas, it also mediates it. Understanding the mediating role of technology and the experiences of rural teachers when engaging with it, are important consideration for both future research and those working to deliver or provide professional learning opportunities for teachers in rural schools.&nbsp;&lt;/p>


author: Cervone, Jason A.
year: 2019
title: Erasing Rural Massachusetts: Consolidation and the Urban Revolution in Education
pages: 66-77
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 2
date: 02/19
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/198
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i2.198
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>Massachusetts is the least rural state in the US, and its existing rural communities are shrinking. This paper examines the historical processes of urbanization, specifically through industrialization that have come to dominate and erase rural communities in the state. The capitalist mindset behind industrialization has spread to education where the state has a long history of pursuing consolidation as a way to deal with the supposed problems of rural schools. This policy represents a narrow viewpoint of what education should be and does not value the lived experiences of rural youth. These phenomena are analyzed using Henri Lefebvreâ€™s &lt;em>Urban Revolution&nbsp;&lt;/em>in an effort to theorize the way education policy is being used by the state to increase urbanization and erase rural schools and communities.&lt;/p>


author: Bolaji, Stephen Dele Campbell-Evans, Glenda Gray, Jan Rosemary
year: 2019
title: Management of Universal Basic Education Policy in the Villages in Nigeria
pages: 76-91
secondary_title: Australian and International Journal of Rural Education
volume: 29
number: 3
date: 10/23
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/219
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v29i3.219
access_date: 2023/05/11
read_status: 0
rating: 0
abstract:
&lt;p>This study examined the managerial structure of Universal Basic Education (UBE) policy embraced by the governments of African countries towards ensuring free, compulsory and uninterrupted access to 9-year formal education for every child of school-age by 2050. Previous studies on UBE policy implementation in Nigeria reported unequal educational participation among school-aged children in the villages or rural areas when compared with the urban school-aged students. This paper seeks to understand if management could be attributed as the reason for over 4.5 million out-of-school children in two regional rural areas in Nigeria. Data collection for this study was through document analysis and&nbsp;semi-structured interviews with 20 local education administrators&nbsp;in two rural areas. According to the analysed data, political issues and inadequate infrastructure facilities to support teaching and learning were major challenges for managing education. Recommendations have been provided to enhance equitable opportunity to education among the school-aged children in the rural areas in Nigeria.&lt;/p>&lt;p>&nbsp;&lt;/p>&lt;p>&lt;strong>Keywords: &lt;/strong>Policy Implementation, Universal Basic Education, Rural, Educational Opportunity and Management.&lt;/p>


author: Yang, Bai
year: 2018
title: Hybridity and Tibetan Language Education Policies in Sichuan
pages: 33-55
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/150
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i2.150
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>Recent research shows that many political, economic, and socio-cultural factors explain the difficulties faced by minority communities. However, this study focuses on two factors: China’s minority/bilingual education policy discourse, and discursive shifts in policy enactment process in Tibetan school community. A qualitative research methodology involving an ethnographic case study approach was employed. Three theoretical lenses provided the conceptual framework: policy genealogy, discourse theory, and policy enactment. Documentary, interview, and observational data was collected from Badi Primary School, a semi-agro-pastoral town primary school in Ganzi Tibetan Autonomous Prefecture of Sichuan Province. Findings show that a moral-cultural order fostering monolingual and bicultural education was identified in this school, in which Tibetan students developed instrumental linguistic dispositions,  characterized by cultural distance and alienated Tibetan identities. The article reveals the hybrid nature of neoliberal globalisation processes in China’s minority education policies and describes the role such hybrid discourses play in shaping public representations and policy enactments in Tibetan school community. &lt;/p>


author: Vernon, Lynette Anne Watson, Stuart Taggart, Andrew
year: 2018
pages: 85-101
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/167
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.167
access_date: 2023/04/27
read_status: 0
rating: 0
title:
University Aspirational Pathways for Metropolitan and Regional Students: Implications for Supporting School-university Outreach Partnerships


author: Su, Xin Harrison, Neil Moloney, Robyn
year: 2018
pages: 21-32
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/174
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i2.174
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Becoming Familiar Strangers: An Exploration of Inland Boarding School Education on Cultural Wellbeing of Minority Students from Xinjiang Province

abstract:
&lt;p>The Inland Xinjiang Senior Secondary School Class Policy (Neidi Xinjiang Gaozhongban Zhengce, hereafter the Xinjiang Class Policy) was executed by China's Ministry of Education (MOE) in September 2000.Â  It allows and funds middle school-aged students, mostly ethnic minorities from southern Xinjiang's impoverished rural and nomadic regions to attend boarding schools in predominately Han-populated cities located throughout eastern China. The purpose of this policy is to improve ethnic minority students' political, economic and cultural status and to promote ethnic unity and Chinese nationalism. A systematic review of the literature is conducted in order to identify the research relevant to the execution of Inland Xinjiang Senior Secondary School Class Policy. Using Michel Foucault's concept of normalisation, the paper examines how the goals of this Policy are accomplished through the provision of boarding school education. It suggests that while students are resisting integration through their attempts to maintain ethnic identity, better educational achievements and increased employment opportunities are nevertheless positioning minority students as ethnic elites in Xinjiang.&lt;/p>&lt;p>While previous research has focused largely on the experiences of minority students in boarding schools, the systematic review applied here finds that research exploring the cultural significance for parents whose children leave home to study in far-away places is extremely limited. This limitation thus constitutes the future focus of this research study.&lt;/p>


author: Rossiter, Rachel Cathrine Clarke, Deborah K. Shields, Linda
year: 2018
pages: 71-84
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/170
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.170
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Supporting Young People's Emotional Wellbeing During the Transition to Secondary School in Regional Australia

abstract:
&lt;p>Extensive international literature is available on aspects and impacts associated with students' transition from primary to secondary school. However, in regional and rural Australia, it is challenging for educators and healthcare professionals to ensure that interventions supporting the emotional wellbeing of students transitioning to secondary school are informed by context-specific evidence. This paper presents a narrative review of research published since 2010 investigating students' emotional wellbeing and psychological impacts of the transition to secondary school, with a focus on programs implemented to support young people during this transition. Research specific to students in regional and rural areas of Australia was lacking, with a marked absence of studies in regional and rural settings outside Western Australia and Tasmania. Similarly, research evaluating programs to support the psychological wellbeing of students transitioning to secondary school was lacking. However, this review provides a comprehensive overview of factors influencing the transition to secondary school from the perspectives of young people, their parents and teachers. These Australian data capture particular concerns and features that may inform development and implementation of interventions specific to the needs of young people in regional and rural communities across Australia. In schools where no specific intervention is planned, this review provides general guidance regarding challenges faced by transitioning students and possible ways students can be supported. In particular, this review highlights the need for educators and researchers to work together to develop and evaluate programs to support young people as they transition from primary to secondary school.&lt;/p>


author: Roberts, Philip Hannum, Emily
year: 2018
title: Education and Equity in Rural China: A Critical Introduction for the Rural Education Field
pages: i-xiii
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/231
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v28i2.231
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>The aim of this paper is to introduce issues pertinent to rural education in China to the rural education field and encourage the field to engage with scholarship on this topic. While there is a significant international body of work on the educational concerns of rural China in the comparative education literature, there is no such attention in the rural education field (outside of China, of course).  A search of the two main international rural education academic journals, the Australian-based Australian and International Journal of Rural Education (including its predecessor Education in Rural Australia), and the USA-based Journal of Research in Rural Education show no articles dealing with rural education in China. A search of the EBSCO database confirms this lack of attention. Yet, the field of rural education (村教育, &lt;em>Nongcun Jiaoyu&lt;/em>) in China is well-established and very active.&lt;/p>


author: Qin, Lixia Villarreal, Elsa
year: 2018
pages: 99-118
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/191
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i2.191
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Chinese Pre-service Teachers' Perceptions of Teaching Practicum Under Contrasting Contexts: Implications for Rural Teacher Preparation

abstract:
&lt;p>Globally, much of the criticism &lt;em>has been&lt;/em> directed at the quality of university-based teacher education in preparing teachers for impoverished schools. Drawing on data from an incentive program of teacher education in China, the authors comparatively investigated the field experiences of pre-service teachers from contrasting setting (urban and rural schools). Under the perspective of Culturally Relevant Pedagogy, the study focused on participants' perception of teaching practicum and how well the program had prepared them for rural schools. The particular attention has been paid to whether the less-successful teaching practicum, such as lack of knowledge and skills of instructing diverse students, influenced pre-service teachers' commitment to teach in rural schools. We found pre-service teachers who taught in urban schools reported more positive field experiences and higher teaching commitment than those in rural places. The rural per-service teachers have reported more difficulties in linking their college courses with actual practice and settings. The policy implications for rural teacher preparation have been discussed as well.&lt;/p>


author: Paynter, Ann-Maree Taylor, Elizabeth
year: 2018
title: Attracting Teachers to Rural and Remote Queensland: A Case Study
pages: 132-137
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/230
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v28i2.230
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>For many years the supply of graduate teachers, including specialist secondary teachers for Queensland state schools, has largely met demand. In recent years however, attracting and retaining specialist teachers in some Queensland locations and curriculum areas has become more challenging.&lt;/p>&lt;p>Reflective of wider Australian and international trends, balancing the supply of specialist teachers to meet current and future demands requires planning and early action. Taking a traditional approach to recruiting teachers (as vacancies arise) can result in shortfalls when unplanned absences, retirements and promotions occur unexpectedly. Subjects that are already hard to fill such as senior mathematics and science, English, languages, industrial technology and design (manual arts) are even more elusive in the middle of a school term. Many schools located in low socio-economic, regional, rural and remote communities are also experiencing challenges in recruiting teachers for the breadth of learning phases and curriculum areas.&lt;/p>


year: 2018
pages: 1-14
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 08/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/110
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.110
access_date: 2023/05/10
read_status: 0
rating: 0
author:
Misan, Gary
Ellis, Bronwyn Joan
Hutchings, Olivia M.
Beech, Amy K.
Moyle, Courtney
Thiele, Nicola J.

title:
Teaching old Dogs new Tricks: Health Promotion Through Intergenerational Learning in a Regional Men's Shed

abstract:
&lt;p>Intergenerational learning activities benefit both older and younger participants. The Whyalla Men's Shed (WMS) not only meets many of the needs of its older participants but has recently become involved in several initiatives that foster intergenerational collaboration and learning. An agreement between the University of South Australia (UniSA) and the WMS has resulted in the WMS hosting several projects led by senior Occupational Therapy (OT) students aimed at improving health literacy and promoting healthy lifestyle choices in older men. WMS placements undertaken by the OT students have enabled the students to better understand the enablers and barriers to healthy lifestyle choices in this target group and how to adapt classroom-based knowledge to best engage a disparate group of older men. Initiatives have included informal 'teaching sessions' focusing on improving dietary knowledge and skills, and on physical activity and exercise, augmented by informal cooking and exercise sessions suited to the attitudes, skills and abilities of the shed members. Students reported changes in the men's knowledge, attitude, and behaviours and activities that demonstrated active engagement with the concepts promoted. The student experience was enhanced by working on small projects allowing them to develop basic woodworking and construction skills. Shed members reported enjoying the opportunity to share life stories, skills, and experience while 'learning by doing'. It is to be hoped that such intergenerational engagements will continue to provide enrichment for both younger and older learners, building mutual respect and enhancing the self-esteem of all concerned.&lt;/p>


author: Martin, Romana Broadley, Tania
year: 2018
pages: 53-70
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/149
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.149
access_date: 2023/04/26
read_status: 0
rating: 0
title:
New Generation Distributed Learning: Models of Connecting Students Across Distance and Cultural Boundaries

abstract:
&lt;p>In an age of globalised learning and teaching, university education continues to extend beyond the classroom with students participating in rich learning opportunities designed to provide authentic learning experiences and foster an international perspective. Bridging the geographical divide between on campus, off campus, rural and remote learners has been an ongoing challenge for many universities often resulting in a different learning experience based on the mode of study. The discourse of rurality in this paper, is situated in Reid et al's (2010) rural social space where learners face specific economic, geographic and demographic issues relative to a particular context. However, this paper will present a model of innovative communication technologies and new generation learning spaces, coined within as 'new generation distributed learning classes', emerging to support learning through video and web conferencing which situates local, rural, distance and overseas learners to participate collaboratively in real-time student-centred learning experiences with diverse student perspectives. &lt;/p>&lt;p>This paper provides an introduction to the new generation of distributed learning and presents three models of distributed learning developed for a multi campus international university. The models are informed by outcomes of a longitudinal research project monitoring the implementation of distributed learning across multiple campuses. The dimensions used to describe new generation distributed learning experiences are also outlined.&lt;/p>


author: Lin, Jie
year: 2018
title: Return of Education Investment in China: A Case Comparison Between Rural and Urban Students
pages: 119-131
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/162
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i2.162
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>Business English was officially approved to be an undergraduate major in China in 2007, which set off throughout China a boom of establishing Business English as undergraduate majors in educational institutions. Students swarm towards schools with Business English programs assuming their high job prospects after graduation. This study is a follow-up study comparing the return of education investment for two groups of graduates in Business English, one group graduating in 2013 as the first graduates of Business English in Guangzhou, the other group graduating in 2017. Online surveys were conducted to investigate whether urban and rural students differ in terms of starting salary, job prospects and further study decisions after they've completed the same popular program, and how their family backgrounds might affect their education decisions. Four years ago, a pilot survey confirmed such a gap between rural and urban students in their jobs and future; but the follow-up study four years later find that a change is taking place: rural and urban graduates are hardly distinguishable in their salaries and career decisions. The comparison of the serial studies suggests a higher rate of return for rural graduates in Business English program. Although this is only a case study for one particular program, it provides a window to rethink how opportunities and challenges surface for rural students amongst China's education expansion and the national urbanization movement.&lt;/p>


author: Li, Yiran
year: 2018
pages: 78-98
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/175
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i2.175
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Praxis Makes Preference: Grassroot Governance of School Funding in Rural China with Evidence from a Northeast County

abstract:
&lt;p>In China’s latest school funding reform, the central government has remarkably increased its input into basic education. This fiscal re-centralisation of education provision is implemented through a highly decentralised administration structure, despite long-term public criticism of local governments for their inefficiency and misconduct. This paper depicts how school funding policies are practised in rural China at grassroot government levels and the implication of such praxis. The discussion will draw on the concept of equity, which underpins Australia’s review on school funding in 2011. &lt;br />Selecting a northeast county as the case study, this paper firstly maps out the procedures and models of school funding in rural areas, by analysing publicly accessible documents on funding policies that are released by the state, provincial, prefecture and county governments. The paper then portraits the real-life implementation of policies, drawing on data from interviews and focus groups with local officials and school principals. &lt;br />This empirical study identifies a series of issues in grassroot governance of school funding: waste of resources coexists with insufficient funding; biased funds allocation reinforces school hierarchies; means of identifying students with financial needs are improper; limited access to education for children with disabilities; and students with learning difficulties are largely ignored. This paper analyses that these deficiencies in school funding governance result from governments’ operational preference. The paper further concludes that local governments’ active involvement in the school funding process may aggravate education inequity.&lt;/p>


author: Lear, Glenna Catherine Ellis, Bronwyn Joan
year: 2018
title: Third age Learning in Regional Australia
pages: 135-152
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/164
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.164
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>This paper explores the diversity of third age learning in regional and rural communities when people open themselves to new experiences and challenges in everyday life in two very different parts of South Australia's Eyre Peninsula. One is Whyalla, an industrial city with a small university campus, and the other, largely rural Lower Eyre Peninsula focused on agriculture, fishing and aquaculture. Both communities have ageing populations above the state average. The paper is a synthesis of a number of research studies, conducted between 2000 and 2015, and has relevance for all concerned with the importance of learning throughout life, including educators, community organisations and service providers.  While rural and regional communities may appear to have limited opportunities for formal education compared to large centres, community activities provide numerous, perhaps unique, learning venues and occasions for informal and non-formal learning, especially for older residents. Smaller, less diverse populations result in usually higher volunteering levels in social, economic and service organisations that provide many of the basic, essential and emergency services. Some organisations support the interests and needs of older residents, with various special interest groups providing opportunities for socialising and new learning opportunities that have individual and community benefits, fulfilling the aspirations of both. Supplementing these modes of learning are technologies enabling regional, rural and remote people to access formal education and training offered by open access colleges and universities.&lt;/p>


author: Kong, Peggy Zhang, Yuping
year: 2018
title: Examining Rural Maternal Gender Attitudes Over Time: Will she Belong to Another Family, Anyway?
pages: 56-77
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 2
date: 11/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/229
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i2.229
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>Over the last 60 years, egalitarian gender roles have been a prominent component of China’s development plan. With changing social and economic policies, there is growing research in both urban and rural areas that suggests the weakening of traditional gender  values. But, little research has been focused on examining the change of gender attitudes over time. Using Bourdieu’s concept of cultural capital, this paper explores how maternal gender attitudes change over time and also the relationship between maternal gender attitudes and subsequent educational attainment for girls and boys. Drawing from the Gansu Survey of Children and Families (GSCF), a longitudinal survey of parents, teachers, children, principals, and village heads, we compare maternal perceptions of girls and boys in 2000 and 2004 and their children’s educational attainment in 2009. Much of the literature in rural China suggests that traditional gender attitudes are static and reinforce traditional gender norms. Our findings suggest that maternal gender attitudes are not fixed and change over time. We find that maternal gender attitudes are not uniform and that there is a relationship between mothers who hold egalitarian gender attitudes and positive educational outcomes for girls.&lt;/p>


author: Jones, Marguerite
year: 2018
pages: 15-28
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/69
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.69
access_date: 2023/05/10
read_status: 0
rating: 0
title:
From Acute Dissonance To Authentic Practice: An Intern Teacher's Critical Reflection And Transformative Learning In A Rural Internship

abstract:
&lt;p>Increasingly prescribed teacher standards dictate what graduates will know and be able to do, yet little heed is taken of how they learn. In light of this situation a two-phased study was undertaken. Based on Rasch analysis of initial efficacy scales, 26 intern teachers were interviewed. The data was analysed using NVivo and LEARnT, an a priori framework developed by the author. This article reports on one case from the qualitative study of intern teachers in rural schools. Autonomy and critical reflection were significant to transformative learning. Contrary to the literature, authenticity was a more significant source of efficacy than those previously understood including: mastery experience, social modeling (vicarious experience), social persuasion, and psychological responses. Implications exist for academic coursework and professional experience supervision that serve as accreditation frameworks.&lt;/p>


author: Hardwick-Franco, Kathryn Gay
year: 2018
pages: 102-118
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/161
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.161
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Music Education in Remote Rural South Australian Schools: Does a Partnership with a Non-Government Organisation Work?

abstract:
&lt;p>Schools in rural South Australia are remote from opportunities for students and teachers to engage in music learning and professional development. This aim of this research project was to investigate the degree to which partnerships between rural schools and non-government organisations (NGOs) can be effective and meet this need. Anderson and White (2011) note that partnerships in education, both in Australia and elsewhere, continue to be a prominent policy feature, as a preferred way of working to deal with key challenges for schools. This project employed a participant-observation methodology that incorporated methods of survey and invitational semi-structured interviews. It explored the ways in which schools benefited from partnering with a non-for-profit organisation in music education. Project results indicate that the quality of partnerships between an NGO (&lt;em>Musica Viva)&lt;/em> and rural schools (government and non-government) have a positive impact on: student and teacher learning of music; the advancement of teachers' music pedagogy and; student, teacher and community wellbeing.  Importantly, this positive impact occurred in rural and remote schools with significant numbers of vulnerable, disadvantaged and disengaged students. Conclusions may be used to inform the development and strengthening of school-NGO partnerships to improve the quality of music education in rural schools. The project also offers itself as an example of how future investigations of school-NGO partnerships more generally might be pursued.&lt;/p>


author: Downes, Natalie Roberts, Philip
year: 2018
pages: 29-52
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/112
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.112
access_date: 2023/04/26
read_status: 0
rating: 0
title:
Revisiting the Schoolhouse : A Literature Review on Staffing Rural, Remote and Isolated Schools in Australia 2004-2016

abstract:
&lt;p>The staffing of rural, remote and isolated schools remains a significant issue of concern in Australian education. In this paper we provide a comprehensive account of the Australian research related to the staffing of rural schools post 2004. The review identifies the overarching themes of the opportunities and challenges of staffing rural schools, pre-service teacher preparation, and leadership. Within these there are numerous sub categories such as the policy setting, incentives, understanding place, mentoring, professional development, and teacher education. Overall the review identifies that the issues explored in the research literature between 2004 and 2016 are similar in character to those examined prior to 2004. As such we raise the question of, if we have such a well-developed knowledge of matters related to rural school staffing, why does it remain an ongoing issue? While this review does not seek to answer this question, it provides an opening for discussion by identifying and describing the research on issues, and approaches, in the staffing of rural, remote, and isolated schools to date.&lt;/p>


author: Downes, Natalie Fuqua, Melyssa
year: 2018
title: Equity, Access and Quality Education in Rural Australia: A Survey of SPERA Members
pages: 169-174
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/212
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v28i1.212
access_date: 2023/05/10
read_status: 0
rating: 0
abstract:
&lt;p>In 2017, SPERA members and supporters were surveyed on their views of rural education.&nbsp; Forty-two participants responded to the online survey through targeted and snowball recruitment.&nbsp; Participants shared their opinions of the main issues in rural education, the challenges facing rural communities and schools, and what they would like to see change to improve the futures of rural youth.&nbsp; There were two consistent themes: concern about access to quality education for all learners and the survival of rural communities. &nbsp;This included worries about isolation, the attraction and retention of teachers, the availability of opportunities for different types of learners and knowledge, insufficient infrastructure, and post-school options for youth. &nbsp;It is noted that these findings are similar to those in other key reports such as the recent Independent Review into Regional, Rural and Remote Education, 2000 Human Rights and Equal Opportunity Commission (HREOC) Report and the 1987 Schooling in Rural Australia Report, with their persistence a disappointing concern for education in Australia.&nbsp; &nbsp;&lt;/p>


author: Devlin, Marcia McKay, Jade
year: 2018
title: The Financial Realities For Students From Low SES Backgrounds At Australian Regional Universities
pages: 119-134
secondary_title: Australian and International Journal of Rural Education
volume: 28
number: 1
date: 07/20
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/152
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i1.152
access_date: 2023/04/27
read_status: 0
rating: 0
abstract:
&lt;p>Students from low socioeconomic status (SES) backgrounds often contend with financial issues that have the potential to impact significantly on their success in higher education. Research has shown that students from low SES backgrounds often find themselvesunder economic pressure to prioritise paid work over their education. Few studies have explored the financial realities and challenges facing students who are from both low SES backgrounds and who are studying in regional areas of Australia. This paper presents some of the key findings from a recent national study undertaken by the six universities in the Australian Regional Universities Network (RUN). The study set out to explore approaches and strategies to facilitate the success of students from low SES backgrounds at regional universities. In interviews with 69 students from low SES backgrounds and 26 stakeholders recognised as experts in the field of facilitating success for these students, financial challenges were found to be one of the most significant barriers to student success. Documenting these insights, this paper has the potential to inform academics, institutional leaders and policy makers alike in their approaches to mitigating the financial challenges for these students and to facilitate their success.&lt;/p>


author: Woodroffe, Jessica Kilpatrick, Sue Williams, Brett Jago, Matthew
year: 2017
pages: 158-173
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/143
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.143
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Preparing Rural And Regional Students For The Future World Of Work: Developing Authentic Career Focussed Curriculum Through A Collaborative Partnership Model

abstract:
&lt;p>Small places are not devoid of opportunities nor of successful programs to equip them for the future, despite perception to the contrary (West, 2013). This paper considers career education in the context of rural places in the modern globalised world. Â The paper introduces the &lt;em>Pathways to Success&lt;/em> project, involving more than eighty initiatives mapped to the Australian curriculum showcasing further education, training and careers in local industries to more than 8000 learners and their schools and teachers in Tasmania. It outlines how a partnership model among schools, industry, technical and vocational, and higher education sectors can be used to move from a sole dependency model to a partnership model of career education. Drawing on the projectâ€™s mixed method evaluation results, the paper considers the key opportunities and challenges for preparing rural and regional Tasmanian students for the future world of work. It focuses on how collaborative partnerships can better equip educators with information and networks they need to positively impact on how young rural and regional Tasmanian students consider education pathways and career options to get to â€˜whatâ€™s nextâ€™ in their lives. It showcases how rural and regional communities and resources can be used to develop new and innovative place based career and curriculum learning.&lt;/p>


author: Watson, Jane Wright, Suzie Beswick, Kim Allen, Jeanne Maree Hay, Ian Cranston, Neil
year: 2017
title: Community Beliefs about Rural and Regional Education and Students' School Completion
pages: 55-72
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 07/24
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/185
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.185
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>School completion to the end of Year 12 in rural, regional, and disadvantaged communities is an acknowledged challenge in Australia and internationally. This research reports the beliefs of 86 rural and regional community leaders in the Australian state of Tasmania. A survey on issues associated with students' school completion was designed specifically for community members, and responded to by the study participants. Findings that emerged from the data analysis included that participants were on average quite positive about the capability of students in the community and the potential for business/organisation links with schools. Some concern was expressed, however, about bullying in schools and students having well-formed plans for their futures after finishing school. This study provides a benchmark for future research with community members on their beliefs about issues related to students' educational aspirations and students' continuation in school. It has implications for policy makers, school leaders, and teachers at a national and international level.&lt;/p>


author: Watson, Jane Wright, Suzie Allen, Jeanne Maree Hay, Ian Cranston, Neil Beswick, Kim
year: 2017
title: Increasing Students' Social Capital through Community Involvement in Rural and Regional Education
pages: 142-157
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 07/24
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/128
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.128
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>School and community interaction is an important topic in education, as evidence suggests that communities that value their local schools engender more positive long-term outcomes and a strengthening of the social capital for the students from those schools. Although school and community interaction has been explored from the school's perspective, less research has occurred from the perspective of the key stakeholders and leaders of a community, particularly in rural, regional, and disadvantaged areas. The context for this exploration is the Australian state of Tasmania, and the research findings may have implications for policy makers, school leaders, and teachers both nationally and internationally. Eighty-six community leaders and community members from rural, regional, and disadvantaged areas of the state responded to a survey, which included indicating the level and type of involvement they and their organisations had with local schools. The evidence from their comments suggests that community, business, and social leaders can play an important role in building social capital and as advocates for their local schools, as well as being a source of information, advice, and service to schools. In particular, this paper provides a foundation for future research with community members on their involvement in schooling and the impact of this involvement on students' social capital.&lt;/p>


author: Vichie, Krystle
year: 2017
title: Higher education and digital media in rural Australia: The current situation for youth
pages: 29-42
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 1
date: 04/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/107
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i1.107
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p>Equitable access and participation in higher education from regional youth is a major concern in Australia (National Centre for Student Equity in Higher Education (NCSEHE), 2015). Currently 0.9% of all university students in Australia come from a regional or remote area (NCSEHE, 2015). This statistic is alarming in the context of the ever-rising digital economy in Australia, and the increasing importance of higher education for employment. This article synthesises current literature relating to Australian regional youthâ€™s low participation in higher education, and the implications of this for their employability in the rapidly-developing digital economy. The compilation of data relating to Australian youth and higher education emphasises the need for further research and understanding into how these young people make the decision to pursue university, and furthermore pursue a career in digital media. In relation to all undergraduate enrolments, the proportion of regional higher education students is stagnant or falling (NCSEHE, 2015). As a nation, the demand for digital competencies in the workforce is rising (Foundation for Young Australians (FYA), 2015). Access to these technologies in regional Australia is more limited and expensive than metropolitan areas (Regional Telecommunications Independent Review Committee, 2015). Consequently, regional youth risk missing out on the opportunity to master digital technologies to participate in the workforce both via their limited access to them at home, and their lack of participation in higher education where they would acquire skills for digital workplace contexts (Duncan-Howell, 2012).&lt;/p>


author: Van Gelderen, Ben
year: 2017
pages: 14-28
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 1
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/81/96
read_status: 1
rating: 0
title:
'Growing our own': A'two way', place-based approach to Indigenous initial teacher education in remote Northern Territory

abstract:
Growing Our Own is an innovative and unique program for Initial Teacher Education (ITE) in the remote Northern Territory. As a partnership between Catholic Education, Northern Territory (CENT) and Charles Darwin University (CDU), lecturers travel to remote Indigenous communities to deliver unit content to local 'Assistant Teachers’ enrolled in the Bachelor of Education: Primary degree. However, it is much more than an effective scheduling exercise; the program has been intentionally established to function under the ‘two way’ pedagogy whereby the pre-service teachers, their mentors and lecturers engage in a process of epistemological dialogue and exchange. There is also a place-based emphasis, with a clear pattern of teaching ‘on country’. Overall, such a process of genuine negotiation to incorporate localised Indigenous Language and Knowledge within the Australian Curriculum is opening up new and exciting possibilities for (school) student learning and a tertiary Indigenous ‘standpoint’.

Growing Our Own was established in 2009 and has been refined over the years to meet the increasing demands on Initial Teacher Education and local community desires. This paper is both a report concerning the successes of the program thus far and a critical reflection on some of the key findings that have evolved in regards to such a ‘two way’, place-based, Indigenous andragogic approach.


author: Sutton, Georgia McLeod, Catriona Fraser, Sharon Corbett, Michael
year: 2017
title: Disrupting Perception: Mapping An Understanding Of Educational Attainment
pages: 174-195
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/145
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.145
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>Educational attainment is widely recognised as a â€˜wickedâ€™ problem in Australia for which a range of interventions have been developed. The North West of Tasmania is a rural and regional community, which has been a focus for such interventions due to its relatively low rates of retention to Year 12 and low tertiary participation rates. This paper seeks to move beyond narratives of deficit through a project aimed at exploring and representing the scope and range of activities undertaken in the region to address and support educational attainment. We begin with the question:&lt;em> â€˜How can communities, perceived to be deficit models, be provided with evidence of activities aimed at impacting educational attainment in a meaningful way?â€™&lt;/em>Â  We used concept mapping to re-present the variety, type and audience of activities in the region.Â  Concept mapping provided a means of processing a dynamic assemblage of data to represent existing work and to explore possibilities. This process disrupts deficit discourses and enhances stakeholdersâ€™ knowledge of educational attainment in the region and invites future mapping and more complex understandings of ongoing cultural change.&lt;/p>


author: Stone, Alison Walter, Maggie Peacock, Huw
year: 2017
title: Educational Outcomes For Aboriginal School Students In Tasmania: Is The Achievement Gap Closing?
pages: 90-110
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/148
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.148
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>A quality education is a basic societal right. Yet for many Aboriginal students that right is not yet a reality. This paper focuses on the situation of Aboriginal/palawa school students in Tasmania and employs a quantitative methodology to examine the comparative educational achievements of Aboriginal school students. State level Grade 3, 5, 7 and 9 numeracy and reading test results from the National Assessment Program of Literacy and Numeracy (NAPLAN) 2008 - 2016 support the analysis. Results indicate that Aboriginal students remain more likely to be at or below minimum literacy and numeracy standards than their non-Aboriginal counterparts. It is also found that Aboriginal studentsâ€™ academic achievement declines as they move through the schooling system. Further, Aboriginal students are less likely to partake in NAPLAN due to higher absenteeism on test days. These results are discussed in the context of education policy and the broader national and international literature on factors influencing academic achievement for Aboriginal and Torres Strait Islander school students. Despite an increasing awareness and the development of strategic policies to address Aboriginal educational inequality, it is evident that little has changed between 2008 and 2016. It is strongly argued that Aboriginal studentsâ€™ underachievement is more likely tied to schooling and policy environments that do not adequately meet their needs, rather than the students themselves. As such, policies and interventions that create long term, embedded improvement of Aboriginal studentsâ€™ schooling experiences and the engagement of their families and communities are a prerequisite for improving Aboriginal student outcomes.&lt;/p>&lt;p>Â &lt;/p>


author: Stevens, Ken
year: 2017
title: The integration of educational theory and teaching practice based on networked rural schools
pages: 3-13
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 1
date: 04/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/71
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i1.71
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p>In the Canadian province of Newfoundland and Labrador, rural schools are increasingly organised within digital environments, facilitating synergy between in-service and pre-service teachers. The integration of educational theory and teaching practice that is integral to the preparation of teachers for initial positions in rural schools is also facilitated by the digital environment in that face to face university classes can be extended to include virtual visitors who are practising teachers in the provinceâ€™s schools. At the end of their teacher preparation program most pre-service teachers thought access to practising teachers in this way was of value to them as it enhanced their understanding of educational theories as they apply to the classroom. This paper reports on the use of technology to allow interactions between rural and preservice teachers and to bridge the gap between educational theory and practices as they relate to rural and regional settings.&lt;/p>


author: Smith, Caroline Fraser, Sharon P. Corbett, Michael
year: 2017
pages: 196-212
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/144
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.144
access_date: 2023/04/27
read_status: 0
rating: 0
title:
Liquid Modernity, Emplacement And Education For The Anthropocene: Challenges For Rural Education In Tasmania

abstract:
&lt;p>In spite of being relatively wealthy and resource-rich, a persistent narrative of the island state of Tasmania is the deficit framing of its regional and rural education where, under the placeless and mobile orientation of hypermodernity, the only serious option for success for its young is to leave their communities. This paper presents a counter-narrative that emerges through the lenses of social and ecological theory that draws together a critical examination of Baumanâ€™s notion of liquid modernity and aspiration alongside concepts of locality and emplacement. Â We situate this counter-narrative within the growing literature calling for a transformation of education as humanity grapples with the challenge of the Anthropocene, arguably the great educational challenge of our times. We conclude that regionality and rurality can be reframed as opportunities in response to the Anthropocene that offer the potential to explore fundamentally new models of multidisciplinary research that connect educational inquiry to larger questions of sustainability as well as social, economic and cultural development within regional and rural communities in Tasmania and beyond.&lt;/p>


author: Seelig, Jennifer L.
year: 2017
pages: 77-92
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/122
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.122
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Battling Declining Enrolment in the Upper Midwestern United States: Rural Schools in a Competitive Society

abstract:
&lt;p>This paper examines the effects of declining student enrolment and population loss on one rural school district in the United States, as well as the district's strategies to mitigate these effects. In the state of Wisconsin, the relationship between student enrolment and school funding destabilises rural school districts experiencing population decline and forces them to depend on local property taxes to make up the difference. In order to achieve community financial and political support, the school district in Forest Lake, Wisconsin, emphasises choice, transparency and new managerial practices. Using data from a year-long ethnographic study, the following analysis explores neoliberal educational policies at the state level that shape local educational policies and practices in Forest Lake. The Forest Lake school district is mired in a paradoxical situation in which being competitive in the educational marketplace equates to disrupting established school-community relations. The findings imply that required participation in an educational marketplace shifts the priorities of a rural school district to a focus on competition and financial security over the well-being of the school community.&lt;/p>


author: Roberts, Philip
year: 2017
pages: 43-61
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 1
date: 04/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/108
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i1.108
access_date: 2023/05/08
read_status: 0
rating: 0
title:
A Curriculum for whom? Rereading 'Implementing the Australian Curriculum in Rural, Regional, Remote and Distance-Education Schools' from a Rural Standpoint

abstract:
&lt;p>This paper builds upon the evolving methodological perspective of a rural standpoint (Roberts, 2014b), and its related method of strategic eclecticism (Roberts &amp; Green, 2013), to reanalyse existing data behind a previously published paper by Drummond, Halsey and van Breda (2012).  It does this through an examination of the role of the rural in the Australian curriculum, drawing upon work that raises the lack of recognition of rurality in the curriculum as an important social justice issue (Roberts, 2014a; Roberts, 2015; Roberts &amp; Downes, 2016).  Through the reanalysis the paper illustrates that the rural educators who responded to the initial study had a concern for local places, and a perspective that an Australian Curriculum has the potential to marginalise local knowledges, and rural and remote schools more generally. Furthermore the re-analysis shows that age, time teaching in a rural or remote setting, distance from a major centre and jurisdiction of the school all influence respondents views in distinct ways.  Consequently this paper illustrates the utility of re-analysing previous research reports, the use of a rural standpoint in research, and that rural educators have specific rural-related concerns regarding the Australian Curriculum that are largely unaddressed.&lt;/p>


author: Reid, Jo-Anne
year: 2017
title: Rural Education Practice and Policy in Marginalised Communities: Teaching and Learning on the Edge
pages: 88-103
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/111
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i1.111
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p class="RuralNormal">In this paper I focus on the problems that face (teacher) education policy and practice in meeting the challenge of "persistent and entrenched locational disadvantage" in marginal communities. In &lt;em>Dropping off the Edge 2015, &lt;/em>Tony Vinson and colleagues (2015) clearly demonstrate that complex and entrenched disadvantage has continued to characterise a number of Australian communities, with few signs of improvement in the past 15 years. A very high proportion of these disadvantaged localities are in rural areas, and they pose an enormous challenge to policy makers and service providers, as well as to the people who live in the communities themselves. In such contexts, education is both crucially important and inexorably difficult. Agreeing with Vinson, Rawshtorne, Beavis and Ericson, that we need to understand locational disadvantage as a &lt;em>wicked problem&lt;/em> for a social equity agenda (2015), I argue that the concept of Rural Social Space (Reid et al., 2010) provides a useful and coherent theoretical resource for understanding and addressing this problem, and rethinking the idea of community in ways that are necessary for change to occur. Using an exemplary case of one locality identified by Vinson as threatened with "dropping off the edge", I examine what a wicked problem looks like for social equity in this particular rural social space, and how it calls into question some of our most cherished assumptions about rural communities and rural schooling. The example allows consideration of the kind of policy and practice responses that may be necessary if the problem of educational disadvantage in rural locations is to be adequately addressed.&lt;/p>


author: Reaburn, Robyn Fraser, Sharon Smith, Heidi Roberts, Janine Fielding-Wells, Jill Corbett, Michael
year: 2017
title: Aspire High: Impacting Student Aspirations In A Regional Community
pages: 73-89
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/136
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.136
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>This paper provides initial evidence of the effectiveness of an educational program in a Tasmanian regional community that has experienced ongoing industrial restructuring. In response to these changes, community and civic leaders adopted a multifaceted strategic plan to address employment needs and opportunities. Part of this plan involved targeting school children to help them explore a broader range of educational and career options. The program, &lt;em>Aspire High,&lt;/em> involves Year 5 children visiting workplaces, the local Year 11 and 12 college, the local technical college, and a local university campus. This paper reports results from student interviews and surveys. While it is difficult to attribute changes in studentsâ€™ attitudes and aspirations solely to &lt;em>Aspire High&lt;/em>, it is evident that they were enthusiastic about the program. Secondary findings showed that students become less positive towards school by Year 8, and that boys are less likely to be positive towards school and more likely to choose a traditionally gendered occupation.&lt;/p>


author: Paredes-Labra, Joaquin Tello, Inmaculada Kachinovsky, Alicia
year: 2017
pages: 108-121
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/116
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.116
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Effects of One Laptop Per Child Programs in the Daily Lives of People Excluded from the Community: The Role of South European Rural Schools

abstract:
&lt;p>The aim of this study was to learn how the One Laptop per Child (OLPC) program in rural schools of a Southern European country offers opportunities to children, helps parents to get information and creates links with families and neighbours. The methodology was qualitative, with deep interviews with teachers, principals, parents and students from five Spanish rural schools. Among the findings, we observed that schools have new opportunities to link with communities and to communicate with parents when the curriculum is open and narrative. The shortcomings of policies, the academic role of projects and the resistance and prejudice of parents are preventing a better rapport between schools and communities in their fight against exclusion.&lt;/p>


author: McPherson, Amy Roberts, Philip Downes, Natalie
year: 2017
pages: 93-107
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/121
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.121
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Community Perspectives and the Politics of Water in Rural Australia: Rural-regional Sustainability Education in the Murray Darling Basin

abstract:
&lt;p>Sustainability is a central challenge facing the future viability of Murray-Darling Basin (MDB) communities in rural Australia.  Faced with environmental uncertainty and its associated community impacts, sustainability has at once been positioned as the path to a prosperous future and a flash point of community conflict. Key to these tensions has been different perspectives on sustainability adopted by various community members and the difficulty of working towards a shared understanding of the term. Drawing upon the first phase of a two-year project exploring education and sustainability in the Murray-Darling Basin, Australia, the paper examines different community understandings of sustainability. The differences observed reflect debates about community in rural areas, as well as sustainability in the research literature. We then consider the role of education in collaborative community dialogue about rural-regional sustainability in contexts where sustainability education plays out against broader conflicts over the natural resource of water and its pivotal role in Australia's economic wealth and social wellbeing.&lt;/p>


author: Marlow, Annette Mather, Carey A.
year: 2017
title: Supervision Of Nursing Students In Rural Environments: Engaging Learning By Teaching The Teachers
pages: 111-125
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/131
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.131
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>Â The health profession workforce is challenged by the increased numbers of undergraduate students requiring supervised experiences in environments where service delivery is the primary goal. Given the increased need to recruit and retain suitably qualified and educationally prepared staff into these sometimes under resourced locations, guidance of health profession students, in particular students of nursing, in rural areas of Tasmania is a topical issue.Â This situation was acknowledged in 2010 when the Commonwealth Governmentâ€™s Department of Health and Ageing sponsored a local project to increase the number of opportunities for students to undertake professional experience within non-traditional and rural healthcare settings. The project goals included identifying and acknowledging those healthcare professionals who supervised learners; providing guidance, mentorship and resources; and building capability and capacity in environments to host students. On project completion, further Commonwealth funding became available through Health Workforce Australia to continue the project aims.&lt;/p>&lt;p>Â &lt;/p>&lt;p>Over six years, an educational process focusing on the needs of rural healthcare professionals related to supervision and support of undergraduate nursing students was established. An evaluative approach enabled the use of Weimerâ€™s &lt;em>personal accounts of change&lt;/em> methodology to analyse and critique the application of developed learning and teaching resources. Initially resource development focused on current knowledge, skills and understandings of supervision of learners by health professionals in practice. From the findings, the scope of support broadened to include development and delivery of workshops to enable the supervisors of students to develop a pedagogical understanding of learning and teaching in healthcare settings. Evaluation suggested supervisors require guidance and mentorship related to the â€˜howâ€™ of learning and teaching. More specifically they wanted synchronous and asynchronous access to consistent and contemporary learning and teaching information in a timely manner. Given their geographic isolation, this educational support was delivered in a variety of innovative ways, including digital resources, online programs, videoconferencing and face-to-face learning opportunities. This paper outlines the processes and outcomes of developing a collaborative approach to increasing the capability and capacity of health professionals, in particular registered nurses, who choose to supervise undergraduate students during their rural workplace-based professional experience. Â &lt;/p>


author: Lúcio, Joana Ferreira, Fernando
year: 2017
pages: 122-135
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/151
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.151
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Rural Schools and Local Development in Portugal: Rehabilitation, Participation and Socio-educational Innovation

abstract:
&lt;p>Descoberta do Mundo Rural [Discovering the Rural World] was a 15-month-long project, based on a partnership between the Institute of Educational Communities (ICE) and the Portuguese Association for Local Development (ANIMAR), both Portuguese NGOs, and financed by national and European funds. Its purpose was to identify and give visibility to formal and informal local development initiatives taking place in rural contexts across Portugal. The research team contacted and visited several places and talked directly with the initiatives' representatives, as well as with other locally relevant social actors, such as representatives of local governments, schools, associations and charity organisations. Based on a participatory community-based research, local development was conceptualised as an educational process from a broader perspective than that of schooling. Through eight selected case studies, this paper focuses on how rural schools promote, participate in or otherwise contribute to the socio-educational development of the communities in which they are located.&lt;/p>


author: Lasselle, Laurence
year: 2017
pages: 6-17
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/119
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.119
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Exploring Young People's Perceptions and Attitudes Towards Their Progression to University: A Scottish rural perspective

abstract:
&lt;p>This paper presents an exploratory analysis of young people's perceptions and attitudes towards their potential progression to higher education in rural areas of Scotland. These young people belonged to three state secondary schools whose catchment areas were mainly rural. All were in S5/Year 12 or S6/Year 13 and aged 16 years and over. They filled in a serial questionnaire in November 2014 and again in March 2015. Firstly, the analysis reveals that 40% of the respondents were not aware of any obstacles to their going to university. Secondly, it points out that if the majority of the respondents perceived financial barriers, the perception of these obstacles tended to decline over time. Thirdly, while their enthusiasm and motivation towards their potential progression to higher education remained high in March 2015, more had reported these positive attitudes in November 2014. Finally, although most perceived their parents' enthusiasm about their going to university, fewer acknowledged it in March 2015 and many more recognised the enthusiasm of their schools.&lt;/p>


author: Johansson, Monica
year: 2017
pages: 61-76
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 01/07
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/118
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.118
access_date: 2023/05/09
read_status: 0
rating: 0
title:
"Yes, The Power Is In The Town": An Ethnographic Study Of Student Participation In A Rural Swedish Secondary School

abstract:
&lt;p>This article is based on an ethnographic case study and highlights the importance of spatial dimensions and spatial inequality as means of understanding the participation of a group of youths living in a sparsely populated rural area of Sweden. The analysis took as its starting point Doreen Massey's conceptualisation of place and space as comprising extended social relations that are in a state of constant change connected to power relations. The data analysis focused on the activities that the youths took part in and how they expressed their participation and agency in society at local, regional and national levels. The results point to variability in youth participation at different levels and indicate that visible and meaningful social relations are important for youth participation and their understandings of participation. The trends suggest that student agency and statements in relation to possible and actual participation are strongest at both school and local levels, and decrease and change to more resistance and silence at regional and national levels.&lt;/p>


author: Henderson, Robyn Lúcio, Joana
year: 2017
title: Editorial: Rural Schools as Hubs for Socio-educational Development of Communities
pages: 1-5
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/165
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v27i2.165
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>This special issue of the Australian and International Journal of Rural Education presents 10 papers on the theme of rural schools as hubs for the socio-educational development of communities. The idea for a collection of papers on this theme originated in a large, multi-paper symposium presented at the European Conference on Educational Research in August 2016 in Dublin, Ireland.&lt;/p>


author: Henderson, Robyn
year: 2017
pages: 18-30
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 05/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/113
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.113
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Building a Sense of Community Belonging : Making Mobile Families Wwelcome in a Rural Australian School

abstract:
&lt;p>Seasonal farm workers play an important economic role through their contributions to annual harvests and the fact that they spend income in the community where they sojourn. However, research shows that farm workers and other temporary residents are often socially marginalised in rural communities and feel as though they are outsiders who do not belong. This paper reports research that focused on a primary school in a rural community in Australia, where seasonal mobile farm workers arrived for the annual harvest. Using a single case study design, the research demonstrated that the school made a deliberate attempt to welcome newly-arrived students and their families into the school community. Using a whole school strategy, the school staff aimed to meet families' and students' social needs, thereby building a sound foundation for the academic work of schooling. However, the data and data analysis also suggested that the school's strategy was helping to work against the deficit discourses that operated in the broader community, thus demonstrating the school's role as a hub for the community's socio-educational development.&lt;/p>


author: Hawkins, Cherie-Lynn
year: 2017
title: Do Aspirations Really Matter?
pages: 39-54
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/146
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.146
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p class="Thesisparagraph" align="left">The notion of â€˜raising aspirationsâ€™ to widen participation in higher education and increase attainment has dominated policy discourse globally for the past decade. Projects and campaigns that aim to increase participation and attainment in education therefore typically focus on student aspirations. This is certainly the case in the Tasmanian context, with the recent establishment of the Peter Underwood Centre and various other â€˜aspirations projectsâ€™ in the state. Based on findings from a highly qualitative study in the Cradle Coast region that explored the life goals of adolescent females, this paper proposes that â€˜aspirations matterâ€™ as they are key motivators behind educational and career decision-making, which impacts on life chances. But the paper argues it is the capacity to fulfil them that matters equally. Personal stories and a range of artefacts were collected from the adolescent participants during life history interviews. The primary focus of the paper is to demonstrate that innovative methodologies generate more voice, which in this study allowed for a deeper understanding of life goals, influencing factors and why â€˜capacityâ€™ matters. Through this data collection technique, the study found that the young females had multiple aspirations, including those for higher education and these were shaped by their experiences. However, uncertainties existed around if they had the cultural or economic capital to fulfil them. The paper extends on current work in this area by demonstrating that â€˜capacityâ€™ is important and that there is a place for creative methods in research with rural adolescent females.&lt;/p>


author: Gouwens, Judith A. Henderson, Robyn
year: 2017
pages: 136-148
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/125
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.125
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Migrant Mothers Becoming Active Agents in a United States Midwestern Context: Building Strengths by Breaking Down The Outside-Inside Barrier

abstract:
&lt;p>In the current context of extensive national and cross-cultural migration, the education of migrant and refugee children is an important and critical consideration. In the U.S., the education of migrant children who move with their farm worker parents within states, across state borders and sometimes across national borders brings challenges that relate to educational discontinuity as well as the cultural contexts and expectations of schooling. This article reports on research that investigated a family literacy program that catered for migrant families in one rural location in the United States Midwest. Through a multipronged approach, the program supported children's early literacy development, provided adult education including English language instruction and parenting education, and offered liaison between the parents and their children's schools. Research data were collected through interviews with migrant mothers who participated in the program. Using Gee's (1996) notion of Discourse, the article considers the way that the program enabled the mothers to negotiate the outside-inside barrier of the rural community. By building their skills and strategies, the mothers were developing into active agents who could participate in their children's education in ways that community outsiders could not usually do.&lt;/p>


author: Gill, Peter Edward
year: 2017
pages: 31-45
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/127
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.127
access_date: 2023/05/09
read_status: 0
rating: 0
title:
A Case Study Of How An Irish Island School Contributes To Community Sustainability, Viability And Vitality

abstract:
&lt;p>&lt;span style="font-size: medium;"> Island studies have rarely focused on the role of small schools on offshore islands. Island schools are often impacted by the decisions of national, regional and local educational authorities, particularly in today's world where diseconomic and disbenefit arguments highlight the non-viability of small schools. Such schools are seen as unable to provide an adequate curriculum, socially disadvantageous and generally inefficient. This raises an important question: How does a small island school promote the participation and engagement of families and the community? This paper reports a bounded case to illustrate the characteristics intrinsic to a single small rural school as a communal hub on one of Ireland's Atlantic islands. A narrative about the school in past and present times, along with vulnerability mapping, is used to explore the social dynamics of the island school within its community. The findings show how the modern diaspora is different from that of earlier generations. The case also illustrates the differences in vulnerabilities between a perceived attractive environment, supported by a viable school potentially driving in-migration, and communities where the absence of a primary school or the risk of its closure would diminish the attractiveness of an island as a place for young families. &lt;/span>&lt;/p>


author: Cruz-Arcila, Ferney
year: 2017
pages: 46-60
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/117
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i2.117
access_date: 2023/05/09
read_status: 0
rating: 0
title:
Interrogating the Social Impact of English Language Teaching Policies in Colombia from the Vantage Point of Rural Areas

abstract:
&lt;p>Drawing on a larger study of the current state of affairs of English language teaching (ELT) in rural Colombia, this paper interrogates the social impact which education policies promoting English have been associated with. Informed mainly by Nancy Fraser's theory of social justice, I analyse teachers' narratives (obtained through interviews and teaching biographies) in an attempt to point at specific issues that need to be considered, in order to more truthfully account for social development through education policy. In doing so, from the angle of ELT in rural contexts, the paper examines where it is that rural regions stand in terms of cultural and socioeconomic arrangements operating in the country. It is suggested that in order to really make ELT policy socially impactful, these wider cultural and socioeconomic arrangements need to be examined, questioned and indeed integrated into policy making.&lt;/p>


author: Corbett, Michael Roberts, Philip
year: 2017
title: A Small Place: Education in Rural Tasmania
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
date: 12/09
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/186
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v27i3.186
access_date: 2023/05/09
read_status: 0
rating: 0
abstract:
&lt;p>The field of rural education has consistently demonstrated that spatial disadvantage has material dimensions related to distance from urban nerve centres that contain services. In turn, distance from urban services entwines with multiple dimensions of social privilege and disadvantage to create specific, more or less place-based, rural, regional and remote cultural geographies. This is a problem that has historically been addressed in a number of ways, including distance-mitigation incentives to a range of system actors such as teachers, principals, students, and parents.Â  In Tasmania, an island state to the south of the mainland Australian continent, the idea that young people have a right to a reasonably accessible, nationally and internationally normative education in their own communities, has only relatively recently been accepted.Â  There is now a persistent, indeed insistent, multi-sectoral call for cultural change in Tasmanian regarding access to education.Â  At this writing the state government has committed to extending all high schools which are defined as years 7-10 facilities, to offer years 11 and 12 programming by 2022 (Street, 2017).Â  Some of this discourse responds to the positioning of Tasmania itself as a â€˜wicked problemâ€™ (West, 2013; Cranston et al, 2014).Â  Notably, this discourse related to rural Tasmania echoes similar thinking about social and economic development in advanced capitalist societies around the world.Â &lt;/p>


year: 2017
title: Building a new generation: Community Expectations on raising aspirations in rural Tasmania
pages: 8
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 3
read_status: 0
rating: 0
author:
Corbett, Michael
Fraser, Sharon
Reaburn, Robyn
Smith, Heidi
Roberts, Janine
Fielding-Wells, Jill %J Australian
International Journal of Rural Education


author: Ajayi, Stephen Oluwatoyin Olatunji, Oluwole Alfred
year: 2017
title: Demographic analysis of turnover intentions amongst Nigerian high school teachers
pages: 62-87
secondary_title: Australian and International Journal of Rural Education
volume: 27
number: 1
date: 04/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/120
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i1.120
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p>Nigeriaâ€™s Universal Basic Education program massifies access to education. School enrolment numbers have risen consistently. However, pre-existing issues have often diminished the incentive to achieve the greater goals of massification efforts. This study investigates teachersâ€™ intentions to quit; &lt;em>to wit&lt;/em>, the relationship between turnover causations and teachersâ€™ demographic variables [including age, sex, work status, qualifications and years of experience]. We analysed a total of 925 questionnaires received from public high school teachers in Ogun State, south-western Nigeria. Data were grouped for analysis by respondentsâ€™ gender, age, qualifications, work status and years of experience. The frameworks for the analysis were: job satisfaction, personal health, work-social life balance, involuntary turnover, workload stress, LEAP leadership behaviour, organizational commitment, work environment and motivation. Methods used for analyses include descriptive methods, analysis of variance, pairwise comparisons, Cronbachâ€™s Alpha reliability estimation and T-test statistics. The study found significant correlation between teachersâ€™ intention to quit, and teachersâ€™ age, qualification, work status and experience. Teachers aged 36 â€“ 45 years are least willing to quit. Teachers aged 55 years and above, and those aged below 35 years are most willing to quit. The managerial insight to this is that managers need to target employees within the age brackets that are most willing to stay-on, and to work out appropriate strategies to retain those who are most valuable to the goals of the UBE and the organizations in which they serve.&lt;/p>


author: Watson, Jane Wright, Suzie Hay, Ian Beswick, Kim Allen, Jeanne Cranston, Neil
year: 2016
title: Rural and regional students' perceptions of schooling and factors that influence their aspirations
pages: 4-18
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 2
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/64
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i2.64
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: to identify (1) students' self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students' responses; and (3) which factors had the greatest influence on the students' aspirations to continue their schooling. A 42-item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the 'best predictors' of students' aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.


author: Ussher, Bill
year: 2016
pages: 3-16
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 1
date: 05/10
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/2
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i1.2
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Student teachers' placement experiences in a familiar school setting: Local community partnerships with a distance ITE program

abstract:
Studying to be a teacher in their local community is not normal practice for student teachers in New Zealand initial teacher education (ITE) programs. This paper argues that student teachers in a distance ITE program who are familiar with the local school community can benefit from the experience. This qualitative study centred on a distance program, in which student teachers' stories were collected through written narratives, focus group conversations, and interviews with the associate teachers and lecturers, exploring the student teachers' experiences of being placed in their home district. For the student teachers the placements created positive opportunities through initial stability, agency, and a sense of belonging. It also provided the local communities with opportunities for capacity building. This paper offers useful insights for understanding student teachers' experiences of learning to become a teacher and the benefits they could gain by being involved in their local communities during their school-based placements.


author: Serow, Penelope Taylor, Neil Angell, Emily
year: 2016
title: Pre-service teacher education in Nauru: Where, who, and why
pages: 17-26
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 1
date: 05/10
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/3
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i1.3
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Rural education thrives on building teaching capacity and mentoring from within communities. Whilst isolated and remote areas have the potential to participate in online teacher education, strategic and effective delivery requires a targeted analysis of the characteristics of the learners, the motivations that drive them, and day-to-day environmental and community factors influencing the studentsâ€™ studies. This paper reports on an innovative model of teacher education recently implemented in the Republic of Nauru. In this model, the Nauruan Government has partnered with an Australian regional university to develop quality Pacific-focused teacher education programs that are delivered through a hybrid of online and classroom instruction. The Nauru Teacher Education Project (NTEP), conceptualised and administered by the University of New England, provides culturally responsive online and on-island teacher development for the community of Nauru. It is here that the lecturers come to â€˜know the studentsâ€™.


author: Roberts, Philip
year: 2016
title: Editorial
pages: 1-2
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 3
date: 03/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/126
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v26i3.126
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Welcome to the third edition of the &lt;em&gt;Australian and International Journal of Rural Education &lt;/em&gt;for 2016.


author: Roberts, Philip
year: 2016
title: Editorial
pages: 1-3
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 2
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/83
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v26i2.83
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Welcome to the second Issue of the &lt;em&gt;Australian and Internatiopnal Journal of Rural Education&lt;/em&gt; for 2016.


author: Quinn, Frances Lyons, Terry
year: 2016
pages: 42-53
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 1
date: 05/10
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/5
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i1.5
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Rural first year university science students: As engaged, aspirational and motivated as anyone but different science 'choices' in Year 12 and university

abstract:
This paper reports on findings from the Interests and Recruitment in Science study, which explored the experiences of first year students studying science, technology, engineering and mathematics (STEM) courses in Australian universities. First year STEM students who went to school in rural or regional areas were as engaged, aspirational and motivated as their more metropolitan counterparts. However, they were less likely to have studied Physics or advance mathematics, and more likely to have enrolled in an Agricultural or Environmental Science degree. The relationships between these results and broader contextual issues such as employment and Higher Education budgetary and policy settings are discussed.


author: Olatunji, Oluwole Alfred Ajayi, Stephen Oluwatoyin
year: 2016
pages: 3-17
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 3
date: 03/13
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/73
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i3.73
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Rurality, Nigeria's massification policy on access to basic education and turnover causations amongst teachers

abstract:
&lt;p&gt;World Bankâ€™s data indicate 70 per cent of the African population lives in rural areas. Additional evidence made available by the African Development Bank [Africaâ€™s own version of the World Bank] suggests 65 per cent of Africaâ€™s urban dwellers live in slums. This paper relies on these data to conceptualise Africaâ€™s global rurality and issues around access to basic education in Nigeria â€“ as a situation where systemic infrastructure deficit and socio-economic issues constrain access to the delivery of a decent basic education to the populace. Further reflection on the World Bank data shows about one-third of Nigeriaâ€™s school-age children are still out of school, and that school attendance was as low as 43 per cent in some regions. Elements of rurality, such as access issues, poverty and a lack of systemic motivation, are the main causes. Thus, confronting the challenges of access to basic education is a major project for the Nigerian government. Several efforts around this have been introduced (since 2004). A larger mass of out-of-school population [i.e. school age and adult population who have not had a chance to access or complete basic education previously] are now able to receive education. The massification efforts [defined as a combination of policies and statutory actions dedicated to a massive increase in student enrolment] have resulted in significant rise in enrolment numbers in elementary and high schools. Enrolments have risen by 31 per cent in elementary schools and doubled in high schools between 2000 and 2010. However, pre-existing issues have often diminished the incentive to achieve the greater goals of massification efforts. Intense poverty, issues relating to access infrastructure, poor resourcing in schools and teachersâ€™ motivation to remain or quit their roles are among the widespread problems. This study reviews literature on one of such issues: causations of teachersâ€™ intention to quit, and the logical relationships between turnover causations and the concept of rurality in the Nigerian basic education policy. Findings on these objectives are critical. Useful contributions are made in this paper to extant body of knowledge on the concept of global rurality by providing framework upon which further (finer-grained) analysis could be conducted to ascertain the statistical relationship between turnover causations and teachersâ€™ demographic variables. Educational administrators and development fund administrators will find the findings useful.&lt;/p&gt;


author: Nye, Adele
year: 2016
title: 'Working from the boot of a red falcon':The impact of major fires in four Australian schools
pages: 83-98
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 1
date: 05/10
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/8
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i1.8
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
When a major fire occurs in a school, the impact can be felt for years to come. How the school community rebuilds depends on strong leadership and the resilience of the members of that community. This article explores the stories of four Australian schools, two rural NSW schools, Kelso High School and Oxley High School and two urban schools; Lyneham Public School, in Canberra, ACT and St Clair High school in Sydney. The research draws from qualitative interviews with school leaders as well as textual sources such as newspapers, social media and departmental documents. Through a comparative lens, the story of determined principals, teachers, students and parents is revealed. In each case the school emerges from significant misfortune to become a stronger school driven by a shared determination.


author: Mulcahy, Dennis Barbour, Michael K. Lahiri, Minakshi
year: 2016
pages: 27-41
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 1
date: 05/10
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/4
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i1.4
access_date: 2023/05/08
read_status: 0
rating: 0
title:
The straight truth about online learning in the Straits: An investigation into the nature of education in a rural and remote region of Newfoundland and Labrador

abstract:
This paper reports on a naturalistic research project that was conducted in response to the educational concerns of the coastal rural communities of Labrador Straits. The research project investigated the current provision of education available to the children and the youth of these communities and found that due to declining population, changing demographics, lack of qualified teaching staff in the region and several other interrelated factors, there was an increased reliance on online learning in the small rural schools of the Straits as well as other rural regions of the province.


author: McCallum, Faye Hazel, Sarah
year: 2016
pages: 19-33
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 2
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/51
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i2.51
access_date: 2023/05/08
read_status: 0
rating: 0
title:
The experience is in the journey: An appreciative case-study investigating early career teachers employment in rural schools

abstract:
&lt;p&gt;Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify students' self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students' responses; and (3) to identify which factors had the greatest influence on the students' aspirations to continue their schooling.  A 42-item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the 'best predictors' of students' aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions.&lt;/p&gt;


author: Manwa, Lilian Mukeredzi, Tabitha Grace Manwa, Lokadhia
year: 2016
title: Rural School Teaching in Zimbabwe: Mentoring Experiences of 'Beginning' Primary School Teachers
pages: 63-76
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/65
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i2.65
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;The first year of teaching is the most formative period in a teacher's career. Support is therefore crucial if they are to develop the competencies, confidence and attitudes that will help keep them contented and effective in the classroom. One way of enhancing these aspects is through induction and mentoring. This will help ensure a firm foundation for professional growth and career development. This qualitative inquiry sought to establish the mentoring experiences of 'beginning' teachers in rural primary schools in Masvingo District of Zimbabwe. Data were generated through in-depth interviews and open-ended questionnaires from thirty purposively selected novice teachers. Findings indicate that most beginning teachers in this study did not experience mentoring and consequently smooth transitions from student-hood to teacher-hood, but were left to navigate their new environment alone. Their experiences seemingly impacted negatively on their career prospects as some indicated interest in careers outside the teaching profession. The education system needs to offer on-going, in-service mentor training courses to practicing teachers to expose them to mentoring, thereby preparing them for professional guidance of beginning teachers. This will promote professional learning and development, adding qualitative commitment and competence to the growth trajectory of both novice and practicing teachers, which in turn may motivate new teachers to stay in the profession.&lt;/p&gt;


author: Heffernan, Amanda Fogarty, Roderick Sharplin, Elaine
year: 2016
pages: 49-62
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/67
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i2.67
access_date: 2023/05/08
read_status: 0
rating: 0
title:
G'aim'ing to be a Rural Teacher? Improving Pre-service Teachers' Learning Experiences in an Online Rural and Remote Teacher Preparation Course

abstract:
&lt;p&gt;Many Australian teachers will spend part of their careers working in small rural schools and communities, yet specific preparation for rural and remote teaching contexts during pre-service teacher education remains limited. While government reports recommend the use of innovative and engaging approaches to enhance pre-service teachers' classroom readiness, the use of such approaches to the contextualised preparation of rural and remote teachers has not been specifically addressed.&lt;/p&gt;&lt;p&gt;In a teacher education program, an innovative place-based pedagogy has been utilised to redesign an online rural education course. A gamified, case-based approach was applied to increase student engagement and motivation. Preservice teachers are immersed in an online, simulated rural context, where they navigate the experience of appointment to a rural school. This paper describes the rationale for the course redevelopment and outlines the design process. Student course feedback pre- and post-development was analysed to evaluate the outcomes achieved from the course redevelopment. The findings indicate that student engagement rose after the redevelopment, and critical reflection from the course team indicated that students were more effectively able to connect with course themes and project themselves into the position of a beginning teacher in a rural or remote location. While the development of the course is a work in progress, the initial gamification work has enabled preservice teachers to improve their classroom and community readiness for appointment to rural and remote schools, while exposing them to modelling of effective and contemporary use of technology and pedagogy which can be applied to their future classroom contexts.&lt;/p&gt;


author: Haynes, John Ewen See Miller, Judith Anne
year: 2016
title: Transitioning from university to teaching in schools located in rural and remote settings
pages: 34-48
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 2
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/66
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i2.66
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This paper reports the findings of research which focused on fourth year pre-service teachersâ€™ perceptions of the issue of their transition from pre-service university student to in-service teaching, specifically in rural and remote settings. The results of a survey which focused on studentsâ€™ perceived levels of readiness and comfort when considering teaching in a rural or remote school as a first posting are presented. Background data were collected revealing that the majority of the pre-service teachers (&lt;em&gt;n&lt;/em&gt;=39) identified their hometown as rural and/or as a small city within a 400 km radius from the regional University.Â  Analysis of data indicated 32 of the participants wanted to teach in a rural school, two wanted to move closer to the coast and five were unsure. Â Leximancer text-mining software was employed to examine the responses to five questions including: how they would describe themselves as a teacher; what differences existed between rural and urban teaching; what their ideas were regarding what constituted good rural teaching; and what may be the difficulties in rural teaching. The last section of the results provides a profile of the number of preservice teachers (PSTs) intending to teach in rural settings.Â  The findings confirmed previous research that suggested that many teachers in rural settings originate from small rural and remote communities. The concepts and themes emerging from the analysis of the open ended survey data are presented as the major findings.Â  Implications of the research include recommendations that pre-service teacher education programs could be more responsive to student needs, resulting in greater preparation for teachers entering the teaching profession in rural and remote settings.&lt;/p&gt;


author: Hajhashemi, Karim Caltabiano, Nerina Anderson, Neil
year: 2016
pages: 18-29
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 3
date: 03/13
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/74
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i3.74
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Integrating digital technologies in the classroom: Lecturers' views on the flipped classroom approach

abstract:
&lt;p&gt;The 2016 Good University Guide demonstrated that Australian rural and regional universities are outperforming more established, and highly internationally ranked city peers in relation to student perceptions of the quality of teaching that they experience. Recently, many universities have encouraged academic staff to rethink the delivery method for subjects and give consideration to the further development of significant online components. Lecturers at rural and regional universities are increasingly encouraged and supported to include a variety of online resources in their subjects and to explore the use of promising methods such as the â€˜flipped classroomâ€™. The â€˜flipped classroomâ€™ is an innovative pedagogical approach and is a technique that has garnered a lot of attention among school-based and tertiary educators. It is important to identify what influences successful implementation of information and communications technology (ICT) for augmented learning in the context of the flipped classroom. This paper briefly outlines aspects of the flipped classroom approach and looks at how the school of Education, in a regional Australian university servicing rural and remote areas, in particular, is integrating this approach in their pedagogy. This paper reports on interviews conducted with the lecturers at the university about their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach. This paper also reports the lecturersâ€™ perception of student learning when a â€˜flipped classroomâ€™ approach is adopted. As a variant of blended learning and an innovative pedagogical approach, it was found that the flipped classroom approach has gathered a lot of attention and challenges among university lecturers.&lt;/p&gt;


author: Evans, Jenny Morgan, Anne-Marie
year: 2016
pages: 67-82
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 1
date: 05/10
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/7
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i1.7
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Teacher and university educator perspectives on teaching languages in rural settings: A sonata form case study

abstract:
The experience of teaching languages in rural schools may differ markedly from teaching languages in urban contexts, in relation to the size and nature of communities and their interactions, numbers of teachers of languages, in and out of school contact, and in the cultural and language backgrounds of students and their likelihood of opportunities to interact with users of the language being learned. The rewards of teaching languages in rural contexts are explored in this presentation by a classroom languages teacher and a tertiary languages teacher educator and researcher, in a 'sonata form' (two-voiced, dialogic and reflexive) conversation, aimed at providing insights into the importance and significance of languages education for rural Australian students, and the pleasures for teachers of this crucial work when engaged in rural settings.


author: Ali, Paul Anderson, Malcolm McRae, Cosima Ramsey, Ian
year: 2016
pages: 54-66
secondary_title: Australian and International Journal of Rural Education
volume: 26
number: 1
date: 05/10
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/6
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v26i1.6
access_date: 2023/05/08
read_status: 0
rating: 0
title:
The financial literacy of young people:Socioeconomic status, language background, and the rural-urban chasm

abstract:
In this paper we report the results of a survey of financial literacy levels among Australian secondary school students. While key issues concerning financial literacy among adolescents is fairly well known, and governments see the urgency of addressing low levels of such literacy among a vulnerable cohort, less is understood about the variation of knowledge levels among young people. In this paper we identify the gap between urban and rural survey participants in respect of their financial literacy, and attempt to locate the contrasting knowledge levels in a setting that includes socioeconomic status and language background.


author: White, Simone
year: 2015
title: Extending the knowledge base for (rural) teacher educators
pages: 50-61
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 3
date: 12/02
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/103
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i3.103
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
This paper, and its position within this special issue, seeks to contribute to the growing discussion and debates about the importance of adding the 'rural' to all matters 'education'. Advocating that indeed rurality is everybody's business, not just for those who live in rural places. The central argument of 'adding the rural' is that in its absence, 'a metro-urban normative approach' (Green, 2013) remains the dominant position thereby marginalising and silencing those who live beyond the city. In this paper I seek to contribute further to the debate and explore the notion of 'adding the rural' to teacher educators' knowledge base and their professional learning. I thus examine the 'good theoretical tools' (Corbett, 2016) that all teacher educators might need to equip themselves with, in order to be inclusive of rural students' needs. To think through this question I revisit and draw from the growing rural education literature and recent rural studies, identifying three emerging themes: Namely 'funds of knowledge' (Moll, Amanti, Neff &amp; Gonzalez, 1992); 'rural social space' (Reid, Green, Cooper, Hastings, Lock &amp;White, 2010) and 'place consciousness' (Gruenwald, 2003). These three unfold as key theoretical tools, for all teacher educators to utilise. The themes offer a form of trialectical thinking for teacher educators, opening new spaces to explore the preparation of teachers. The triad is consistent with the notion of 'third or hybrid spaces' (Zeichner, 2010) which can move us away from unhelpful rural-urban binaries and towards a more activist, generative and transformative response for teacher education and the broader rural education research community to consider.


author: Whannell, Robert Tobias, Steve
year: 2015
title: Improving Mathematics and Science Education in Rural Australia: A practice report
pages: 91-99
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 2
date: 08/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/18
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i2.18
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
There has been a steady decline in the number of secondary and tertiary students studying mathematics and science. Rural schools also report a shortage of qualified teachers in these disciplines. This paper describes the steps taken at the University of New England (UNE) to improve the provision of mathematics and science education (MS) in rural Australia. Initiatives such as the use of an online interactive digital classroom by rural NSW schools presenting MS contexts based on a SMART (sustainable, management, and accessible rural technologies) Farm will be presented. Research to improve teacher confidence and competence in these areas will be discussed along with the steps being taken to develop a Higher Education Research Facility (HERF) which will support research and engagement in the STEM domain.


author: van Rensburg, Henriette Noble, Karen McIlveen, Peter
year: 2015
title: Influencing pre-service teachers' intentions to teach in rural locations
pages: 15-24
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 1
date: 05/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/92
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i1.92
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Education is seen as a vehicle for supporting sustainability in rural and regional contexts, but attracting and retaining teachers in rural and regional contexts remains an area of concern across Australia as well as internationally. Therefore attracting teachers to rural and remote locations requires targeted intervention during pre-service teacher education. Ninety-nine students enrolled in a Bachelor of Education program offered by the University of Queensland participated in this study. A mixed method approach was used to capture the ways in which the sample of pre-service teachers understood their experiences of 'being, knowing and doing' (Gee, 1996) teaching in rural and remote contexts. The outcomes of this study provide insights into the effectiveness of initial exposure to a targeted online intervention, in terms of challenging pre-existing perceptions of practice in such contexts and the possibilities of accepting a rural and remote teaching position upon graduation. Graduates entering the workforce can find themselves working in contexts of which they have limited experience. As such, preparatory university programs of study need to reflect these changes and ensure that degree programs that are offered do indeed meet the ever-changing needs of the students that enrol, providing them with the necessary knowledge and skills to create a stable vocational identity and to understand the opportunities and challenges that choosing to practice in rural and remote contexts affords.&lt;br&gt;Keywords: Remote and rural education, sustainability, vocational identity, targeted intervention, preservice preparatioin


author: Reyes, Vicente
year: 2015
pages: 38-51
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 1
date: 04/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/94
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i1.94
access_date: 2023/05/08
read_status: 0
rating: 0
title:
International aid and education reform and the paradox of implementation: Case study of the Philippines

abstract:
From 2005 to 2011, AusAID and the Philippine government launched Strengthening the Implementation of Visayas Education (Project STRIVE) to improve access and quality of education in rural Philippines. Using data from all participating schools (N=308) one question is raised: How successful was the international partnership in implementing education reform? This three-part inquiry critiques STRIVE from policy implementation and international partnerships perspectives generating mixed results. First, STRIVE goals and accomplishments are expounded. Second, using non-parametric analyses, hypothesised relationships between reform inputs and project outcomes are tested. Finally, STRIVE 'successes' related to project relevance, effectiveness and sustainability are critiqued revealing implementation paradoxes.


author: Pini, Barbara Mayes, Robyn
year: 2015
title: Australian rural educational research: A geographical perspective
pages: 26-35
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 3
date: 12/02
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/101
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i3.101
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
This paper brings a rural geographical lens to the study of education and rurality. Two key interrelated notions underpinning Australian educational scholarship on rurality are explored. That is, the concepts of the rural and of community. The adoption and mobilisation of these terms in a large proportion of rural educational research as unproblematic is at odds with contemporary theorising in rural geography. In order to advance studies of rural education, we point to the contestability, fluidity and fundamentally political nature of these core concepts. In doing so, we draw on a selection of extant geographical research and educational research concerned with the rural. In concluding the paper we highlight that as well as challenging orthodoxies in relation to notions of rurality and community, more recent rural geographical scholarship has also engaged a greater diversity of methodological approaches. We suggest that more robust and nuanced approaches to terms such as 'the rural' and 'the community' in educational research could be garnered by reference to this dynamic body of methodological writing.


author: Parkes, Mitchell Gregory, Sue Fletcher, Peter Adlington, Rachael Gromik, Nicolas
year: 2015
pages: 66-78
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 1
date: 04/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/96
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i1.96
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Bringing people together while learning apart: Creating online learning environments to support the needs of rural and remote students

abstract:
This paper has presented an analysis of the perceptions and actions of five Information Communication Technology (ICT) Education lecturers, at the University of New England (UNE), concerning issues associated with the online teaching to students in rural and remote areas. The authors reflect upon the strategies that support these models and discuss how these may in turn provide students with firsthand experiences to develop transferable skills and knowledge to create their own motivating and engaging online learning activities and environments.&lt;br&gt;Key words: Rural education, online teaching, online engagement


author: Miller, Judith Haynes, John Pennington, Jim
year: 2015
pages: 56-72
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/16
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i2.16
access_date: 2023/05/08
read_status: 0
rating: 0
title:
A Partnership Aimed at Improving Health and Physical Education at a Rural School: Impacts on Pupils, University Students, Teachers and Academics

abstract:
&lt;p&gt;Challenges and benefits arose when a rural school and a neighbouring university formed a partnership with the aim of improving the school's Health and Physical Education (HPE) program. The HPE programs were enhanced through two joint research projects. The first research project had two facets, including an evidence-based curriculum for Physical Education in the school, and a remediation program for children identified through the coordination testing process. The second research project was designed to investigate students' Health Education knowledge and explore any behavioural changes in and around nutritional choices. Both the projects were conducted as mutually productive partnerships within the school, resulting in beneficial changes for the school, the university and for the multiple participants. For the school, the Physical Education curriculum and pedagogies were modified and for students identified as requiring remediation, a multi-partnered intervention program was implemented. Students, teachers, parents and pre-service teacher education students benefited from the movement intervention program. The health education curriculum was enhanced when the school developed a social marketing approach to facilitate health-related decisions for pupils, teachers and ancillary staff. The university changed their pre-service teacher education curriculum, teaching methods, and achieved stronger research based outcomes by partnering with the school across both projects.&lt;/p&gt;


author: Masinire, Alfred
year: 2015
pages: 2-14
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 1
date: 04/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/91
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i1.91
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Recruiting and retaining teachers in rural schools in South Africa: Insights from a rural teaching experience programme

abstract:
While the Department of Education in South Africa has instituted structural measures to attract the newly qualified teachers in rural schools, these measures have had limited success. This article reports on the changed perceptions on teaching in rural schools of thirty student teachers who participated in a three week rural teaching experience program. Our findings suggest that student teachers who do practicum in rural schools develop a greater appreciation of rurality and are more likely to respond positively to an appointment to teach in rural schools. This study concludes that exposure through a rural practicum could be significant in attracting qualified teachers in rural schools, where these teachers are needed most.&lt;br&gt;Key words: Rural education, rural teaching experience, teacher education, South Africa


author: Jones, Tiffany
year: 2015
title: Comparing Rural and Urban Education Contexts for GLBTIQ Students
pages: 44-55
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 2
date: 03/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/15
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i2.15
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
This paper considers the different experiences for gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students from rural and urban education contexts. It draws on data from three studies of GLBTIQ students I have conducted since 2010, including a 2010 online survey of 3,134 GLBTIQ students in which one fifth came from rural areas; a 2012 study of transgender people and a 2013 study of transgender and intersex students. The different studies repeatedly showed that GLBTIQ students from rural and remote towns experienced isolation, social discrimination and a lack of appropriate services and support. They were less likely to feel safe at school, at social occasions and on the internet than their urban peers. Many aspired to leave their rural and regional homes to become the person they wanted to be in an urban environment. The paper concludes by recommending specific training, resources and contacts to improve rural education services for these students.


author: Jenkins, Kathy Cornish, Linley
year: 2015
title: Preparing Pre-service Tteachers for Rural Appointments
pages: 14-27
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 2
date: 08/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/13
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i2.13
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Pre-service teachers need to be prepared to teach in both rural and urban contexts. Preparation to teach multi-grade classes in rural schools is excellent preparation for teaching any class, including urban single-grade classes. Based on our previous research and experience, we designed a unit to prepare our pre-service teachers for the issues they may face in their employment and especially in rural schools, including multi-grade teaching, coping with isolation, working as a casual teacher, and communicating with parents and caregivers. There are significant issues that are distinct in rural and urban contexts, including how metrocentric departmental policies can emphasise the rural/urban divide.


author: Guenther, J Halsey, J Osborne, S
year: 2015
title: From paradise to beyond: Geographical constructs and how they shape education in the bush.
pages: 62-79
volume: 25
number: 3
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/104/78
custom_1: Geographic remoteness
custom_2: Mixed Methods
custom_6: Peer reviewed
custom_7: NO
electronic_resource_number: https://doi.org/10.47381/aijre.v25i3.104
research_notes: Analysis of secondary data. Doesn't focus on students, more on issues of disadvantage generally
read_status: 1
rating: 0
secondary_title:
Australian and International Journal of Rural Education [Special issue: What next for rural education research?]

abstract:
Schools in Australia are sometimes described, categorised and defined by their locations. These statistical geographical categorisations help to determine how funding is allocated. They help to determine the types of teachers that are recruited, what kinds of teachers are attracted, how they much they are paid. Geographical categories can create perceptions that sometimes end up as stereotypes in the minds of parents and students. At times remote geographical locations are associated with disadvantage. These kinds of categorisations tend to treat schools in binary terms, or on a linear continuum, which may also be associated with value judgements that can be misleading. For example, rural schools are often thought of as disadvantaged, while city schools are therefore advantaged. In this paper the authors argue that the categorisations described above are unhelpful, limiting, misrepresent and are often unwarranted. In this paper they draw from the descriptions offered by schools for the public that are presented on the My School website. They draw a line that starts in the Adelaide suburb of Paradise and runs through to the far north of South Australia. Along the line there is a mix of metropolitan, provincial and remote schools. In analysing this data from My School, they challenge the binaries and continuums associated with geographical labels and propose instead, based on geographical concepts associated with space and place, that schools could be better described in terms of socio-cultural and geographic diversity.


author: Gregory, Sue Jacka, Lisa Hillier, Mathew Grant, Scott
year: 2015
title: Using Virtual Worlds in Rural and Regional Educational Institutions
pages: 73-90
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 2
date: 08/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/17
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i2.17
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
This paper presents four case studies from two regional and two metropolitan Australian universities, showcasing how 3D virtual world platforms have been used to connect, engage and motivate students in both co-located and non-co-located contexts. The case studies provide practical examples of how virtual worlds and associated applications have been operationalised in real teaching and learning contexts involving a range of different disciplines. For rural educators looking for innovative ways to enrich the student learning experience, the case studies offer first hand insights into the potential and the problems of using virtual worlds for educational purposes.


author: Green, Bill
year: 2015
title: Australian education and rural-regional sustainability
pages: 36-49
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 3
date: 12/02
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/102
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i3.102
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
This paper seeks to develop a case for (re)thinking education and sustainability with specific reference to rural Australia. It proposes a critical view of rural-regional sustainability, taking into account notions of bioregionality and ecosocial change. Two key points are made. One is the assertion that rural education as such is better reformulated as education for rural-regional sustainability. The other is the introduction of a reconceptualised view of public education, as explicitly embracing formal, informal and non-formal sectors, and considering schools therefore within a larger, more comprehensive view of educational practice addressed to the task of educating the public. Education thus understood is a crucial resource for developing informed, active citizenship and community regeneration in the Anthropocene age.


author: Ellis, Bronwyn
year: 2015
title: Learning Opportunities in the 'Golden Years' in a Regional City
pages: 28-43
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 2
date: 08/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/14
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i2.14
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Several projects relating to older learners have been conducted over the past decade or so, some involving the University of the Third Age (U3A) Whyalla, as well as other groups composed of older citizens. Here a wide range of learning activities, as revealed by survey data, publicly available information, and participant observation, are described. Some provide examples of engagement with the local university campus; others have this potential. Together with long-running group activities, new activities - a men's shed and a music learning activity - have potential outcomes for participants' health and wellbeing. Such opportunities help meet non-metropolitan lifelong learning needs. Maximising information sharing and cooperation can lead to mutual benefits, including for educational institutions. Increasing social inclusion benefits the whole community.


author: Downes, Natalie Roberts, Philip
year: 2015
pages: 80-93
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 3
date: 12/02
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/105
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i3.105
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Valuing rural meanings:The work of the parent supervisors challenging dominant educational discourses

abstract:
This paper explores the idea that rurality is important in children's learning even though it is in conflict with dominant educational discourses. Crucial to identifying this was the use of research methods that focused on rural meanings. In this paper we report on an ethnographic study that explored the experiences of parent supervisors of primary school distance education students. The parent supervisors identified that they chose distance education because it enables them to live their rural lifestyle, which in turn reflects the worldview they aim to bring their children up in. However, the schooling they receive values a different, metropolitan-cosmopolitan worldview (Roberts, 2014). In semi-structured interviews parent supervisors described how they would initially focus on conforming to the expectations of schooling, before then realising this was problematic for their students. They would then instead focus on doing what worked for them, which were actions based on their rural ways of being. Ethnography as an approach enabled this research to focus on rural meanings, which identified that parent supervisors work hard to ensure rural perspectives are included when they teach their children because they know this is necessary to meet their children's learning needs. This leads to an important message for school authorities: rurality does matter in education, and education is not confined to the criteria set by school authorities. Importantly, the situated perspective that is implicit in the actions of parent supervisors indicates that adopting a place-conscious (Gruenewald, 2003) approach to schooling would help to sustain rural lifeworlds.


author: Corbett, Michael
year: 2015
title: Rural education: some sociological provocations for the field
pages: 9-25
secondary_title: Australian and International Journal of Rural Education
volume: 25
keywords: Rural education Rural-urban fringe areas
type_of_work: Article
date: 2015/09// //
isbn: 18397387
section: 9
electronic_resource_number: https://doi.org/10.47381/aijre.v25i3.100
name_of_database: Academic OneFile
database_provider: Gale
language: English
access_date: 2017/6/5/
read_status: 1
rating: 0
url:
http://go.galegroup.com.ezproxy.cdu.edu.au/ps/i.do?p=AONE&sw=w&u=ntu&v=2.1&it=r&id=GALE%7CA449929987&asid=3723366e0365c4248c3d58f8e5d7b08c


author: Clary, Deidre Feez, Susan Garvey, Amanda Partridge, Rebecca
year: 2015
pages: 25-37
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 1
date: 04/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/93
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i1.93
access_date: 2023/05/08
read_status: 0
rating: 0
title:
From little things big things grow: Enhancing literacy learning for secondary students in rural and regional Australia

abstract:
AbstractOverall, the educational achievement of rural and regional students is lower than that of students elsewhere. To address uneven student achievement, a regional NSW high school, in collaboration with the local university, adopted a whole school approach to literacy teaching and learning. The literacy pedagogy adopted by the school has been applied to meet the specific literacy demands of each learning area. How teachers implementing the pedagogy have been supported by a school-university partnership is documented in this paper. A key outcome of the professional learning is that teachers in years 7 and 8 are expected to develop a language shared with colleagues and students for talking about the literacy demands of the learning areas so literacy knowledge and skills gained in one learning area can be applied in other learning areas.&lt;br&gt;Key words: Literacy teaching and learning, literacy pedagogy, school-university partnerships


author: Charteris, Jennifer
year: 2015
title: Learner Agency and Assessment for Learning in a Regional New Zealand High School
pages: 2-13
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 2
date: 08/28
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/12
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i2.12
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Assessment for Learning (AfL) pedagogies can have a significant impact on student learning and achievement. This paper reports on data from a study of four teachers and 48 student participants within a regional high school. An inquiry approach to teacher professional learning is explored through an AfL lens, in particular, how teacher feedback for professional learning can be nuanced and dialogic. The research draws from one reflective dialogue interview where a teacher explores student voice data to consider her learners' perceptions of how they learn and of the classroom learning practices of feedback, feedforward and self-assessment. The paper addresses learner agency as an important aspect of curriculum implementation for teachers and assessment for learning for students.


author: Capeness, Roslyn
year: 2015
pages: 94-99
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 3
date: 12/02
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/106
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i3.106
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Postscript: Towards a better understanding of rural education in Australia: Implications for policy and practice

abstract:
Exposure to the various presentations and discussions on that workshop day in 2014 highlighted the largely uncritical way in which I had previously understood the complexity of rurality and its educational and social implications. This suite of papers makes a valuable contribution to better understanding the issues confronting the current state of rural education research in Australia. The ongoing research and thinking underpinning these papers serve to focus the attention of education policy makers and implementers on the ways in which key stakeholders view rurality and how this matters in the preparation, employment and support of a quality teacher workforce in Australia.


author: Bannister, Barbara Cornish, Linley Bannister-Tyrrell, Michelle Gregory, Sue
year: 2015
title: Creative use of digital technologies: Keeping the best and brightest in the bush
pages: 52-65
secondary_title: Australian and International Journal of Rural Education
volume: 25
number: 1
date: 04/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/95
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v25i1.95
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
Abstract:Gifted students have been provided the opportunity to study three core subjects through an academically selective virtual high school in western NSW, Australia. At the same time they continue to attend their local public high school for their other subjects. This article presents the mechanisms that have provided this opportunity, and describes successes and challenges that have been overcome. Students are located across 385,000 km2 and meet online through web conferencing to engage in real time. They are also able asynchronously to access study materials in an online repository.&lt;br&gt;Key words: Rural education, virtual schooling, on-line repository


author: Thomas, Kym Ellis, Bronwyn Kirkham, Renae Parry, Louka
year: 2014
title: Remote Indigenous Students: Raising Their Aspirations and Awareness of Tertiary Pathways
pages: 23-35
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/684
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i2.684
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;The lower rates of participation in higher education of people from remote areas, together with the under-representation of Aboriginal and Torres Strait Islander students in higher education, make it less likely that students from remote Indigenous communities will aspire to attend university. Educators and community must develop working relationships and act early to raise students’ aspirations through an awareness of wider possibilities within and beyond their own community. One initiative taken to accomplish these aims is the UniCamps program run by the University of South Australia’s (UniSA) Centre for Regional Engagement (CRE) in partnership with Mimili Anangu School. (Anangu is the name that Indigenous people from that region use for themselves.) By showing learning pathways through the tertiary sector, leading to a range of careers, either within their community or through pursuing their own interests, this program seeks to capture and maintain Anangu students’ interest in diverse educational opportunities. Beginning in 2010, groups of Mimili secondary students have been visiting Whyalla, living in student accommodation and experiencing university study and life in a large regional centre. While raising aspirations and developing tertiary experience are priorities, students also develop skills to assist them with living away from home and their remote community, acquire and refine communication skills, and learn to build relationships with unfamiliar non-Anangu people – a supportive environment is important.&lt;/p&gt;&lt;p&gt;The planning and initiation of the first UniCamp required full commitment from all involved – school leaders, family and community members, the students themselves and university staff – to provide optimal learning experiences and opportunities for the young people. For successful transition from secondary schooling in a remote community to a tertiary environment, students need significant literacy and numeracy skills, along with confidence to seek assistance in an unfamiliar setting. At times, the young people immersed themselves in the experience, supporting each other. On subsequent visits, through a widening range of activities – academic sessions, living skills, recreational activities, and engaging in the wider community – the students have grown more familiar with the campus and regional city environment. Students who before the program did not aspire to tertiary study now see this, including university, as one possibility for their future.&lt;/p&gt;&lt;p&gt;Relationship-building – between communities, educational institutions and within the university – takes time, but is a crucial foundation for implementing such a program. Support from the CRE Director and wider UniSA connections have contributed to making the program a reality. Collaboration with different areas of the University and community allows for an enriched educational experience. UniCamps is an opportunity for students to engage in career-related experiences which may be unfamiliar to them. As such, participation and learning opportunities should be targeted to achieve this goal. As the students’ first language is not English, program content must be delivered in an appropriately scaffolded way, while still challenging and extending the students. What has been learned from the Mimili–UniSA partnership will guide current plans to extend UniCamps opportunities to other rural and remote students.&lt;/p&gt;


author: Nye, Adele
year: 2014
title: Connections of Place and Generation: Women Teachers in Rural Schools in NSW
pages: 69-81
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/693
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i3.693
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This paper reports on a project that explores the stories of women teachers in four rural public high schools in northwest New South Wales. It has been driven by a curiosity about women’s workplace experiences in schools with a focus on career progression, care, leadership and mentoring. Using qualitative in-depth interviews the project draws from feminist poststructuralism and uses analytical tools based on narrative inquiry and situated knowledges. The findings will contribute to a dialogue on reciprocity, generational teachers, gender inequity, professional autonomy and agency.&lt;/p&gt;


author: Miller, Judith Graham, Lorraine Al-Awiwe, Azhar
year: 2014
title: Fast Track, Bush Track: Late Career Female Rural School Leaders Taking the Slow Road
pages: 91-102
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/681
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i1.681
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Previous research related to this study explored early career female leaders’ experiences in rural school settings, and probed the personal and professional challenges they faced and their motivations to accept formal and informal leadership roles ahead of the usual timeframes (e.g., Graham, Miller &amp;amp; Paterson, 2009). This study set out to explore these findings further by interviewing four late career female leaders. These women reported less accelerated progression to leadership roles compared to their early career counterparts. They also revealed differences in style of leadership and experiences of gender differences with regard to leadership opportunities. These findings usefully inform policy makers and pre-service teacher education programs by highlighting the value of a career-span view of rural school leadership for women.&lt;/p&gt;


author: Lyons, Terry Quinn, Frances
year: 2014
title: How Relevant are Australian Science Curricula for Rural and Remote Students?
pages: 37-44
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/685
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i2.685
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This paper reports findings from the Choosing Science study (Lyons &amp;amp; Quinn, 2010) indicating that Australian Year 10 students in small rural or remote areas tend to regard their science lessons as less relevant than do students in larger towns and cities. Specifically, those in small rural or remote schools were significantly more inclined than their city peers to disagree that what they learned in science classes ‘helped them make sense of the world’. They were also significantly more likely to strongly agree that they found science lessons boring, and to strongly disagree that science was one of the most interesting subjects. Potential explanations discussed include a mismatch between science curriculum content and the everyday experiences of students in these regions, the relative shortage of experienced specialist science teachers in rural or remote areas and a lack of opportunities to demonstrate the relevance of school science, among others. The paper considers the implications of these findings in relation to the Australian Science Curriculum and whether it is likely to better address the needs of rural and remote students.&lt;/p&gt;


author: Timothy Lynch
year: 2014
pages: 1–14
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 2
publisher: Society for the Provision of Education in Rural Australia
url: https://search.informit.org/doi/10.3316/informit.640965394916687
isbn: 1839-7387
electronic_resource_number: 10.3316/informit.640965394916687
read_status: 0
rating: 0
title:
A resource package training framework for producing quality graduates to work in rural, regional and remote Australia: A global perspective

abstract:
The purpose of this paper is to advocate the resource package for producing quality graduates to work in rural, regional and remote Australia (TERRR Network), using a global perspective. This paper argues that the resource package achieves more than the objectives of the original project; “Developing Strategies at the Pre-service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools”. Through implementation of the resource package, subsequently all Teacher Education students develop the ability to understand context and build confidence to adapt curriculum accordingly, thus enhancing learning and teaching. This often requires extension from ones “comfort zone” in order to experience and understand “context”. It also requires teachers to be flexible and understanding, an essential role of Teacher Educators in the modern world. It is relevant that when viewing rural education on the global stage, the theme of the 3rd ISFIRE Conference that this paper shares the author’s story reflection as an international school leader in a geographic remote Middle Eastern location. The author reflects on his position as the Head of Key Stage One and Head of Foundation Stage (3-7 years) and member of the Senior Management Team (3-18 years - 1200 students) at the Dukhan English School between years 2007-2009. The challenge of Head Teacher extended the author’s cultural, religious and regional/rural/remote contextual experience boundaries from that of metropolitan Australia. The author illustrates how such a Training Framework would have assisted in preparing his global experience by examining the Seven Focus Areas of the National Professional Standards for Teachers (NPST), chosen as a Framework for pre-service teachers to develop knowledge, understandings and skills for working in remote contexts. It is concluded that the resource package therefore, also prepares students to be responsible and effective global citizens who engage in an internationalised world and exhibit cross-cultural competence (Monash Graduate Attributes Policy, Academic Board, 2008), an attribute that is similarly advocated across universities. Hence, this argument adds strength to the significance of this resource package for preparing all Teacher Education programs, nationally and internationally.


author: Lock, Graeme
year: 2014
title: Editorial
pages: vii
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/635
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v24i1.635
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Welcome to the first issue of the Australian and International Journal of Rural Education of 2014.&lt;/p&gt;


author: Kline, Jodie Soejatminah, Sri Walker-Gibbs, Bernadette
year: 2014
pages: 49-67
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/692
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i3.692
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Space, Place and Race: Ethics in Practice for Educational Research in Ethnically Diverse Rural Australia

abstract:
&lt;p&gt;Research in Australia’s ethnically diverse rural and regional communities requires an approach that is informed by notions of space, place and culture, and which recognises race as a relational social construct mediated by social and political discourse and context, and prone to change overtime. This review examines how teacher education researchers connect culturally competent research and rural ethics with the view to improving education systems, addressing rural teacher workforce issues, informing the preparation of pre-service teachers, and, most importantly, ensuring that rural students have access to educational opportunities that are engaging and meet their needs. It focuses specifically on researcher positionality on the insider-outsider continuum and how this informs ethical research in diverse rural communities, particularly those in which visible new migrants reside. Peer-reviewed journal articles that discuss how education researchers negotiate working in rural space are examined and considered in relation to discourse about ethics in practice and the insider/outsider continuum. Scholarship reflected in the literature spanned the fields of rural/research ethics, inclusive education, education research methodology and research with new migrants, minority and marginalised groups.&lt;/p&gt;


author: James, Margaret
year: 2014
pages: 79-89
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/680
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i1.680
access_date: 2023/05/08
read_status: 0
rating: 0
title:
The Honey Ant Readers: An Innovative and Bold Approach to Engaging Rural Indigenous Students in Print Literacy through Accessible, Culturally and Linguistically Appropriate Resources

abstract:
&lt;p&gt;On entering school, rural Australian children from Indigenous backgrounds are thrown into an unfamiliar environment, linguistically and culturally, which sets them up for failure. The author, working closely with elders and community in Alice Springs, has drawn on her considerable experience in both Indigenous education and TESOL to address this disadvantage by developing a progressive series of early readers specifically targeted to rural Indigenous learners. This innovative series of books and resources is developed to teach both reading and Standard Australian English (SAE) to speakers of Aboriginal English (AE).&lt;/p&gt;&lt;p&gt;The presenter will outline the research, development, theory, publication and application of the Honey Ant Readers and will discuss their adaptability for all languages.&lt;/p&gt;&lt;p&gt;Focussing on the particular needs of Indigenous learners, and to assist them in acquiring reading, the content is made relevant by using Indigenous themes, stories and characters. Reading is scaffolded across 20 books in the following ways: the language moves from a light form of AE (referred to as ‘The language of the playground’) to SAE following natural stages of second language acquisition; phonic words, selected for their phonemic closeness to Central Australian Aboriginal languages are introduced gradually; the illustrations become more complex and the size and amount of text is graduated. The themes and style of storytelling are Indigenous, as are the characters in the books. Characters are referred to according to their role within family, rather than by name, for cultural reasons.&lt;/p&gt;&lt;p&gt;The presenter will demonstrate and share ideas on the use of interactive, supplementary resources, designed to reinforce the material in the HARs, and to engage learners of all ages, including teenagers, through physical participation and fun. Songs and rhymes, central to the pedagogy, are used to reinforce Standard English grammar and pronunciation, as well as the four macro skills of language learning: reading, writing, speaking and listening.&lt;/p&gt;&lt;p&gt;Results at this early stage show that as students engage with the materials and relate to the subject matter of the books, they find it easier to start reading. With an increased interest in reading, their literacy and oral language acquisition is accelerated. Of particular significance, parents are also engaging with their children’s literacy learning as the materials are equally relevant to them. The speaker will discuss the latest HAR research findings.&lt;/p&gt;&lt;p&gt;The principles of the pedagogy and methodology in the HARs are being applied to other learners throughout Australia and overseas. The first Readers for Chinese and Ghanaian ESL learners have been published, and the HARs have been translated into 6 Aboriginal languages.&lt;/p&gt;


author: Halsey, R. John Drummond, Aaron
year: 2014
pages: 69-77
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
publisher: Australian and International Journal of Rural Education
date: 01/01/
isbn: 1839-7387
custom_1: Leadership motivations
custom_2: Qualitative
accession_number: EJ1022277
custom_6: Peer reviewed
custom_7: NO
name_of_database: eric
database_provider: EBSCOhost
read_status: 1
rating: 0
title:
Reasons and Motivations of School Leaders Who Apply for Rural, Regional and Remote Locations in Australia

keywords:
Foreign Countries
Rural Areas
Teacher Motivation
Geographic Location
Principals
Teacher Persistence
Qualitative Research
Teacher Effectiveness
Administrator Effectiveness
Administrator Qualifications
Teacher Qualifications
Instructional Leadership
Teacher Attitudes
Administrator Attitudes
Teacher Recruitment
Questionnaires
Family Life
Life Style
Promotion (Occupational)
Indigenous Populations
Economic Factors
Surveys
Australia

abstract:
Evidence suggests that there are significant difficulties associated with the attraction and retention of appropriately qualified, high quality teachers and educational leaders (e.g., principals) for rural, regional and remote locations in Australia. Further, educational leadership in these areas carries complex demands, and educational leaders are often under prepared for the work and demands expected of them. Why then, do educational leaders apply for R3 positions? Herein, we use qualitative reports from 426 school leaders employed in rural Australia for an average length of 10.6 years (SD = 7.3 years) and frequency data to identify the most common reasons and motivations for applying to work as an educational leader in a R3 context. Given the leaders' length of R3 employment, we argue that examining their reasons and motivations for applying can assist in understanding how to enhance the recruitment of educational leaders for rural, regional and remote areas. Further, by examining reasons and motivations, policy makers and administrators may benefit from the findings of this research about why educational leaders choose to work in country areas.

url:
http://ezproxy.cdu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ1022277&site=ehost-live
http://www.spera.asn.au/school/publications/journals/15/57

notes:
Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au
Intended Audience: Policymakers; Administrators; Acquisition Information: Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au; Education Level: Elementary Secondary Education; Reference Count: 35; Journal Code: JAN2017; Level of Availability: Not available from ERIC; Publication Type: Journal Articles; Publication Type: Reports - Research; Entry Date: 2014

research_notes:
blended phenomenological and grounded approach to text analysis. Focuses on teachers not remote students


author: Halabi, Abdel K.
year: 2014
pages: 59-70
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/687
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i2.687
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

abstract:
&lt;p&gt;The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting professional body. Prior research has noted that rural accountants are disadvantaged when completing CPD because professional accounting bodies are city centric, and cost is prohibitive. Results of this study show that when CPD is locally provided this led to high levels of satisfaction. Implications for professional accounting bodies and rural accountants are discussed, as well as limitations and areas for further research.&lt;/p&gt;


author: Guenther, J Bat, M Osborne, S
year: 2014
title: Red dirt thinking on remote educational advantage
pages: 51-67
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
read_status: 1
rating: 0
abstract:
The discourse of remote education is often characterised by a rhetoric of disadvantage. This is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including National Assessment Program--Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission’s biennial Overcoming Disadvantage Report. These data, briefly summarised in this paper, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to ‘close the gap’.
However, for all the rhetoric about disadvantage and the emphasis in strategic policy terms about activities designed to ‘close the gap’, the results of the numerous programs seem to suggest that the progress, as measured in the data, is too slow to make any significant difference to the apparent disparity between remote Aboriginal and Torres Strait Islander schools and those in the broader community. We are left with a discourse that is replete with illustrations of poor outcomes and failures and does little to acknowledge the richness, diversity and achievement of those living in remote Australia.
This paper critiques the binaries of ‘disadvantage’ and ‘advantage’ as they are articulated in policy and consequently reported in data. Its purpose is to propose alternative ways of thinking about remote educational disadvantage, based on data from a five year Cooperative Research Centre for Remote Economic Participation project. It asks, how might ‘relative advantage’ be defined if the ontologies, axiologies, epistemologies and cosmologies of remote Aboriginal and Torres Strait Islander families were more fully taken into account in the education system’s discourse within/of remote schooling. Based on what we have termed ‘red dirt thinking’ it goes on to propose alternative measures of success that could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes on it.


author: Gregory, Sue
year: 2014
title: Authentic and Engaging Virtual Practice Teaching for Rural and Remote Pre-Service Teachers
pages: 15-27
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/689
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i3.689
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Imagine being able practise your teaching techniques when enrolled in a teaching degree without the use of a ‘live’ classroom. It is a common phenomenon for off-campus (online) pre-service teachers living in rural and remote regions to not have access of schools to practise their teaching skills. Discussed in this article is a solution to this ever-increasing problem of finding a classroom of students where pre-service teachers can engage in their teaching to practise ideas and techniques in an authentic teaching environment. They practise from their own home, through a virtual school created in Second Life, complete with teacher and student avatars and role-play scenarios.&lt;/p&gt;


author: Furney, Ann-Marie Bannister, Barbara
year: 2014
pages: 35-50
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/677
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i1.677
access_date: 2023/05/08
read_status: 0
rating: 0
title:
XSEL Virtual Selective High School Provision: Delivering Academically Selective Secondary Curriculum in Regional, Rural and Remote NSW

abstract:
&lt;p&gt;This paper describes the development and implementation of the xsel program in Western NSW. The program supports identified high school students from regional, rural and remote communities to access the study of English, maths and science at an academically selective level. A program review was undertaken during 2012 using a structured questionaire to develop deeper understandings of the operational challenges, initial successes and potential improvements available to the program after three years of operation. The program review involved interviews with Principals, classroom teachers, students and parents of the program. The summative information from this process and initial planning documentation informs the content of this paper.&lt;/p&gt;&lt;p&gt;The xsel program is unique in that it applies a combination of on-line learning, distance education and traditional bricks and mortar schooling to meet the learning needs of a particular equity group; talented and gifted secondary students. The program has taken on one aspect of the geographic challenge of equitable access to educational opportunity and builds the capacity of rural educators to cooperate, collaborate and co-create and overcome the “tyranny of distance”(Blainey, 1966).&lt;/p&gt;


author: Drummond, Aaron Halsey, R. John
year: 2014
title: Rural Leadership Preparation Associated with Higher Job Satisfaction
pages: 43-48
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/691
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i3.691
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;The retention rates of principals in rural areas are lower than in urban contexts, and the preparation of such leaders is often lacking (Clarke, Stevans, &amp;amp; Wildy, 2006; Gates, Ringel, Santibañez, Guarino, Ghosh-Dastidar &amp;amp; Brown, 2006). Rural school leaders who do not receive early preparation may be less able to perform in their jobs and hence experience poorer job satisfaction. Herein we investigate whether rural school leaders who received preparation prior to their appointment experience higher levels of job satisfaction in their roles than those who received no such preparation. Across 658 rural school leaders, we find a small increase in job satisfaction for rural principals who received formal preparation prior to the commencement of their leadership position than those who did not, even after controlling for demographic and school factors. The increased satisfaction for prepared principals remained statistically significant even after we statistically controlled for the number of years they had been an educational leader. Formal preparation of rural principals may result in long lasting small increases in job satisfaction, and may play a role in larger strategies to increase rural school leaders’ job satisfaction.&lt;/p&gt;


author: Croft-Piggin, Lindy
year: 2014
title: Listening to student voices: Completing teacher education in an Australian rural context
pages: 29-42
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 3
isbn: 1839-7387
read_status: 0
rating: 0
abstract:
In the context of a demand for higher graduation rates of students from low socioeconomic backgrounds and the regions, this study examined the factors impacting on retention and motivation of teacher education students. The focus group data from a mixed method study provided an opportunity for students to articulate their perceptions of the barriers to success. The issues raised included the importance of support from family, peers and academics; the pivotal impact of contact with the profession; the stressful challenge of juggling paid work and cost of study pressures; and the challenge of adjusting to academic language culture and expectations.


author: Cavanagh, Rob
year: 2014
pages: 23-34
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/676
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i1.676
access_date: 2023/05/08
read_status: 0
rating: 0
title:
The Classroom Flow and Engagement Experiences of Western Australian Rural and Remote Secondary School Students

abstract:
&lt;p&gt;This paper commences with a brief examination of non-metropolitan student engagement and participation in schooling. It then describes how student engagement in classroom learning was conceptualised utilising Flow Theory. The key elements in this conception were subsequently used to construct an interview schedule. The characteristics of the sample of students interviewed are presented and then the data collection procedures are explained. The application of an inductive data analysis technique to these data is explicated. The empirical results are discussed in consideration of the extant literature on student engagement and flow.&lt;/p&gt;&lt;p&gt;This study was part of a much larger mixed-methods investigation funded by the Australian Research Council from 2008 to 2011 and concluded in 2012. It was conducted in Western Australian public schools with the support of the, then, Department of Education and Training.&lt;/p&gt;


author: Barter, Barbara
year: 2014
pages: 9-22
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/675
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i1.675
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Rural Schools and Traditional Knowledge: Representing Alternatives to a Consumer-Dependent Existence

abstract:
&lt;p&gt;Given the present pace of educational globalization, educators – especially in rural schools – will benefit from an awareness of traditional knowledge as a significant contributor to sustainability. Many countries operate through a system whereby major decision making, especially in such areas as education and health, emanate from state levels of governance; and these decisions are often uni-directional. In education this implies a ‘one size fits all’ philosophy that forces educator compliance with accountability driven pedagogy and curricula subjected to competitive standardized testing processes that are caught up in market driven values. Aims of a research pilot (Harris &amp;amp; Barter, 2011-2012) in one province in Canada, and through a critical pedagogy of place and participatory research, were to introduce students and community members in rural areas to issues of local relevance; to develop school curricula that call for students-as-researchers; and, as an example of local knowledge and relevance, to focus on food practices (past, present, and as future possibility).&lt;/p&gt;&lt;p&gt;Initial findings of the pilot indicate the changing nature of rural life that includes a move from remoteness to semi-isolation brought about with the building of roads and effective ferry connections, transient populations seeking seasonal employment, and a growing awareness of people’s need to revive past practices of food production. We found as well, examples of extraordinary innovation in food cultivation and food harvesting that drew on local and traditional knowledge. Finally, we experienced success in incorporating traditional knowledge into existing curriculum. This we did by varying ways of knowing and experiencing through the arts. For us as researchers, two important concepts permeated this research, critical pedagogy of place and traditional knowledge. In this paper, situated in a framework of cultural and social resistance to economic globalization, I describe initial efforts of the pilot project in expanding the discourse of rural studies, exploring traditional and local rural knowledge, and increasing rural agency. While providing a brief overview of the project, its specific purpose is to highlight the relevance of traditional knowledge as a significant contributor to sustainable global growth. I think of the potential that such knowledge, which often originates from rural environments, has to represent an alternative to consumer dependence.&lt;/p&gt;


author: Adlington, Rachel
year: 2014
title: Exploiting the Distinctiveness of Blogs to Overcome Geographic Isolation
pages: 1-13
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/688
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i3.688
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This paper explores the distinctiveness of the blog as a new kind of text and the capacity for blogs to connect and engage students in distinctively different ways. Web 2.0 provides many opportunities to connect otherwise geographically isolated people. Further, Web 2.0 texts, such as blogs, cultivate new techno-social communicative practices. To take advantage of blogs in rural educational settings, an understanding of the affordances of these new texts must inform English curriculum development and teaching. The paper discusses the ways in which blogs differ from other texts, and how opportunities for co-authorship may be used to overcome geographical isolation for students.&lt;/p&gt;


author: Abdillah, Ali
year: 2014
pages: 1-8
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/674
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v24i1.674
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Rowing the Weaves of Community Participation: Good Practices in Early Childhood Development (ECD) Program in Rural Central Lombok, West Nusa Tenggara

abstract:
&lt;p&gt;This paper describes the rural community participation within the context of an integrated early childhood development program initiated by the government of Indonesia in partnership with UNICEF and AusAID in Central Lombok (2008 – 2010). Based on purposive interviews with relevant stakeholders, as well as an analysis of past documents, researchers' involvement, and current policies and practices, both at the local government and rural community levels, the paper draws key good practices for possible application in other similar programs for rural settings.&lt;/p&gt;&lt;p&gt;Central Lombok is situated in West Nusa Tenggara Province, which according to the National Statistics Bureau’s 2010 Report, holds the lowest Human Development Index in Indonesia. Among ten districts within the province, Central Lombok has the third lowest index. Rural population, which accounts for more than half of the total district population, contributes to this overall low quality of human development. Over the past five years, rigorous development programs including early childhood education and health have been directed towards rural areas, both in land and around the coasts. The integrated early childhood development partnership targeted a far-south coastal area called Kuta, which the local government endeavours to transform into a major tourism destination.&lt;/p&gt;&lt;p&gt;The partnership program sought to empower early childhood health centres by inserting early childhood education programs for toddlers and their parents. The centres were established by the District Health Office, but irregular DHO’s follow up support and lack of community’s engagement had caused most centres to a non-functioning status. Throughout the life of the program, community participation was progressively placed at the centre of implementation and monitoring. The partnership drew three key good practices that enabled program ownership and sustainability. The first good practice was rigorous investment in grass root leadership through participatory selection, training, close mentoring, and small incentive scheme. The second good practice was formation of a sub-village cluster system that answered the issues related to distance and unavailability of public transport, and in turn allowed non-costly and more intensive community engagement. The third good practice was facilitating the establishment of a micro cooperative that generated income for the centres’ stakeholders, and provided financial support for centres’ daily operation. Today, two years after the partnership program concluded, the centres owned fully by the community continue to serve the children of Kuta. Beyond that, District Health and Education Offices have worked together to replicate some components of the program to other rural areas in Central Lombok.&lt;/p&gt;


year: 2014
title: Editorial
pages: vii
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/638
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v24i3.638
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;It is with great excitement that the new editorial board presents the 2014 December issue of the Australian and International Journal of Rural Education (AIJRE). It marks the second issue under the new editorial team and the last of AIJREs hard copy format before the journal proceeds to an online-only format in 2015. It is our hope that by transitioning to an online platform we will be able to increase readers’ access to our authors’ work, and thus improve the reach and impact of the research our authors work so hard upon.&lt;/p&gt;


year: 2014
title: Erratum: Australian & International Journal of Rural Educatuion Volume 24 Number 1, 2014
pages: viii
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/637
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v24i2.637
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;“xsel virtual selective high school provision: delivering academically selective secondary curriculum in regional, rural and remote NSW”, Australian and International Journal of Rural Education, 24 (1), 35-49.&lt;br&gt;Due to an error in the manuscript a deserving author was mistakenly excluded from the authorship list. The editors have resolved this issue by updating our online databases. The corrected reference for the article is:&lt;br&gt;Furney, A-M, McDiarmid, C., &amp;amp; Bannister, B. (2014). xsel virtual selective high school provision: delivering academically selective secondary curriculum in regional, rural and remote NSW”, Australian and International Journal of Rural Education, 24 (1), 35-49.&lt;/p&gt;


year: 2014
title: Editorial
pages: vii
secondary_title: Australian and International Journal of Rural Education
volume: 24
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/636
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v24i2.636
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This edition of the Australian and International Journal of Rural Education (AIJRE) heralds a change of editorial board and celebrates the 30th year of the Society for the Provision of Education in Rural Australia (SPERA). As you are aware, the AIJRE is the primary scholarly publication of SPERA. It emanates from a group of committed and passionate people whose primary concern has been to raise the profile of, and attend to the issues surrounding those living and working in rural, regional and remote regions of Australia. The new editorial board would like to acknowledge those that have preceded them and honour their role in the development of AIJRE.&lt;/p&gt;


author: Yektiningtyas-Modouw, Wigati Karna, Sri R. W.
year: 2013
title: Using Folktales to Strengthen Literacy in Papua
pages: 83-93
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/672
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.672
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Rural and remote Papua and West Papua are among the most important regions for Indonesia to achieve the second MDG on primary education with equity. Both provinces have gross, net enrolment and literacy rates which barely touch the national averages. Given the distinct political, socio-cultural, and geographical aspects of Papua and West Papua from the rest of the country, central government provides greater autonomy for local policies. In that light, Papua and West Papua have launched the Affirmative Education Policy Document which outlines key strategies to increase access and quality for indigenous Papuans and population in rural and remote areas.&lt;/p&gt;&lt;p&gt;&lt;br&gt;A fundamental concern about the quality of education, acknowledged in the policy document is the high rate of illiteracy among indigenous Papuans and population in rural and remote areas. A number of recent reports confirm the high illiteracy levels and reiterate the concern that illiteracy rates are not only high among rural and remote out-of-school school children and youth but also among children enrolled in primary schools.&lt;/p&gt;&lt;p&gt;&lt;br&gt;A number of factors have been identified as contributing to illiteracy rates and poor education attainment in basic education for children in Papua and West Papua. They include: low quality pre and in-service teacher trainings, acute teacher absenteeism, and infrequent and poor supervision of schools and teachers. An additional significant and challenging factor is the serious lack of teaching and learning materials that reflect indigenous Papuan realities or build on the local-context in the creation of primary school literacy programs. This last factor has been said to create an environment where children (new learners) feel alienated from the materials presented with low motivation to learn. Because the current literacy materials for the early grades are predominantly non indigenous and generically Indonesian many young indigenous Papuan children are becoming disengaged from early learning, dropping out or just moving through school classes but not mastering literacy (and numeracy skills) and never realizing their learning potential or their right to an education. More recent programmes generated through partnerships with different organization have recognized this significant gap in context appropriate materials and explored and implemented new models and approaches that show some potential for positive change.&lt;/p&gt;&lt;p&gt;&lt;br&gt;One such initiative has been the development and distribution children books built around native and indigenous local folklores. This development although targeted to specific rural and remote areas has been warmly welcomed by teachers, community leaders, education department officials and children alike. The local books have helped teachers increase children motivation and more importantly their ability to read firstly through developing an appreciation of their own culture and local language. The development of these locally written and beautifully illustrated books is seen as a first step in developing little children‘s literacy first in their own language in line with the education literature. The inclusion of mother tongue books materials and approaches is intended to increase children‘s chance to become literate and skilled adults with a strong sense of identity and pride as both Papuan and Indonesian. Papua and West Papua have more than 270 local languages very rich in folklores that have been passed down verbally through generations. A move to an Indonesian only education early grade language programme would threaten not only years of tradition but the future learning opportunities of many young Papuan children. With more systematic support from local and central governments and stakeholders, this more inclusive and innovative literacy work could lead into a larger movement that contributes significantly to improving literacy rate in Papua.&lt;/p&gt;&lt;p&gt;&lt;br&gt;This paper explores a specific local literacy project and its br ader implications for improving rural/remote literacy programs. The paper reviews and makes recommendation for how a more culturally and contextually appropriate literacy programme can be a key strategies to strengthen rural and remote Papuan literacy program as a fundamental requisite for quality primary education.&lt;/p&gt;


author: Wilson, Sue Lyons, Terry Quinn, Frances
year: 2013
title: 'Should I Stay or Should I go'? Rural and Remote Students in First Year University STEM Courses
pages: 77-88
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/663
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.663
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Research on the achievement of rural and remote students in science and mathematics is located within a context of falling levels of participation in physical science and mathematics courses in Australian schools, and underrepresentation of rural students in higher education. International studies such as the Programme of International Student Assessment (PISA), have reported lower levels of mathematical and scientific literacy in Australian students from rural and remote schools (Thomson et al, 2011). The SiMERR national survey of science, mathematics and ICT education in rural and regional Australia (Lyons et al, 2006) identified factors affecting student achievement in rural and remote schools. Many of the issues faced by rural and remote students in their schools are likely to have implications on their university enrolments in science, technology, engineering and mathematics (STEM) courses. For example, rural and remote students are less likely to attend university in general than their city counterparts and higher university attrition rates have been reported for remote students nationally.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;This paper examines the responses of a sample of rural/remote Australian first year STEM students at Australian universities to two questions. These related to their intentions to complete the course; and whether -and if so, why- they had ever considered withdrawing from their course. Results indicated that rural students who were still in their course by the end of first year were no more or less likely to consider withdrawing than were their peers from more populous centres. However, almost 20% of the rural cohort had considered withdrawing at some stage in their course, and their explanations provide insights into the reasoning of those who may not persist with their courses at university.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;These results, in the context of the greater attrition rate of remote students from university, point to the need to identify factors that positively impact on rural and remote students’ interest and achievement in science and mathematics. It also highlights a need for future research into the particular issues remote students may face in deciding whether or not to do science at the two key transition points of senior school and university/TAFE studies, and whether or not to persist in their tertiary studies.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;This paper is positioned at the intersection of two problems in Australian education. The first is a context of falling levels of participation in physical science and mathematics courses in Australian universities. The second is persistent inequitable access to, and retention in, tertiary education for students from rural and remote areas. Despite considerable research attention to both of these areas over recent years these problems have thus far proved to be intractable.&lt;/p&gt;&lt;p&gt;&lt;br /&gt;This paper therefore aims to briefly review the relevant Australian literature pertaining to these issues; that is, declining STEM enrolments, and the underrepresentation and retention of rural/remote students in higher education. Given the related problems in these two overlapping domains, we then explore the views of first year rural students enrolled in STEM courses, in relation to their intentions of withdrawing (or not) and the associated reasons for their views.&lt;/p&gt;


author: Wilson, Sue
year: 2013
pages: 1-11
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/666
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.666
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Investigating Rural Pre-Service Teachers' Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS)

abstract:
&lt;p&gt;Engaging successfully in the modern technological society requires a command of mathematics. Hence, successfully engaging with mathematics has social, economic and political implications. There has been a history over a long period of time of significant numbers of people not forming productive relationships with learning mathematics. Failure in mathematics can have an impact that may extend far beyond the classroom. Mathematics anxiety leads to avoidance of mathematics, limiting opportunities for people to reach their full potential.&lt;/p&gt;&lt;p&gt;Mathematics anxiety is an important research topic in the mathematics education community. Significant numbers of students come to their tertiary teacher education with limited mathematics understandings, and a pattern of avoidance and anxiety. International researchers of primary pre-service teachers report high levels of mathematics anxiety, low confidence levels to teach mathematics and low mathematics teacher efficacy. Pre-service primary teachers‘ mathematics anxiety affects their engagement with and future teaching of mathematics, as high levels of teacher mathematics anxiety can be perpetuated in classrooms (Martinez, 1987, Furner &amp;amp; Berman, 2005).&lt;/p&gt;&lt;p&gt;The project investigated the range of mathematics anxiety in a sample of pre-service teachers (PST) starting a teacher education course in an Australian university. 219 first year primary PST enrolled in the Bachelor of Education (Primary) degree course from two campuses completed the survey in the first few weeks of the first semester of their university course. PST responded to the Revised Mathematics Anxiety Scale (RMARS) (Alexander &amp;amp; Martray, 1989) and a set of demographic questions. Sample 1 was from a campus in a regional city and Sample 2 from a metropolitan campus. Age differences in anxiety were found to be significant, and relationships were found between the RMARS scores and students‘ self-perceptions of their current mathematics anxiety levels. Pre-service teachers who had attended rural high schools demonstrated a range of levels of mathematics anxiety. This research showed that these anxieties may present differently when taking a mathematics test, doing mathematical computations, or undertaking a mathematics course. Teacher educators should be aware of the extent of range of anxiety that PST may present with at the beginning of their teacher education course, and hence that the needs of students coming to their teacher education mathematics units may vary considerably.&lt;/p&gt;


author: Trinidad, Sue Broadley, Tania Terry, Emmy Boyd, Don Lock, Graeme Sharplin, Elaine Ledger, Sue
year: 2013
title: Regional Resilience: Pre-Service Teacher Preparation to Teach in the Bush
pages: 43-52
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/660
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.660
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This paper reports on the outcomes of a two year ALTC Competitive Research and Development Project that aimed to &quot;Develop Strategies at the Pre-Service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools&quot;. As well as developing a ‘training framework’ and teaching guides to increase the capacity and credibility of four universities to prepare educators who might venture out of the metropolitan area to teach, data were gathered from pre-service and graduate teachers to analyse regional resilience. It was found that there was a strong likelihood to participate in a regional practicum and stay in a non-metropolitan community once they graduated from university if they had a positive attitude to regional Western Australia either through a family connection or previous experience. Recommendations from this study emphasise the importance of having pre-service students participate in positive regional experiences early in their university study.&lt;/p&gt;


author: Roberts, Phillip
year: 2013
pages: 89-99
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/664
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.664
access_date: 2023/05/08
read_status: 0
rating: 0
title:
The Role of an Authentic Curriculum and Pedagogy for Rural Schools and the Professional Satisfaction of Rural Teachers

abstract:
&lt;p&gt;Teachers in rural schools are often caught in a binary between a curriculum and ‘official’ pedagogies that value cosmopolitan ways of being and their own situated concerns for the interests of the students they teach and the communities in which they live. In this paper I draw on the example of two categories of (history) teachers, those who locate their practice in place and those who value a more bureaucratic approach to their work, in order to explore the question of an authentic rural curriculum (and pedagogy). The paper draws upon a series of semi-structured in-depth interviews with newly appointed teachers in rural school, experienced rural teachers and experts with systemic responsibilities or experience related to quality education in general. On a number of key issues of curriculum and pedagogy the data gathered grouped around two distinct views; that rural schools are different and that teachers need to be prepared for this difference and recognize it in their curriculum, or that all schools are the same regardless of location and what matters is the quality of the teaching. As a result of this study I suggest that teachers who reinterpret the curriculum and situate their pedagogy in the places they work are better placed to meet the educational needs of their students and their own professional goals.&lt;/p&gt;


author: Reading, Chris Auh, Myung-Sook Pegg, John Cybula, Peter
year: 2013
pages: 29-40
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/668
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.668
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Exploring Cultural Horizons: Connecting Australian Students with Asian Students via Video-Conferencing

abstract:
&lt;p&gt;The need for Australian school students to develop a strong understanding of Asian culture has been recognised in the cross-curriculum priority, Asia and Australia's Engagement with Asia, of the Australian Curriculum. School students in rural and remote Australia have limited opportunities to engage with Asians and learn about their culture. The Australia-Korea ConneXion (AKC) Program digitally connects Australian and Korean schools to develop cultural exchange. In particular, lessons incorporating videoconferencing enable interactions that enhance the cultural values and attitudes of the students involved. While recognising the potential of videoconferencing to enrich their students‘ experiences of other cultures, teachers in rural and remote schools may not feel confident in the practicalities of incorporating videoconferencing into lessons to connect their students with students in other countries. This paper aims to inform teachers on the analysis of AKC Program lessons utilising videoconferencing. Although there is a cultural focus, each pair of teachers has flexibility in the choice of lesson content. Guidance is provided for teachers who might want to begin videoconferencing with classes in another country, including steps from making first contact with the teacher to planning the learning, setting up the technology and finally facilitating the lessons. As part of research evaluating this program, a rubric was developed to code the quality of a videoconferencing lesson. Analysis of data from lessons between four pairs of schools provides insight into the videoconferencing lessons and a range of pedagogical and technological advice to assist teachers to improve the quality of their future use of videoconferencing to connect students and allow them to explore new cultural horizons.&lt;/p&gt;


author: Penman, Joy Sawyer, Janet
year: 2013
title: Expanding Horizons: Uni-Ready Program for Multicultural Groups
pages: 71-81
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/671
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.671
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This paper discusses an initiative titled UniReady Program for Multicultural Groups that was conducted at the University of South Australia‘s Centre for Regional Engagement located in the city of Whyalla. Immigrant families are currently being attracted to the city due to regional employment opportunities and are potential university students. The aim of the program is to attract these non-traditional students into higher education. The program explores the opportunities available for community members from diverse backgrounds to study at the regional university campus. The pilot session introduced the participants to university study, pathways into university, the degrees available, and assisted them in planning their future at the campus. The Harvard Questionnaire was administered to evaluate this new initiative.&lt;/p&gt;&lt;p&gt;Eighteen community members participated in the inaugural program. The paper draws on the experiences of the immigrants and staff members who contributed to the program. For the participants, what was beneficial was learning about how to gain entry to university as well as clarifying the wide variety of support available to assist students become successful learners. For the staff, it was determining the barriers of taking up university for the immigrants and following through their expressed interest in undertaking university studies.&lt;/p&gt;


author: O'Neill, Brian
year: 2013
title: Success and Sustainability in Rural P-12 Schools Defining a Successful School - Queensland Style
pages: 61-74
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/647
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.647
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>What makes a successful rural P-12 school? This paper will review the notions of a successful school and will challenge the dominant voice of quantitative data as the yardstick for such success. In doing so, this paper will focus on qualitative measures including those aspects which are ignored by the quantitative data. Reference will be made to the Calen District State College and the Glenden State School (a P-12 school in a mining community) and the projects which these schools offer their students to provide them with a competitive edge in the job market. Phenomenographic research will be conducted to ascertain students’ conceptions regarding the success of these schools and their projects.&lt;/p>


author: Nagy, Judy Robinson, Susan R.
year: 2013
title: Quality Control Barriers in Adapting 'Metro-Centric' Education to Regional Needs
pages: 75-90
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/626
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.626
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>The massification and globalization of higher education, combined with the widespread adoption of processes underpinning accreditation and quality control of university programs, have tended to result in learning contexts that are increasingly narrowly conceived and tightly controlled. Underlying many quality control measures is a ’one size fits all’ presumption that all qualifying students will receive the same standardized package of resources, teaching, assessment and learning opportunities in each location where a program is offered. This ‘metro-centric’ view gives little regard to the challenges faced by regionally-based institutions and remote campuses in striving to achieve student learning outcomes that are comparable with city-based experiences. Metro-centrically imposed standards for the student learning experience ignore greater delivery costs faced by regional campuses due to thin markets and diseconomies of scale, plus higher costs for regional construction and for ongoing supply of information technology. In addition to these economic constraints, procedural inflexibilities within ‘mother’ campuses linked to quality control procedures, combined with accreditation requirements imposed by professional bodies, provide additional layers of control inhibiting regional campuses from responding to local needs and conditions with adaptations that would enhance the richness of regional and rural student learning experiences. Bureaucratic inflexibility as described here sits in tension with current government policies aspiring to increase participation and retention rates for rural students. This paper outlines and critiques some of the ways in which quality controls in higher education serve to damage regional student learning through the imposition of inflexible curriculum design and contextually incongruent teaching standards. The paper theorizes how greater operational flexibility can be achieved whilst assuring the quality of rural learning experiences. While the importance of professional accreditation and other proxy measures for quality learning are not denied, it should be possible to adopt some context-sensitive measures whilst maintaining standards in regional education. For example, the types of assessment tasks, class engagement activities and regionally relevant case studies tailored to the smaller class sizes typical of regional and remote campuses could be embraced as an opportunity rather than viewed as a deviation from standard.&lt;/p>


author: Marchant, Jill
year: 2013
title: Will Learning Social Inclusion Assist Rural Networks?
pages: 1-19
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/657
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.657
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Current research on social networks in some rural communities reports continuing demise despite efforts to build resilient communities. Several factors are identified as contributing to social decline including globalisation and rural social characteristics. Particular rural social characteristics, such as strong social bonds among members of rural communities may not extend to those deemed as “outsiders”: thus restricting the information and skills afforded by extended social networks. It is predicted that rural communities may fail unless they are able to renew existing social structures to more socially inclusion arrangements. It is proposed that better social inclusion of individuals will supply novel solutions to innovate rural communities.&lt;/p&gt;&lt;p&gt;&lt;br&gt;Globalisation intensifies the demands on social networks, leading to the rearrangement of social institutions in rural communities. Rapid rearrangement of rural institutions impacts the wellbeing of rural people and threatens rural futures. The viability goals of rural communities are proposed to be linked to social concepts, such as liveability and sustainability. It is anticipated that viability challenges may be partly met through social strategies, such as social inclusion, which expand the social networks of rural communities.&lt;/p&gt;&lt;p&gt;&lt;br&gt;Australian government initiatives such as the National Social Inclusion Principles are intended to curb growing inequity between people and regions. Contemporary social inclusion initiatives focussed on social participation are discussed. Somewhat in contrast to a social participation focus, education is forwarded as reliably associated with a range of positive social outcomes. Literacy education is argued to be the basis of positive outcomes in both self-realisation and social achievement. Suggestions are made for the role of further research involving contributions from adult rural literacy students. It is anticipated that this outlook will allow an examination of social strategies, which benefit individuals and community networks.&lt;/p&gt;


author: Major, Jae Wilkinson, Jane Langat, Kip Santoro, Ninetta
year: 2013
pages: 95-105
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/694
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.694
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Sudanese Young People of Refugee Background in Rural and Regional Australia: Social Capital and Education Success

abstract:
&lt;p&gt;This article discusses literature pertaining to the settlement of African refugees in regional and rural Australia, particularly focusing on the specific challenges and opportunities faced by Sudanese young people of refugee background in education. Drawing on a pilot study of the out-of-school resources of regionally located young Sudanese students, we discuss the role of social and other capitals in generating conditions that may facilitate educational success for these students. We argue the case for educational research that takes into account the resources and capital upon which Sudanese young people of refugee background and their families draw in order to achieve in education.&lt;/p&gt;


author: Lynch, Timothy
year: 2013
title: Community Collaboration Through Sport: Bringing Schools Together
pages: 9-22
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/634
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.634
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>The purpose of this paper is to share how sport was used to build relationships between Monash University (Gippsland campus) pre-service education and six rural primary schools during semester one, 2012. Not only was sport used to build partnerships but also to deliver quality Health and Physical Education lessons, offering children sporting opportunities that they may otherwise not receive.&lt;/p>&lt;p>&lt;br>The goals established at the Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008) were “about equity and social justice and improved learning outcomes for our most disadvantaged and isolated students” (Ewing, 2010, p. 127). A commitment to action in achieving these goals included: promoting world-class curriculum and assessment; and improving educational outcomes for the disadvantaged young Australians, especially those from lower socio-economic backgrounds. A large percentage of the Gippsland region population comprises of socio-economically disadvantaged and all six rural schools were located within these areas. Initial discussions with local principals in January (2012) revealed that implementation of the Health and Physical Education (HPE) learning area was carried out by classroom teachers in all but one school, which had a delegated Physical Education (PE) teacher (with no specialist training). Furthermore, some schools outsourced the HPE learning area for the approximate annual cost of $10 000 through the ‘Bluearth’ program.&lt;/p>&lt;p>&lt;br>A major problem identified in the 1992 Senate Inquiry into Physical and Sport Education was that “suitably qualified physical education teachers are not being employed to teach physical education and school sport to all children” (Commonwealth of Australia, 1992, p.xiv), as many classroom teachers lack knowledge and confidence for teaching PE (Lynch, 2008; Morgan &amp; Bourke, 2005). In Semester One, 2012 as part of the Bachelor of Primary Education course at Monash – Gippsland, a pathway was created to achieve these national ideals and goals. Primary education university students, choosing the Physical Education (PE) major stream, study the unit EDF3619 ‘Sport and physical activity education’. Through amendments made to this unit, objectives involved the implementation of the Friday Sports program. This program ran over five weeks and was the first program of this nature to be implemented within the Latrobe Valley.&lt;/p>&lt;p>&lt;br>The Friday Sports program enabled Year 5 &amp; 6 children from the six schools to choose a sport that they would like to participate in during the one hour sessions over the five weeks. Each sport group consisted of 20-25 children, were mixed sexes and mixed schools. The aim of the program was to progressively work towards achieving the objectives of the Sports Education curriculum model; “to develop as competent, literate and enthusiastic sportspeople” (Siedentop, 1994, p. 4). Monash University provided the equipment, the human resource of five teacher education students per group who had planned the five week units, and collaboratively with the local health industry (local leisure and sports centre) provided the stadium and field facilities, all at no cost to schools.&lt;/p>&lt;p>&lt;br>Dr Tim Lynch, Senior Lecturer at Monash University reflects on building partnerships between university and the local schools through the medium of sport; provision of quality Health and Physical Education lessons at no cost. He shares: his vision; the benefits for the primary school children; the benefits and interest of the teacher education students; dynamics involved when collaboratively working with a number of stakeholders; and barriers that need to be overcome for future growth and for similar programs to succeed.&lt;/p>


author: Henderson, Robyn Noble, Karen Cross, Kathleen
year: 2013
pages: 43-59
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/646
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.646
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Additional Professional Induction Strategy (APIS): Education Commons, A Strategy to Support Transition to the World of Work

abstract:
&lt;p>This paper describes a strategy, designed by a faculty of education in a regional Australian university, to induct pre-service educators into the education profession. It then focuses on one component of the strategy, an initiative called Education Commons. This initiative uses a model of critical reflection to engage pre-service educators in discussions about current and relevant educational topics. This aims to connect them into professional networks and to assist their induction into the education profession from the outset of their tertiary study. An analysis of a small data set – two small stories told by an early career teacher who had participated in Education Commons while at university – is investigated for evidence of the effect of the program. The analysis highlights the use of critical reflection and career development learning.&lt;/p>


author: Henderson, Robyn Noble, Karen
year: 2013
pages: 65-76
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/662
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.662
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Thinking About First Year Retention in Teacher Education: Three Students in a Regional University and their Metaphors of Survival

abstract:
&lt;p&gt;In Australian faculties of education, retention and progression issues are paramount within the current neo-liberal climate which emphasises student degree completions. This is particularly the case in regional universities, where many students – often the first in their families to attend university – are from rural, regional and low socio-economic communities. This paper draws on data generated during a project that provided support for first year teacher education students in a regional university. Using critical discourse analysis, it describes and analyses the metaphors used by a small group of pre-service teachers as they talked in interviews about their transition into university and the strategies they used to “survive” their first attempts at study in a tertiary institution. The metaphors provide insights into the pre-service teachers’ perceived need for social support alongside traditionally-offered academic support. The data suggest that a rethinking of support offerings might be necessary to ensure that teacher education caters for pre-service teachers who feel dislocated from their home and community roots.&lt;/p&gt;


author: Handal, Boris Watson, Kevin Petocz, Peter Maher, Marguerite
year: 2013
title: Retaining Mathematics and Science Teachers in Rural and Remote Schools
pages: 13-27
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/667
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.667
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Why teachers in remote and rural schools do not remain longer in their posts is a central concern in Australian education. In particular, the lack of mathematics and science teachers in regional areas has reached critical levels endangering the adequate delivery of the curriculum to thousands of school students. While many teachers‘ personal grievances revolved about geographical isolation, other factors point at a number of instructional, curricular and organisational factors influencing teacher attrition. This study characterises and examines those factors using data from 191 teachers in 27 remote and rural schools in the State of New South Wales (NSW). The findings suggest a professional environment where, as mostly beginning practitioners, teachers are put into work situations with related pressing demands and expectations, puts them at risk.&lt;/p&gt;


author: Green, Nicole C. Noone, Genevieve Nolan, Andrea
year: 2013
title: Contemporary Paradigms of Rural Teaching: The Significance of Place
pages: 91-115
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/648
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.648
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>This paper begins by setting the scene with an overview of a recent literature review examining teacher preparation for rural and remote settings. The discussion considers the relevance of the findings, exploring possibilities of reconceptualising rural teacher education. The next section of the paper engages with a move away from a deficit model and negative perceptions of rural Australia, to consider more contemporary paradigms of rural teaching. Two studies will be presented which have drawn upon various research methods and conceptual frameworks to inquire with families and teachers about the everyday life of living and working in rural and/or remote locations. The research methods and conceptual frameworks of the studies shared in this paper contribute to on-going research and offer possible foci for conversations about enabling approaches for rethinking rural and remote locations as not simply a physical location, but the ‘whole experience of being there’. The findings of the literature review and the two studies suggest that more attention to the personal, interpersonal and collective experiences of (rural) place, in both pre-service teacher preparation and early career teacher support, may assist in teacher transitions into rural and remote education settings.&lt;/p>


author: Franklin, Janice
year: 2013
title: Networking The 'Bush' - Is There Anyone Out There?
pages: 53-63
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/661
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.661
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Local rural communities and individuals are increasingly disarmed by the socially transforming processes of post modern times including the globalisation of rural production systems and trade. There is a new climate 'in the bush' that is imbued with a deep suspicion that globalisation processes will continue to threaten the sustainability of agrarian practices and continue to impose relentless 'restructuring' of both rural customs and industrial capacities. Networks between rural communities of widely separated social and cultural landscapes are as challenging to achieve as the possibilities of networking across the cultural, political and economic divide that stands between local rural jurisdictions and empowered and enriched national and global spheres. These 'higher' jurisdictions more closely reflect metropolitan social, economic and environmental needs and aspirations, and tend to overlook the validity and value of the local social and cultural places 'below', even as these might mysteriously maintain vital landscape and industrial assets.&lt;/p&gt;&lt;p&gt;&lt;br&gt;How then do we connect the multiplicity and variety of increasingly disabled local places when the networks between these local places have been weakened by both social and physical disconnections, leaving them sporadic and incomplete? Rural networks are dependent not only on an equal and equitable access to the infrastructure of interpersonal connections - communication, transport and education - but also on the human capacities and perceptions that motivate (or reject) the seeking out and maintenance of such networks.&lt;/p&gt;&lt;p&gt;&lt;br&gt;In attempting to network more widely and deeply between local rural communities and national and global spheres, educators must address the reality that the shallow and incomplete networks that lie across and between rural landscapes must first be re aligned and interconnected. The recognition that an inter community network is largely missing might also illuminate the need for rural education advocates and practitioners to take a more courageous stand in the facilitation of relationships between separate rural locales by employing education practices that connect locally relevant issues and teach for the intellectual re arming of potential rural leaders and their communities. The deployment of sympathetic and appropriate actions by educators to disarm the persistent and pervasive deficit paradigm in rural schooling, and the development of a critical rural education paradigm focused on excellence, equality and equity is urgently needed. Transformative practices in education and a political commitment to funding crucial communication and transport networks and a rural education 'revolution', are the precursors to building networks to connect local, national and global spheres.&lt;/p&gt;


author: Evans, Nina Ziaian, Tahereh Sawyer, Janet Gillham, David
year: 2013
title: Affective Learning in Higher Education: A Regional Perspective
pages: 23-41
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/645
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.645
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia’s (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated whether engagement in mindfulness meditation by lecturers can improve their mental well-being and contribute to affective teaching and learning. The findings show that staff members learned mindfulness meditation techniques, improved their concentration and mental health status and also improved with regards to the implementation of the affective teaching skills. The impact of affective teaching practices on student learning and the perceptions of students about what constitutes ‘good teaching’ were also investigated. Students reported that the affective teaching of especially excellent teachers was improved through the meditation intervention. Furthermore they reported that the most important component of affective learning is that lecturers listen to them as students. The study provides important data related to the value of affective teaching and learning in a tertiary environment, as well as the potential impact on the social responsibility of graduates employed by regional businesses.&lt;/p>


author: Ellis, Bronwyn J.
year: 2013
title: 55 (At Least) and not out of the Learning Game: Older Regional Students
pages: 57-69
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/670
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.670
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This article explores older students‘ perceptions of formal, non-formal and informal learning in regional South Australia. Drawing on earlier studies as well as a continuing one, it compares: the study motivations of students aged 55 and older enrolled formally in university undergraduate programs; the learning motivations of University of the Third Age (U3A) members enrolled in various non-formal classes; and the learning of older people in other community organisations.&lt;/p&gt;&lt;p&gt;Research focusing on these different groups of older learners was conducted via anonymous surveys. Members of a particular U3A branch, sponsored by the regional university campus at which it meets, took part some years ago in a study that investigated the importance attributed by them to continued learning and the impact on them of their U3A participation. Social as well as educational benefits were identified. In a later study investigating the reciprocal contributions of U3A and university campus, U3A members were also asked about their possible interest in undertaking formal university study, while university staff were asked how they thought these older students would fit in as enrolled undergraduate students. More recently, an online survey allowed university students of more mature years to provide an insight into their higher education experiences, both highlights and challenges, and the contributions that they were able to make to their classes from their life experience.&lt;/p&gt;&lt;p&gt;The main focus of this paper draws on data from an ongoing survey of past, present and potential links between the university campus and local organisations with an older membership. It reveals how these age-mates of the older participants in the earlier studies regard the possibility of formal university study for themselves.The article argues that in a just, inclusive society all groups within it, including older people resident in more remote areas, should have access to lifelong learning opportunities, including both non-formal continuing education and formal higher education.&lt;/p&gt;


author: Drummond, Aaron Palmer, Matthew A. Halsey, R. John
year: 2013
title: The Attractiveness of Regional Towns: Inferring Quality of Life From Higher Education Facilities
pages: 21-30
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/658
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.658
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;We examined whether the presence of higher education facilities made regional towns more attractive as potential residences. Metropolitan undergraduate students reported that they were more willing to live in a regional town with (vs. without) a university. Importantly, this applied regardless of whether they intended to work or study at the university. Perceived quality of life - defined as a combination of resident sociability and happiness, and the estimated amount of activities within the town - mediated the effect of university presence on residency likelihood ratings, suggesting that the presence of a university prompted participants to infer a higher quality of life for town residents. These results have implications for policy to counteract out-migration from regional areas, which threatens food security.&lt;/p&gt;


author: Drummond, Aaron Halsey, R. John
year: 2013
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/627
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.627
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Examining the Average Citation Index of Education in Rural Australia (Now the Australian and International Journal of Rural Education)

abstract:
&lt;p&gt;The journal Education in Rural Australia (now the Australian and International Journal of Rural Education) has been in existence since 1991. During the Excellence in Research Australia (ERA) period, the journal maintained a B ranking, indicating that it was a quality journal within a specialised field. With the abolishment of the ERA journal rankings, it is important to find other methods to measure the journal's quality. We used Google Scholar to determine the number of citations each paper in the journal received. Using these citations, we calculated an average citation index across four two-year periods to determine an index of journal use, which can be compared to conventional measures, such as Thomson-Reuters' Impact Factortm. Specifically, the number of citations the journal received in indexed peer-reviewed journals in a given year to articles it published in the two years prior was divided by the total number of articles published in the two years prior the year for the index calculation. Using this formula, we determined the average citation index of Education in Rural Australia to be 0.65 in 2011. This result indicates that Education in Rural Australia's mean citations have increased considerably in the last years, up from average citation indices of 0.09 in 2010 and 0.4 in 2009. The journal's growing average citation index is a reflection of the journal's improving quality, and the average citation index may be used to improve the journal's marketing and (with continued calculation) track the success of editorial policy changes and attempted market expansions (e.g., the growing international focus of the journal). The journal's current citation practices are examined, and methods for increasing the average citation indices are discussed. It is suggested that an online-first publication option be adopted by the journal in order to increase the speed of dissemination (and hence citation), and the breadth of the journal's readership.&lt;/p&gt;


author: Downes, Natalie
year: 2013
pages: 31-41
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/659
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.659
access_date: 2023/05/08
read_status: 0
rating: 0
title:
The Challenges and Opportunities Experienced by Parent Supervisors in Primary School Distance Education

abstract:
&lt;p&gt;For a number of very remote students in Australia, distance education is regarded as the most effective means of providing access to primary school education. For these students isolation is experienced not only in relation to distance from a physical school, but also from a professionally trained educator and the instructional benefits this provides. In bridging the gap between the teacher and student the parent supervisor is vital. However little is known about their role and the challenges and opportunities it affords them in educating their children by this means. This paper reports on a research project that examined the role of parent supervisors in primary school distance education with the aim of understanding how they experience their role. Semi-structured interviews were conducted with volunteer parent supervisors of New South Wales primary school distance education students to gain insight into their practices and the opportunities and challenges they face in their role. Interview transcripts were analysed using a three step data coding framework to explore the themes that emerged in their experiences. This revealed that while most parent supervisors do not have formal qualifications in education, they undertake many tasks akin to those of a teacher and experience similar challenges to new teachers. In particular, supervisors have a crucial role in implementing lessons, motivating and engaging their children in learning, preparing for the lessons, assisting with problems their children encounter and monitoring their children’s progress. One of the main challenges parent supervisors experience is uncertainty, with many doubting their effectiveness in relation to technicalities in key learning areas and managing multi-age groupings. Parent supervisors report that the challenges are outweighed by the opportunities their role provides, particularly their close involvement with their children’s learning and the sense of reward they gain from this. Through this research a deeper understanding of the challenges and opportunities parent supervisors encounter will enable planning for their role to be improved. It contributes to the broader understanding of rural education by bringing the experiences of an often overlooked cohort of educators into the research literature who are essential to education in rural Australia.&lt;/p&gt;


author: Bosua, Rachelle Evans, Nina Sawyer, Janet
year: 2013
pages: 117-134
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/649
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i1.649
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Social Networks, Social Media and Absorptive Capacity in Regional Small and Medium Enterprises (SMES) in Australia

abstract:
&lt;p>Small and Medium Enterprises (SMEs) are major sources of prosperity and employment and are viewed as critical to regional development in Australia. A key factor to foster productivity and growth in SMEs is their ability to identify, acquire, transform and exploit external knowledge. This ability, referred to as the ‘absorptive capacity (AC)’ of a firm, depends on formal and informal processes of socialisation by developing relevant and extensive informal networks (also referred to as social networks). This research explores how Australian SMEs in regional areas harness their Social Networks (SNs) and Social Media to acquire external knowledge towards innovation. A qualitative case study research approach is followed to collect data from 12 SMEs in regional South Australia using interviews as the key data collection instrument. Findings suggest that although SMEs draw on informal and formal SNs to acquire new knowledge, 1) this process is intuitive and SMEs should be made more aware of the value of these networks, 2) the use of Social Media to support social networking activities to acquire new knowledge is scant and 3) SMEs require more educational support to enhance their knowledge of the value of SNs and social media in acquiring new knowledge towards innovation.&lt;/p>


author: Bartholomaeus, Pam
year: 2013
title: Educating for Sustainable Rural Futures
pages: 101-113
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/665
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i2.665
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Classrooms and their pedagogy have historically been characterised by a disconnection from the community outside, and this trend is particularly problematic for rural schools (Bryden &amp;amp; Boylan, 2004; Corbett, 2006). There is reduced encouragement for teachers to connect classroom and community with the current focus on standardised testing, national curriculum, and guidance on teaching strategies, all developed for students in general, without reference to local place. However, rural students differ from their metropolitan peers, particularly in their cultural and social experiences, and in the nature of their physical surroundings. For these reasons most rural students have few opportunities to bring their experiences to their learning in school, nor do they always have the background knowledge that will assist with their comprehension of texts and learning to produce texts that fulfil a particular purpose.&lt;/p&gt;&lt;p&gt;&lt;br&gt;Whether or not students attending rural schools decide to remain in their rural community it is important they develop good literacy abilities so they and their community can prosper in the future. Rural students need to learn to become critical thinkers, able to use initiative, to be creative and effective communicators, and entrepreneurial (Darling-Hammond, 2010). A means for engaging rural students with quality literacy learning is place-based education, a pedagogy that puts place at the centre. With this approach students can be given the opportunity to pursue questions relevant to their local place, or identify questions that are important to themselves and their local place. In this way students can also develop stronger ties with and understanding of their local place and of themselves. This paper will consider some examples of place-based learning, and outline ways this approach can promote learning, and benefit the community outside the school.&lt;/p&gt;


author: Barter, Barbara
year: 2013
title: Rural Schools and Technology: Connecting for Innovation
pages: 41-55
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/669
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v23i3.669
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Placed within the context of rural teaching and learning and the use of new technologies, this paper presents a comparative study of three technological approaches to the presentation of curriculum in schools. Supported by three different research projects in one Canadian province, it highlights three areas of e-learning: the use of video conferencing to deliver curriculum to children in five rural schools (Barter, 2004), web-based distance education implemented by the Ministry of Education to deliver academic courses to students in rural and remote areas (Barter, 2011), and a lap top computer-based project with a class of intermediate students (Barter, Murphy, Hardy, Norman &amp;amp; Pack, 2004). Including a literature review, the paper provides a brief background of each project, outlines the results, and then discusses the impact such projects can have on education. Two projects (video conferencing and Ministry of Education delivered distance education) are described and then discussed through the responses of practicing teachers, while the third (lap tops for learning) is explored through the reflections of participating teachers as well as those from consenting junior high students.&lt;/p&gt;&lt;p&gt;&lt;br&gt;Accepting that the three projects represent a largely localized instance of curriculum research, they are used as a ‗stepping off point‘ that serves to highlight the challenges and successes in implementing curriculum through multiple forms of technology that can be expanded to a wider audience. The paper does not delve into the effects of different technology applications. Rather, it focuses on the effects of implementation in general. The intent is to present the successes and challenges of the three projects as examples that may help educators to identify and define theoretical aspects of technology leadership and lead to further understandings about how users may experience its implementation and use. The three projects and an extant literature indicate that innovations involving technology are process driven. They bring opportunity as well as challenges that stretch the limits of teaching and learning. As a result, the effective use of distance education, in any form, requires consistent, extensive support for both students and teachers.&lt;/p&gt;


year: 2013
title: Editorial
pages: vii-viii
secondary_title: Australian and International Journal of Rural Education
volume: 23
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/632
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v23i1.632
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Welcome to the first of three editions of the Australian and International Journal of rural Education for 2013. The recent Third International Symposium for Innovation in Rural Education proved to be extremely successful and many of the quality papers presented at the conference will be published in this journal over the next twelve months.&lt;/p>


author: Sue Trinidad Tania Broadley Emmy Terry Don Boyd Graeme Lock Matt Byrne Elaine Sharplin Sue Ledger
year: 2012
title: Going bush : preparing pre-service teachers to teach in regional Western Australia
pages: 39–55
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
publisher: Society for the Provision of Education in Rural Australia
url: https://search.informit.org/doi/10.3316/aeipt.193390
isbn: 1839-7387
electronic_resource_number: 10.3316/aeipt.193390
read_status: 0
rating: 0
abstract:
This paper reports on outcomes of Phases One and Two of the ALTC Competitive Research and Development Project “Developing Strategies at the Pre-Service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools”. This project, funded over two years, aims to strengthen the capacity and credibility of universities to prepare rural, regional and remote educators, similar to the capacity and credibility that has been created in preparing Australia’s rural, regional and remote health workers. There is a strong recognition of the fundamental importance of quality teaching experiences in rural, regional and remote schools and through this project over 200 pre-service teachers have participated in a curriculum module/object and completed a survey that encourages them to consider teaching in regional Western Australia. The project has mapped current Western Australian rural, regional and remote pre-service teacher education curriculum and field experience model. This mapping completed a comparison of national information with the identification of rural, regional and remote education curriculum and/or field experience models used nationally and internationally. In particular, results from Phases One and Two are presented, reporting on the findings of the first year of the project. [Author abstract]


author: Sullivan, Anna Johnson, Bruce
year: 2012
title: Questionable Practices? Relying on Individual Teacher Resilience in Remote Schools
pages: 101-116
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/624
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.624
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Early career teachers eager to find employment are often encouraged by employers to accept positions in remote locations which are traditionally difficult to staff. This paper reports research that examined a case study of a graduate teacher employed in a remote school. Drawing on resilience theory, we challenge the profession to consider whether in fact employers are relying on the personal resilience of early career teachers to cope with the rigors of teaching in remote schools and are remiss for not providing adequate support at school and system levels.&lt;/p&gt;


author: Sawyer, Janet Zianian, Tahereh Evans, Nina Gillham, David
year: 2012
pages: 37-51
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/620
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.620
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Improving Teaching and Learning in a Regional University Campus Through a Focus on the Affective Domain

abstract:
&lt;p>This paper describes the research process undertaken in a pilot study conducted at the University of South Australia’s Centre for Regional Engagement (CRE), and reports the feedback collected in relation to this process and the project overall. Academic staff and students from CRE’s two sites located in the rural and regional cities of Whyalla and Mount Gambier, South Australia, were recruited for the study. The purpose of the pilot study was to promote awareness of the value of affective teaching and learning amongst university academic staff and students and to implement the affective teaching and learning approach through mindfulness meditation interventions. The research aimed to investigate (a) the specific technique of mindfulness meditation as a strategy to develop awareness of the importance of the affective domain in teaching and learning and (b) whether/how engagement in mindfulness meditation by academic staff can contribute to an increase in affective teaching and learning. Academic staff participating in the pilot study found their involvement in the research improved their knowledge of the affective domain and contributed positively to both their approach to teaching and to their lives.&lt;/p>


author: Sawyer, Janet Penman, Joy
year: 2012
pages: 19-35
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/619
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.619
access_date: 2023/05/08
read_status: 0
rating: 0
title:
A State-Wide Survey of South Australian Secondary Schools to Determine the Current Emphasis on Ergonomics and Computer Use

abstract:
&lt;p&gt;This study investigated the pattern of teaching of healthy computing skills to high school students in South Australia. A survey approach was used to collect data, specifically to determine the emphasis placed by schools on ergonomics that relate to computer use. Participating schools were recruited through the Department for Education and Child Development offices. A 17-item questionnaire was administered to 15 regional and 15 city-based, public-sector high schools. The questionnaire covered areas including the awareness of the principles of ergonomics, existence of a written policy on procedures relating to ergonomics and computer use, inclusion of content in the curriculum relating to ergonomics, scale of priority placed on ergonomics and computer use, and reports of computer-related complaints of pain or discomfort. Responses were received from ten (67%) regional and five (33%) city/metropolitan South Australian high schools. The highlights of the survey were: 93% of those surveyed were aware about ergonomics and computer use, 73% did not have a written policy on procedures related to ergonomics and computer use; 60% replied that their curriculum did include content in relation to ergonomics and computer use, 66% thought ergonomic principles relating to computer use were not being given sufficient priority in their school, and 73% received no reports of computerrelated complaints of pain or discomfort. The implications of the study in relation to computer practice and educational preparation of school students will be discussed in the paper.&lt;/p&gt;


