# enl_refs

author: Ryan, Josephine Jone, Melitta
year: 2012
title: Creating a Sustainable and Supportive Teaching Practicum in Rural and Regional Locations
pages: 57-72
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/605
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i1.605
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>The study described in this paper creating an effective practicum model for rural and regional preservice teachers is designed to address the ongoing difficulties experienced by schools and universities as they seek to provide high quality preservice teacher education for individuals in rural areas. Lecturers from the regional campuses of two Australian universities have jointly undertaken a study of various initiatives designed to improve the way they manage the rural teaching practicum. The study also investigates the perspectives of rural and regional teachers about how they can best be supported by universities in their supervision of preservice teachers. The findings reveal the potential of two under-utilised approaches to the rural and regional practicum: the use of inter-university partnerships and technology to improve support and learning for preservice teachers in rural and regional locations.&lt;/p>


author: Robinson, Susan
year: 2012
title: Freedom, Aspiration and Informed Choice in Rural Higher Education: Why They are Saying 'No'
pages: 79-95
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/614
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.614
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Using recent discussions of Isaiah Berlin's two concepts of freedom as a starting point, this paper poses and attempts to answer the question, to what extent are those living in rural and remote communities 'free' to pursue their dreams of higher education? What would count as adequate educational opportunity for those embracing regional and rural lifestyles?&lt;/p>&lt;p>Freedom conceived as the ability to pursue options (option-freedom) is sensitive to a variety of factors, including the number of options available, the character of those options, and the nature of an actor's access to options (Pettit 2003). Many factors in a rural context compromise the number and character of educational options. Sparse populations restrict the number of programs and courses that can be offered sustainably. Distance education is not always an attractive option for those from low SES backgrounds who lack already-formed academic habits. All too often the local university becomes the only possible provider of face-to-face higher education for rural communities.&lt;/p>&lt;p>To treat regional and rural campuses as providers responding to sustainable local demand, assumes that local communities stand ready to articulate their educational requirements. Yet individuals and communities previously excluded from educational opportunity tend not to know what they don't know. The perceived rewards of holding a qualification may be remote to students who are the first members of their family to attend university. Individuals committed to rural lifestyles may be unable or unwilling to relocate in order to reap the full benefits of their educational investments. All of this suggests that rural campuses must act not only as brokers between rural populations and higher education institutions, but as educators of public opinion and shapers of local educational aspirations.&lt;/p>&lt;p>This paper explores some creative ways in which small university campuses might interact with local communities to shape aspirations and flexibly deliver sustainable academic programs (face-to-face and through blended learning) for all members of the local populace, from low SES students to rural practitioners seeking local opportunities for continuing professional development. It is argued that regional and rural campuses need to demonstrate critical self-awareness as they responsibly model higher education and its benefits to local populations.&lt;/p>


author: Richards, Shirley
year: 2012
pages: 53-63
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/612
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.612
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Coast to Country: An Initiative Aimed at Changing Pre-service Teachers' Perceptions of Teaching in Rural and Remote Locations

abstract:
&lt;p>For more than a decade, it has become more of a challenge to both attract and retain quality pre-service teachers to both rural and remote locations within Australia. Many pre-service teachers are reluctant to leave a preferred metropolitan location to undertake a rural or remote professional experience and often have negative views concerning employment in rural or remote locations.&lt;/p>&lt;p>It has become apparent that higher education institutions and State Education Departments need to address new initiatives to encourage pre-service teachers to consider undertaking a teaching professional experience and then future employment in rural and remote locations.&lt;/p>&lt;p>One such initiative, introduced by a regional Queensland university, encourages pre-service teachers to experience new opportunities in rural locations for a five day experience, Coast to Country. This initiative is aimed at providing pre-service teachers with an experience of both living and working/teaching in rural communities and school environments through observing and teaching in rural classrooms and participating in school and community social events.&lt;/p>&lt;p>During the first year, nine primary education pre-service teachers in their first year applied and were accompanied by two university staff. During the second year, sixteen pre-service teachers in their first, second and third years across the early childhood, primary and secondary cohorts experienced this.&lt;/p>&lt;p>Written feedback was collected from the pre-service teachers and verbal feedback from the university staff, principals and school staff involved. All considered this a very worthwhile and positive experience and felt that it should continue. The feedback indicated that a five day rural or remote experience such as this can provide professional and social benefits to all concerned.&lt;/p>&lt;p>An experience such as Coast to Country can provide a sound basis for those pre-service teachers participating to allow them to make a more informed decision about living and working in a rural location based on real experience. Following this experience, the pre-service teachers were then much more inclined to want to experience a rural or remote opportunity for their future professional experiences.&lt;/p>


author: Penman, Joy Oliver, Mary
year: 2012
title: Research Ready Program: A First in Regional South Australia
pages: 73-84
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/606
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i1.606
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>In response to the South Australian Certificate of Education (SACE) Board's introduction in 2010 of the new Research Project subject, the University of South Australia's Centre for Participation and Community Engagement took the opportunity to engage further with school students by organising the Research Ready Program. The adoption of the program for local Year 11 government high school students by the University's Centre for Regional Engagement at Whyalla is the focus of this paper. The program, consisting of seven sessions spread across two school terms aimed to assist students identify a research topic and develop their research project, learn about the research process, support professional development of school staff and enhance school students' aspirations and pathways to university.&lt;/p>&lt;p>The paper explores the learning that transpired in order to meet the educational needs of high school students embarking on this new subject and discusses the reflections of participating university academic staff and school teachers. Questionnaire responses by participating students showed that they rated the program as 'good' to 'excellent' and believed that it would help them to complete their research projects successfully. The impact of the program on students' aspirations to pursue university studies, and the implications for a regional university campus and its community, are also examined.&lt;/p>


author: Miller, Judith Puglisi, Lauren Perry, Janine
year: 2012
pages: 53-72
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/621
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.621
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Implementing Change to Arrest the Decline in Moderate to Vigorous Physical Activity (MVPA) for Adolescent Girls in Two Rural and Regional High Schools: A Case Study Approach

abstract:
&lt;p&gt;Inactivity has been linked to a range of lifestyle conditions such as hypertension, type II diabetes and cardiovascular disease (World Health Organisation, 2009). Engagement in physical activity and in sport has been consistently reported to decline as the general population ages (Telama et al., 2005). In particular, the age of adolescence has been identified as a time of decreasing physical activity most often at a greater rate than adjacent age groups (Booth et al., 1997; Trost et al., 2002; Webber et al., 2008). However, for adolescent girls, the decline in moderate to vigorous physical activity (MVPA) has been greater than their male peers specifically in New South Wales (NSW), Australia (Hardy, Okely &amp;amp; Booth, 2008). Physical activity and participation rates are lower in outer regional and remote areas of Australia when compared to participants living in metropolitan settings, and females in rural settings are the most inactive of all groups (AIHW, 2012: 206). Adolescent girls residing in rural contexts are emerging as being at a disadvantage when it comes to practicing healthy lifestyle choices (McKenzie et al., 2004). A lack of physical activity is one of the most modifiable risk factors related to the morbidity and mortality health outcomes of individuals (Brown et al., 2007; Warburton et al., 2006). In addition, physical and mental health is enhanced through regular physical activity, and general emotional well-being is reported to be heightened for all active age groups (Steptoe &amp;amp; Butler, 1996).&lt;/p&gt;


author: Lyons, Terry Quinn, Frances
year: 2012
title: Rural High School Students' Attitudes Towards School Science
pages: 21-28
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/616
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.616
access_date: 2023/05/12
read_status: 0
rating: 0
abstract:
&lt;p>This paper reports findings from an Australian survey of Year 10 students (N=3759) indicating that those in small rural and remote areas tend to enjoy school science significantly less than their peers in larger towns and cities (Lyons &amp; Quinn, 2010). The study also found that rural and remote students were less inclined than those in other locations to enjoy science relative to other subjects. Such a result has not previously been recorded in the science education literature and raises a number of questions about the relevance and quality of the science education experienced by rural and remote students. It also raises timely questions about the applicability to rural and remote students of an Australian Science Curriculum. The paper explores these issues and their implications for policy and research.&lt;/p>


author: Lynch, Timothy
year: 2012
pages: 1-18
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/618
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.618
access_date: 2023/05/08
read_status: 0
rating: 0
title:
Rips, Currents and Snags: Investigating the Delivery of Educational Goals for Young Australians in the Region of Gippsland, Victoria

abstract:
&lt;p&gt;Monash University (Gippsland campus) is situated in Churchill, Latrobe Valley, located in central Gippsland, eastern Victoria. A large percentage of the Gippsland region comprises of a socio-economically disadvantaged population (Figure 1). In Semester One, 2011 as part of the Bachelor of Primary Education course at Monash, it was decided that a pathway be created to achieve these national ideals and goals through the implementation of swimming and water safety education in Primary schools. Swimming and water safety education represents the specific curriculum to be implemented in rural schools, it is representative of any aspect of the curriculum to be delivered. This paper comprises a narrative memoir by the author of his involvement in the pathway and subsequently the paper sheds light on the barriers, benefits and strategies for implementing such policies in practice.&lt;/p&gt;


author: Lock, Graeme Budgen, Fiona Lunay, Ralph Oakley, Grace
year: 2012
title: Welcome to the Outback: The Paradoxes of Living and Teaching in Remote Western Australian Schools
pages: 117-135
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/625
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.625
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Teaching in remote schools can prove to be a challenging experience. Twenty three teachers from remote schools, located in Western Australia, were interviewed about their teaching and living experiences in isolated communities. The interview questions were designed to elicit information regarding three areas: demographic information; reasons for applying for a position in an isolated school and living in a remote community; and, professional factors impacting on the respondents. Interviews were conducted during a residential professional development session and involved twenty-three teachers with wide ranging ages and teaching experience. These teachers identified a number of affective factors including what attracted them to teach in remote communities, what they liked and disliked about their lifestyle and why they decided to stay in the community in which they lived and taught. Professional factors identified included teaching and learning issues; curriculum and assessment; catering for individual needs; liaising with Aboriginal Education Workers; engaging and managing students; pedagogical issues and professional development. Teachers also identified the professional benefits and challenges of teaching in remote communities. The article concludes with a short discussion on the paradoxes of living and teaching in isolated locations, followed by outlining three recommendations derived from the interview data.&lt;/p&gt;


author: Lock, Graeme Budgen, Fiona Lunay, Ralph Oakley, Grace
year: 2012
title: The Loneliness of the Long-Distance Principal: Tales from Remote Western Australia
pages: 65-77
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/613
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.613
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>This research investigated the experience of leadership in an isolated school. Data were obtained through structured and semi-structured interviews (Burns, 2000) with a total of eight principals whose experience of leadership in remote communities ranged from new recruits to several decades. Three research questions guided the investigation: What are the social-biographical characteristics of principals in isolated schools? What are the characteristics of the schools? What are the professional and pedagogical aspects of their current position?&lt;/p>&lt;p>The interviews were conducted while the principals were gathered at a central location for professional learning workshops prior to the beginning of a new term. Participation was voluntary with principals who wished to participate making an appointment to meet with an interviewer in a location that afforded the opportunity to speak openly (Wiersma &amp; Jurs, 2009) and with some privacy. The eight principals who elected to be interviewed represented 100% of the principals attending the workshops. The first stage of data analysis involved transcription of the interviews. All responses were then grouped by question, enabling the researchers to see the range of responses to each question. The responses were read and re-read several times in order to establish key themes. The data were then further coded (Cohen, Manion &amp; Morrison 2007) into various sub-themes. Three broad themes, within which the issue of loneliness was identified, emerged from the analysis: affective factors, professional learning, and professional benefits and challenges. Within each of these broad themes a number of sub-themes emerged and are discussed in detail in the paper.&lt;/p>


author: Jervis-Tracey, Paula Chenoweth, Lesley McAuliffe, Donna O'Connor, Barry Stehlik, Daniela
year: 2012
pages: 97-126
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/615
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.615
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Managing Tensions in Statutory Professional Practice: Living and Working in Rural and Remote Communities

abstract:
&lt;p>Delivering essential health, education and human services in rural and remote communities remains a critical problem for Australia. When professionals have mandatory responsibilities (e.g. in child protection, law enforcement, education or mental health), tensions can arise between workers and the communities in which they live. This paper reports on part of an Australian Research Council Discovery project which is exploring the management of tensions in work-life balances for professionals in rural and remote communities, as well as investigating the views of community members impacted by the work. In this paper we present findings from the state wide survey of professionals (N ≈ 900) who lived and worked in small communities and who had statutory responsibilities in their role. These data provide valuable insights into practitioners' views about their roles, their preparation for rural practice during education and training, major tensions in juggling allegiance to work and community and the strategies they employ to address these. It is hoped that the study in the long term will offer solutions to the complex medical, legal and social issues that arise for different professional groups in the discharge of their duties. This 3-year project uses both qualitative and quantitative methods to map the terrain of rural and remote statutory work, to explore the nature of the relationships between professionals and communities and examine how professionals manage ethical and allegiance conflicts which arise.&lt;/p>


author: Eighmy, Myron Hall, Thomas
year: 2012
title: The Role of the Extension Service in Rural/Frontier Disaster
pages: 113-125
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/617
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.617
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>This study was conducted to detennine what the Extension Service's community roles and responses were during flood events and what should be done to better prepare Extension staff for future flooding in rural and frontier counties. &lt;/p>&lt;p>&lt;br />A survey was used to determine the extent Extension staff were prepared to respond to citizen requests for services. A joint meeting was held with emergency management organizations to clarify Extension's role in flood-related disasters. The Extension Service has a primary responsibility for providing the public with information and educational materials. Topics were identified for needed disasterrelated educational materials. New materials were developed to fill the gap in previously available resources.&lt;/p>


author: Drummond, Aaron Halsey, John Lawson, Mike van Breda, Maria
year: 2012
title: The Effectiveness of a University Mentoring Project in Peri-rural Australia
pages: 29-41
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/610
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.610
access_date: 2023/04/27
read_status: 0
rating: 0
abstract:
&lt;p>The Bradley report (2008) recommended that there be an increase in the percentage of young Australian‟s completing a university degree, with a subsequent target set by the Australian Federal Government to 40% of 25-34 years olds holding a first degree by 2025. As students who transition to university following completion of high school in medium-high social economic status urban areas is already often high (>90% in some cases), one obvious target for any increase is in peri-rural (distance from metropolitan areas approaching 80km) and rural areas (distance from metropolitan areas >80km in accordance with Jones, 2000).&lt;/p>&lt;p>In 2010, a youth mentoring project was initiated targeting year nine students in a peri-rural area school. The project sought to increase the interest of these students in attending university post high school graduation. The present paper presents the preliminary data for 18 students in the first round of the mentoring project. Participants were asked to rate their estimated percentage chance they would attend university following school completion, as well as to estimate how much contact they had with university mentors across several questionnaire items. Mentor contact items were averaged to give an overall measure of mentor contact. Measures of mentor contact were significantly correlated with participants estimates of the percentage chance they would attend university, r = .59, p &lt; .01, r2 = .35 as well as their self identification with university students as an „in-group‟, r = .75, p &lt; .01, r2 = .56. Further, percentage chance participants would attend university was significantly correlated with students‟ self identification with university students as an „in-group‟, r = .60, p &lt; .01, r2 = .36.&lt;/p>&lt;p>One potential pathway for this effect was that contact with mentors increased students „in-group‟ identification with university students, which in turn increased their estimated chance of going to university. Concordant with this prediction, regression analysis indicated that the unique effect of mentor contact was reduced to non-significance when the effect of in-group identification was controlled for, R2 change = .05. Similar findings were observed for participants‟ ratings of how much they liked university. The present results imply that if rural students can make meaningful contact among university students through pilot programs such as the present one, then they are more likely to consider university as a viable option for themselves at high school completion. Follow up data will be able to confirm whether these student perceptions link with post graduation behaviour. Results are discussed with regard to their implications about higher education pathways in the university and vocational education sectors in rural Australia.&lt;/p>


author: Drummond, Aaron
year: 2012
title: The Australian Curriculum: Excellence or Equity. A Rural Perspective
pages: 73-85
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/622
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.622
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;“The Australian Curriculum promotes excellence and equity in education.” (ACARA, 2012a, p. 1) In 2008 it was agreed by the Australian Education Ministers that a national curriculum be implemented with the rationale that it would help to ensure high quality education for all young Australians (ACARA, 2012b). One reason for the shift to a standardised national curriculum is so that “School and curriculum authorities can collaborate to ensure high quality teaching and learning materials are available for all schools.” (ACARA, 2012b, p. 1, emphasis added). The Australian curriculum represents a huge shift in the manner in which education is legislated and delivered in Australia. Though there are benefits to the implementation of a national curriculum, there are also a variety of challenges. What does the implementation of the Australian Curriculum mean for nonmetropolitan schools? The statement by ACARA is indicative that rural schools will benefit equally from the implementation of the Australian Curriculum. However, some unique characteristics of rural areas mean that additional support may be required to ensure the successful implementation of a national curriculum in rural areas. Difficulty with accessing resources in rural areas may result in further challenges for rural schools. To support a nationwide implementation process that results in an equitable curriculum for all Australian children irrespective of their location, it may be necessary to differentiate support to rural and metropolitan schools. Drawing upon two surveys, one on the Australian Curriculum in rural areas previously published in Curriculum Perspectives and the other a survey of both rural and metropolitan school leaders on the implementation process, I explore the implementation of the Australian Curriculum in rural contexts. Although rural school leaders are overall supportive of the Australian curriculum, they do express dissatisfaction with the implementation process, specifically with the support they are receiving. The delay in the implementation of the Australian Curriculum appears to have resulted in marginally higher funding for non-metropolitan schools, but the overall funds available are both objectively and subjectively low. In order to ensure that the implementation of the Australian Curriculum is successful and remedying (c.f. enhancing) rural inequities, much more needs to be done to support its implementation in non-metropolitan schools.&lt;/p&gt;


author: Broadley, Tania
year: 2012
title: Enhancing professional learning for rural educators by rethinking connectedness
pages: 85-105
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
date: 2012
url: http://search.informit.com.au/fullText;res=AEIPT;dn=193393
notes: Refereed article. Includes bibliographical references.
isbn: 1839-7387
custom_1: Professional Development
custom_2: Mixed Methods
accession_number: 193393
custom_6: Peer reviewed
author_address: Curtin University of Technology
custom_7: NO
research_notes: explanatory mixed methods, focuses on professional learning more than student outcomes
read_status: 1
rating: 0
keywords:
Aboriginal education
Digital literacy
Educational change
Educational policy
Educational quality
Geographic isolation
ICT in education
Learning communities
National curriculum
Online learning
Professional development
Professional development
Program descriptions
Rural areas
Rural education
Rural schools
State programs
Teacher competencies
Teacher promotion
Teachers
Teaching effectiveness
Time perspective
Deep learning
Primary secondary education
Professional continuing education
Surveys
Australia
Western Australia
Connectedness
Western Australia College of Teachers (WACOT)
Western Australia. Dept of Education

abstract:
Impending changes in Australian education brings forth the expected transformation of teachers working in schools . Three key points for transforming Australian schools has been identified by Gillard (2008) including the improvement of quality teaching, ensuring every child benefits and mandating transparency and accountability. A number of initiatives were considered to assist with such reform including the implementation of a Digital Education Revolution, the move to the Australian Curriculum and the implementation of a National Framework for Professional Standards for Teaching. As these transformative initiatives are rolled out to teachers across Australia, the equitable access to PD to support all teachers , regardless of their geographical location, is in question. In line with the literature, the author proposes the concept of delivering PD and accessing PD from regional and remote areas be reconsidered. This research paper outlines the findings from the study, including travel time being significant and impacting on teachers' personal time; limited relief teachers impacting on access to PD; promotion and teacher registration being explicitly linked to PD; professional learning communities being valued but often limited by small staff numbers; professional learning conducted in the local context being preferred; professional learning established at the teacher and school level being desirable; teachers being confident in using technology and accessing PD online if required; and social cohesiveness being valued and often limited by isolation. Further this research has culminated in the development of a conceptual framework that would facilitate improving the amount and variety of professional learning available to regional and remote teachers . [Author abstract]


author: Brady, Tony
year: 2012
title: Nambour: The Model Rural School
pages: 87-99
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/623
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i3.623
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;This paper examines the Rural Schools of Queensland. Starting with Nambour in 1917, the scheme incorporated thirty schools, and operated for over forty years. The rhetoric of the day was that boys and girls from the senior classes of primary school would be provided with elementary instruction of a practical character. In reality, the subjects taught were specifically tailored to provide farm skills to children in rural centres engaged in farming, dairying or fruit growing. Linked to each Rural School was a number of smaller surrounding schools, students from which travelled to the Rural School for special agricultural or domestic instruction. Through this action, the Queensland Department of Public Instruction left no doubt it intended to provide educational support for agrarian change and development within the state; in effect, they had set in motion the creation of a Queensland yeoman class. The Department’s intention was to arrest or reverse the trend toward urbanisation — whilst increasing agricultural productivity — through the making of a farmer born of the land and accepting of the new scientific advances in agriculture.&lt;/p&gt;


author: Boylan, Colin
year: 2012
pages: 1-17
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/602
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i1.602
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Promoting Rural Education: The Role of the Society of the Provision of Education in Rural Australia (SPERA)

abstract:
&lt;p>The paper explores the role of the Society for the Provision of Education in Rural Australia (SPERA) and the challenges it has faced as the primary voice for Australian rural educators. The paper charts the origins of SPERA, and the contributions of key people involved in its foundation. The paper then examines the advocacy and impact of SPERA through its initiatives in establishing an internationally recognised national conference, the creation of Australia‟s only specifically rural education journal, Education in Rural Australia and the recognition of exceptional rural education institutions through its Australia Rural Education Award program.&lt;/p>


author: Bostock, Louise Boon, Helen
year: 2012
title: Pre-service Teachers' Literacy Self-Efficacy and Literacy Competence
pages: 19-37
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/603
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i1.603
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>The impetus for the study reported in this paper was Queensland's poor performance on 2008's NAPLAN testing, the Queensland Education Performance Review(Department of Education and Training, [DET]2009b) that followed and the subsequent adoption of pre-registration tests for aspiring Primary and Early Childhood teachers(Queensland College of Teachers,[QCT] 2010). In response to this policy focus on pre-service teachers' levels of competence, this study was designed to provide a measure of their levels of literacy competence and confidence. The study was conducted at one of Australia's largest regional universities, where many pre-service teachers train each year in preparation to take up positions in rural education throughout Queensland and Australia. The study examined teacher confidence for English literacy by assessing their self-efficacy for items in three areas: personal literacy, literacy content knowledge and pedagogical knowledge in literacy. These three areas were flagged by the QCT as areas of importance and those which will be tested in 2011's pre-registration tests (QCT, 2010). We also assessed pre-service teacher competence in a small subset of English literacy skills to confirm that their levels of self-efficacy for literacy were reflected by their skills and competence. The sample comprised 180 pre-service teachers from First to Final Year students. We hypothesized and expected that their confidence (self-efficacy) for various aspects of literacy would increase as they gained experience and training, increasing in line with their improved skill acquisition through their study of English language subjects over the four years of training for a Bachelor of Education (BEd). Quantitative methods were employed and a survey instrument was constructed to be used across all years of the BEd (Primary and ECE) degree. Participants, who were volunteers, answered questions pertaining to their confidence in personal literacy as well as the teaching and assessment of literacy. They also completed a competence exercise which allowed comparison of confidence to competence on an individual, year and cohort level. In order to gain the pre-service teachers' perspectives about their preparation for English literacy, we also sought their views in an extended response question about their actual literacy training over the BEd degree, in particular any areas they believed they needed further help with. Preliminary findings obtained by comparing year levels indicate that although students are confident from the outset, this confidence is not always matched by their actual competence. There were some significant differences between the year levels, but increased experience in the BEd degree did not always translate to increased competence. Respondents' comments to the final, open-response, question of the survey flagged several literacy areas for which participants noted they required more instruction, such as grammar. In addition a high level of anxiety amongst students about the competence based pre-registration literacy tests was highlighted. We conclude that there may be scope for the BEd degree to include more English language units than it currently offers at this university to support pre-service teachers' literacy needs.&lt;/p>


author: Belcastro, Lauren Boon, Helen
year: 2012
title: Student Motivation for NAPLAN Tests
pages: 1-20
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/609
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.609
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>The current 'Education Revolution' in Australia has witnessed the shift to greater accountability in outcomes, transparency in practice, and comparable data at a national level. The National Assessment Program as endorsed by MYCEEDYA and implemented by ACARA, has come to encompass NAPLAN testing, which was quick to become a household name thanks to constant political and media attention. Among such attention we have become most likely to encounter arguments of its place in education from key stakeholders such as bureaucrats, politicians, administrators, teachers and parents, with an increasing silence of the key participants within this regime: the students. The project reported on here offers a greater understanding of how students think about high-stakes testing, how influences such as the media influence student attitudes, and how motivational and social goals influence participation in NAPLAN. The project focuses on social learning theory and goal theory in regard to participation in NAPLAN testing, with a slant towards students‟ motivation and self-efficacy expectations. Research has shown that motivation and self-efficacy are leading determinants in the achievement of learning outcomes. Exploring these factors within the context of participation in NAPLAN testing has provided data that shows how students are thinking about this high stakes test in terms of value, preparedness, and social and motivational influences.&lt;/p>&lt;p>&lt;br>The year 9 cohort of a large regional North Queensland high-school was invited to participate in a sequence of surveys that explored the way students think about NAPLAN and how students determine and prepare for participation. Preceding the development of the surveys, a focus group session was undertaken with a representative group of the same cohort in order to initially gauge and begin to understand how students in this particular context thought about NAPLAN testing. The sequential surveys took place one week prior to the 2011 NAPLAN test and one week following the 2011 NAPLAN test. The questions on the pre-test survey directly aligned with the questions on the post-test survey which allowed for correlations of student responses to be made after the test had actually been completed.&lt;/p>&lt;p>Preliminary results from independent t-test analyses show that student mastery and performance goals and self-efficacy reports remain stable post NAPLAN testing. However, reflections of preparedness for the test show significant differences in their perceived levels of preparedness pre- and post the test, while their affective responses pre- and post the test indicate that they experienced a greater level of anxiety than they had expected before the actual test. Implications of these results for all students and students in rural areas in particular are discussed in the paper.&lt;/p>


author: Barbagallo, Milena Boon, Helen
year: 2012
title: Young People's Perceptions of Sexuality and Relationships Education in Queensland Schools
pages: 107-124
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/608
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i1.608
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>The Australian Research Centre for Sex, Health and Society (2009) reported a rise in the number of students becoming sexually active at a younger age. Statistics show the rate of people contracting Sexually Transmitted Infections have increased in Australia, with reported numbers of Chlamydia quadrupling in the last ten years, with 80% of reported cases being 15-19 years old. Education is fundamental in providing good sexual health care. However research suggests that too few of our youth, particularly those in rural areas, are provided with Sexuality and Relationships Education (SRE) deemed adequate to support future adult sexual health and wellbeing. In the past there has been no mandated framework or program for SRE in Australian schools. However Queensland State and National Government health strategies have identified young people as a priority target population for the prevention and management of youth sexual health and wellbeing. These initiatives have provided the impetus for this study.&lt;/p>&lt;p>&lt;br />The study aimed to gain insight into young people‟s perceptions of SRE as the end users in Queensland State, Catholic and Independent schools. It examined their views about the efficacy of the SRE they received and whether it informed them in today's society. They responded to questions about the content and delivery of SRE, as well as how pertinent it was of current issues youth are exposed to in society. The study, centred in a regional city in Queensland, involved a sample of 110 people between the ages of 18 and 21. Of this sample, 87.3% of participants were schooled in rural or regional areas in the state. Participants completed a confidential, anonymous survey, consisting of a range of multiple choice and short answer questions. The survey required participants to reflect on their past schooling experiences and report their perceptions of their SRE courses. Results were analysed using quantitative, descriptive analysis.&lt;/p>&lt;p>&lt;br />Results show similarities from respondents who attended State and Independent schools in relation to the SRE program. In general, young people said education was age appropriate and presented current issues, however 68% maintained that improvements could be made in terms of content and the delivery of the subject. Suggestions for improvements were made by respondents. With the implementation of the National Curriculum over the next couple of years, we conclude that State, Catholic and Independent schools in Queensland, in particular rural and regional areas, should use this opportunity to improve the content and delivery of SRE. Comprehensive SRE in schools needs to encompass learning that is functional, beneficial and practical for end users, in order to inform their choices and experiences.&lt;/p>


author: Anderson, Neil
year: 2012
pages: 43-52
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/611
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v22i2.611
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Design Thinking: Employing an Effective Multidisciplinary Pedagogical Framework to Foster Creativity and Innovation in Rural and Remote Education

abstract:
&lt;p>This paper outlines a project to develop and track 'design thinking' skills within groups of students in late primary and early secondary years of schooling in order to strengthen their creative skills and innovative mindsets. The outcome of the research will be the development of a model for the broad-based implementation of design thinking in schools which will foster students' creative skills, critical for 21st century living and their capacity to make a strong contribution to innovation in their future workplaces. Students will develop competence in using the steps - 'understand, observe, visualise, evaluate, refine and implement' - in relation to examining contemporary issues concerned with living in rural and remote areas and will subsequently design illustrative multimedia presentations or computer games. Design thinking as a framework to solve problems and/or as a pedagogical framework has emerged from the processes that designers have used over the last twenty years to create unique and innovative products. A convincing literature base has continued to grow across almost every discipline area, yet 'design thinking' is only just starting to influence school-based education.&lt;/p>


year: 2012
title: Editorial
pages: viii-ix
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/630
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v22i3.630
access_date: 2023/05/08
read_status: 0
rating: 0
abstract:
&lt;p&gt;Welcome to Issue 3 of the Australian and International Journal of Rural Education in 2012.&lt;/p&gt;


year: 2012
title: Editorial
pages: viii-ix
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/629
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v22i2.629
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Welcome to the second issue of the Australian and International Journal of Rural Education for 2012. In this issue we present nine papers from national and international authors. The importance of rural and remote issues in the school sector, the university sector, professional practice and community are raised by a wide range of esteemed authors.&lt;/p>


year: 2012
title: Editorial
pages: viii-ix
secondary_title: Australian and International Journal of Rural Education
volume: 22
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/628
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v22i1.628
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Welcome to the first issue of the Australian and International Journal of Rural Education, formerly Education in Rural Australia. The executive of SPERA regarded the name change as desirable to reflect the growing international backgrounds of the papers being accepted for publication.&lt;/p>


author: White, Simone Lock, Graeme Hastings, Wendy Cooper, Maxine Reid, Jo-Anne Green, Bill
year: 2011
title: Investing in Sustainable and Resilient Rural Social Space: Lessons for Teacher Education
pages: 67-78
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/592
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v21i1.592
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas. There is a strategic link between teacher education and the sustainability of rural communities with earlier suggestions (White &amp; Reid, 2008, p. 1) highlighting that ―healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. Likewise, the proposition is made in this paper that the relationship is importantly reciprocal and that, in turn, healthy rural communities and 'successful rural schools‘ can inform and help reform teacher education and professional learning through the insights gathered into the ways in which rural education leaders and teaching staff work closely with their school communities. In this paper we draw specifically from the research findings of a three-year Australian Research Council funded project (2008-2010) of schools and communities where sustainable practices around staff recruitment and retention were identified to explore this reciprocal relationship. The paper will firstly discuss the context of the study, its method and conceptual framework, and then focus in particular on the emerging themes from the twenty case-studies across Australia. Themes discussed include the important linking between rural school leadership and community renewal; the possibilities of developing school-university partnerships to sustain the rural workforce; and the need for social and creative enterprise to be acknowledged as important work of rural teachers and leaders. The paper concludes with the implications of these themes in terms of better preparing a future rural teacher workforce.&lt;/p>


author: Trinidad, Sue Sharplin, Elaine Lock, Graeme Ledger, Sue Boyd, Don Terry, Emmy
year: 2011
pages: 111-120
secondary_title: Education in Rural Australia
volume: 21
number: 1
url: http://search.informit.com.au/documentSummary;dn=184144950368677;res=IELHSS
isbn: 1036-0026
custom_1: Preservice teacher attraction and retention
custom_2: Qualitative
custom_6: Peer reviewed
custom_7: NO
electronic_resource_number: https://doi.org/10.47381/aijre.v21i1.595
research_notes: No results, forward looking
read_status: 1
rating: 0
title:
Developing Strategies at the Pre-service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools

abstract:
This ALTC project is a collaborative endeavour between the four public universities involved in teacher education in Western Australia (Curtin University, Edith Cowan University, Murdoch University and The University of Western Australia), focussed on improving the quality of preparation of pre-service teachers for rural, regional and remote appointments. The project, building on the work of other recent Australian rural education research projects (conducted through the ARC funded Renewing Rural Teacher Education: Sustaining Schooling for Sustainable Futures [TERRAnova] and the Renewing Rural and Regional Teacher Education ALTC Curriculum projects), will create a nexus between the theory and practice of teaching and learning by developing models of pre-service teacher rural, regional and remote practicums. Existing rural health collaborative models will be drawn upon to inform the developing project. The project brings together rural community and professional partnerships (including the Society for the Provision of Education for Rural Australia [SPERA] and The National Centre of science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia [SiMERR]) that will help to sustain rural communities through the provision of quality, prepared rural, regional and remote teachers.


author: Lester, Nita C.
year: 2011
title: Relationship Building: Understanding the Extent and Value
pages: 79-93
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/593
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v21i1.593
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Relationship building in the remote rural settings studied occurred at various levels: professional, school-based, personal, and community-wide. Principals and teachers who understand the importance of relationship building—especially its personal and community-wide facets—who take the initiative in establishing and nurturing relationships and improving them through reflection over time, are more successful at motivating, inspiring, and aligning country people to facilitate change. The acquisition of supportive relationships is presented as a possible precursor to successful school leadership and teaching in small remote rural school settings.&lt;/p>


author: Hemmings, Brian
year: 2011
title: The Influence of Social Contingencies on Teacher Education Students Undertaking a Rural Internship
pages: 95-109
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/594
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v21i1.594
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Hughes (1999) categorised non-work demands such as domestic responsibilities and health of family members (including self) as social contingencies. A literature review on social contingencies, examined from a medical, nursing, and allied health standpoint, revealed that certain factors, especially related to financial matters, impact directly on the professional experience or deter potential students from electing to participate in a rural-based experience. This review was then extended to include teacher education research but it was found that these studies were small in number, somewhat dated, and lacking a strong focus on what stressors arise beyond the classroom and the school for teacher trainees. The present study was planned to reduce existing gaps in the research literature and to better understand the effects of the professional experience in different residential settings by seeking to: 1. examine the predictive capacity of stress in relation to the perceived impact of social contingencies on internship learning; 2. identify factors which distinguish between those students who lived away and stayed at their usual term residence while undertaking an internship; and, 3. explore in greater detail the social contingencies, and other related factors, that influence learning during an internship. The sample consisted of 84 teacher education students attending an Australian regional university. These students were enrolled in the final semester of a four-year course and had just completed a 10-week internship in a rural or remote setting. A survey was the sole means of data collection. The survey data were analysed and the main findings were: financial pressure was viewed by the teacher trainees as the most prominent contingency impacting on their learning; the same trainees rated internet and phone access as the next two most important factors; and, two scales, labelled as personal/health care and life organisation were shown to be the only significant independent variables helping to distinguish between teacher trainees who lived away and those who stayed at their usual term residence during the internship. The implications of the study for course managers, course designers, rural educators, and policy makers conclude the paper.&lt;/p>


author: Halsey, John
year: 2011
title: Farm Fair Voices, Space, History, the Middle Ground and 'the Future' of Rural Communities
pages: 39-66
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/591
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v21i1.591
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>This article is essentially written as two linked parts. The first part considers how space, spatiality and history can contribute to understanding and 'doing something about‘ the sustainability of rural communities. This is done by extensive reference to Soja‘s (1989 &amp; 1996) space and spatial theorising and selective perspectives of history from Williams (1973) and Davison (2005). Essentially I think of space, spatiality and history as a set of conceptual tools for achieving some new traction on the enduring issue of the sustainability of rural communities, and this is the spirit in which the first part of the article is offered. The second part of the article is an overview of the Mapping of Rural Communities project in South Australia and the findings from one data collection site, the Karoonda Farm Fair in the Mallee Region of the state, together with some analysis of findings using space, spatiality, history and White‘s (1999) middle ground concept to generate suggestions about what education may offer in terms of 'The Future‘ of rural communities.&lt;/p>&lt;p>&lt;br />I have used 'The Future‘ of rural communities instead of 'sustainability‘ at various times to accentuate the problematic nature of sustainability being a likely outcome, 'going forward‘. As well, 'rural‘ is used as a collective term for locations that are other than capital cities and the remaining population centres in Australia of 100,000 or more. I am aware this is somewhat of a broad-brush approach to defining rural but it is adequate for the purposes of this article; for detailed discussions about defining rural contexts and their characteristics see Walton (1993), Griffith (1996), Mulley (1999), Hugo (2005) and Halsey (2009).&lt;/p>


author: Gorringe, Scott
year: 2011
title: Honouring Our Strengths - Moving Forward
pages: 21-37
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/590
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v21i1.590
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Persistent perceptions of deficit and conflict have characterised and constrained the history of relations between Aboriginal and non-Aboriginal Australians since contact. The success of their saturation is apparent in a continuing approach that presents the response to Aboriginal needs in terms of health and education 'gaps‘; 'the Aboriginal problem‘, 'mainstreaming (making them more like us)‘ or 'interventions‘ (and all the lack of ability that such a word implies).&lt;/p>&lt;p>Language in programs and the underlying approach to address very real health, economic and social need continues to carry (and replicate) an implicit assumption of deficit and a positioning of the locus of control away from Aboriginal people (i.e. service 'delivery‘ instead of service 'access‘).&lt;/p>&lt;p>This paper recognises that an erosive mindset of deficit perceptions of Aboriginality is also being widely adopted by Aboriginal people by ourselves and other Aboriginal people – that if un-discussed will continue to impact on the Aboriginal struggle. This paper will unpack an Aboriginal framework (Engoori) that can reconnect people and reignite authentic community engagement discussions.&lt;/p>


author: Davidson, Josie
year: 2011
title: The Internship Experience
pages: 121-124
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/596
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v21i1.596
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>My name is Josie Davidson and I am in my final year of my double degree - Bachelor of Teaching (Secondary)/Bachelor of Arts at Charles Sturt University, Wagga Wagga. I have just completed my internship of 11 weeks, broken into a 5 week block in Term 2 and a 6 week block in Term 4, at Northern Plains High School. Northern Plains High school is located in the small rural town of Northern Plains in the Riverina Region of New South Wales. The 2006 census recorded the town of Northern Plains as having a population of just over 4000 and it is largely a farming and agricultural town. There are currently approximately 400 students enrolled at Northern Plains High School, which is less than it has been in previous years. The school believes this to be due to the drought, as opportunities for agriculture in the area have reduced and more families have moved away and so therefore student numbers have decreased. The school draws students from surrounding districts and is one of two schools in Northern Plains; the other is a private school. It has a well established reputation for sporting and academic excellence and contains special programs to cater for the needs of all students in the town and surrounding areas.&lt;/p>


author: Barbour, Michael K.
year: 2011
title: The Promise and the Reality: Exploring Virtual Schooling in Rural Juristictions
pages: 1-19
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/589
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v21i1.589
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>The history of online learning at the K-12 level is almost as long as its history at the post-secondary level, with the first virtual school programs beginning in the early 1990s. While these opportunities were designed as a way to provide rural students with access to more specialized courses, as opportunities have become organized into virtual or cyber schools the nature of students served by these institutions have broadened. Unlike online learning in general, much less is known about virtual schooling – even less of which is based on systematic research. Regardless, the growth and practice of virtual schooling has far out-paced the production of reliable and valid research. This paper will focus upon describing the evolution of K-12 online learning in Canada and the United States, how that evolution has impacted rural schools, and what lessons can be learned from the experiences with K-12 online learning in these two countries.&lt;/p>


year: 2011
title: Editorial
pages: ix-x
secondary_title: Australian and International Journal of Rural Education
volume: 21
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/600
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v21i1.600
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Welcome to this 'bumper' issue of Education in Rural Australia, in which we are pleased to present four keynote speeches from the very successful 2010 conference, three articles on contemporary issues in rural education, and reflective comments on a rural&nbsp; eaching experience from a pre-service teacher.&lt;/p>&lt;p>Graeme Lock&lt;br>Simone White&lt;br>Wendy Hastings&lt;br>Maxine Cooper&lt;br>Editors&lt;/p>


author: Stevens, Ken
year: 2010
title: From Closed to Open Classes - Repositioning Schools to Sustain Rural Communities
pages: 3-16
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/578
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i1.578
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Schools have always been central to rural communities, but today they are critical to the sustainability of social and economic life for people who live beyond major centres of population. The development of virtual structures and processes that enhance classes in and between rural schools has provided extended educational and, indirectly, vocational opportunities, for young people in local and non-local communities. The sustaining of small schools and their enhancement through inter-institutional collaboration can now be extended to rural community life. The digital future will be built on relationships between e-learning, e-government, e-business and e-health.&lt;/p>


author: Sharplin, Elaine
year: 2010
title: A Taste of Country: A Pre-service Teacher Rural Field Trip
pages: 17-27
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/582
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i1.582
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>In order to improve recruitment of teachers to rural schools, preservice teachers need opportunities to become familiar with rural education contexts, overcome anxieties promoted by negative stereotypes and build confidence in their professional and personal abilities. Traditional approaches involve rural practicums which are not feasible for many preservice teachers. The Rural Education Field Trip provides an alternative mechanism for promoting familiarity with rural schools in a cost and time effective manner. This paper describes the Rural Education Field Trip offered by The University of Western Australia, identifying the benefits perceived by a variety of stakeholders.&lt;/p>


author: O'Dowd, Mary
year: 2010
pages: 29-42
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/583
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i1.583
access_date: 2023/05/01
read_status: 0
rating: 0
title:
'Ethical Positioning' A Strategy in Overcoming Student Resistance and Fostering Engagement in Teaching Aboriginal History as a Compulsory Subject to Pre-Service Primary Education Students

abstract:
&lt;p>The paper describes and analyses the issues that impacted on pre service Primary Education students‘ engagement with the subject 'Aboriginal culture and history‘ at a rural university. The paper identifies how issues including pioneer identity and local 'conversations‘ about race related strongly to this particular rural context. It names and demonstrates 'ethical positioning‘ as an effective pedagogy in shifting often unrecognised racist values and attitudes, thus enabling students to move beyond ethnocentricity. The paper highlights the openness of the students to becoming transformative educators when issues of identity, racism and its ethical implications are reflected on overtly.&lt;/p>


author: McLean, Fiona Dixon, Roselyn
year: 2010
pages: 53-62
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/587
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i2.587
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Are We Doing Enough? Assessing the Needs of Teachers in Isolated Schools with Students with Oppositional Defiant Disorder in Mainstream Classrooms

abstract:
&lt;p>The Vinson report (2001) into public education highlighted the growing incidence of behavioural problems within the NSW public school system. One disorder that is currently causing particular concern is Oppositional Defiant Disorder (ODD) as the outcomes for students with ODD who do not receive intervention are dire. Barcalow (2006) claims that without intervention these behaviours may progress, sometimes rapidly, towards delinquency and incarceration. ODD has such a negative impact on classroom life and the working conditions of teachers and students that it needs urgent early intervention. The disorder does not only impact on the individual student, it impacts negatively on the other students, school staff and the learning environment. However, the area is not well-researched particularly from the viewpoint of the teachers who are in rural and isolated school in New South Wales. This qualitative research study examined the experiences of four teachers in two isolated rural schools in NSW who are currently teaching students with ODD. It examines the degree to which behaviours, of students with ODD impact on their own learning and socialisation skills and how this, in turn affects the teachers' ability to teach. Participant teachers indicated experiencing higher levels of stress when teaching students with ODD in isolated communities.&lt;/p>


author: Franklin, Janice
year: 2010
pages: 3-16
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/584
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i2.584
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Choices and Chances in Programs and Plans for the Gaining of Credentials: Perspectives From A Small Rural High School

abstract:
&lt;p>Research about rural education, and education policy directions for rural schools, are set against formal measures of 'disadvantage'. These measures about rural 'disadvantage' have been defined, evaluated and compared to more 'advantaged' provincial and urban schools. Rarely has educational research or policy been 'inverted' to be defined, evaluated and prescribed from within the rural, to focus on education for rural young people. This paper tests the validity of the historic and contemporary emphasis about disadvantage in rural and remote education. It evaluates the ways staff and students prepared for student transition from school to employment or further education in one small rural high school. The school of the study is situated in a community which has all accepted measures of economic and social disadvantages including isolation and low socio-economic status. Prolonged drought, and government intervention to replace native timber harvesting with national parks in state forest areas, and the expansion of softwood plantations on farmland, together have restricted employment in the these locally restructured timber and farming activities. The school's plan and programs designed to prepare students for their transition to employment and further education, acknowledge that the high school, the community it serves, and its students, are 'disadvantaged' in all measures. Key school documents, as these described the school's programs, activities and endeavours and staff interviews produce a view from 'above'. This was compared to the view of the Year 11 school cohort who had been invited to participate in two Focus Group Interviews, and a From School to Further Education or Work Survey. Their view from 'below' indicated a significant disconnection between the school staff and the students about what values and experiences most influence student decisions about school completion, and their chances of achieving their chosen transition goals. The study revealed that the focus on 'disadvantage', as this underpinned the school's plans and practices for student transition, called into question the relevance of the programs that were designed to redress educational 'disadvantage.&lt;/p>


author: Ellis, Bronwyn Watkinson, Julie Sawyer, Janet
year: 2010
pages: 17-33
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/585
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i2.585
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Promoting Rural/Regional Sustainability Through The Provision of A Quality Higher Education Experience

abstract:
&lt;p>The final stage of a longitudinal research project that focused on identifying the impact of a new university presence in a South Australian regional city is presented in this paper, which continues the account given at the 2009 SPERA Conference. The early stages comprised focus groups of stakeholders, staff involved, and students, and surveys of the pioneering student cohort (2005 enrolments) during their first and third years of study. The project's action research nature gave the opportunity to implement improvements in course delivery and administrative matters as needs were revealed. Late in 2009, a survey of graduates explored their overall perceptions of their university studies, as well as identifying their employment outcomes and aspirations, their motivation for pursuing further study, and their perceptions of the influence exerted by this university regional centre. Their ideas about further opportunities for university engagement with the region were sought, along with any research needs of which they were aware and their interest in being involved in future research projects. The story of three participants is considered in further detail, providing insight into the experience and views of these graduates. As well as confirming and amplifying many of the findings of earlier stages of the project, which included high levels of overall student satisfaction, the final survey, along with other data from stakeholder consultations, and significant anecdotal material, demonstrates the role that this regional university centre is playing in contributing to the employment needs of its region and the retention of its current and potential professionals, and provides lessons for other university outreach. Its presence, made possible by the collaborative efforts of university and community, has helped residents of the region to see higher education as a normal option for them, rather than something that previously seemed out of their reach.&lt;/p>


author: Connor, Vince Auld, Billinda Eakin, Patricia Morris, Kerry Tilston, Micahel
year: 2010
pages: 35-51
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/586
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i2.586
access_date: 2023/05/01
read_status: 0
rating: 0
title:
The Praxis of Building Capacity in Mathematics and Science in a rural, Non-Government Systems of Schools: Voices of Teacher Leaders

abstract:
&lt;p>Much is written about teacher leaders and the impact they have in promoting and influencing change. This is a reflection from four teacher leaders from four secondary high schools of a rural, non-government system of schools as they seek to build a capacity in the learning and teaching of mathematics and science within their schools. The original study began in 2008 identifying that participation rates and achievement rates in senior mathematics and science are below NSW state average rates in higher order courses, but above average rates in the general and lower end courses. This trend has been acknowledged anecdotally at school level for many years, and more recently in Brown's Review of Education in Mathematics, Data Science and Quantitative Disciplines Report to the Group of Eight Universities (2009). Yet, in contrast to the mathematics and science trends, a study of all subjects and courses in the senior years of this system since 2001 shows student achievement across the schools is slightly above state average. Whilst the national and state trend in higher order mathematics and science is worrying, the trend in this rural, non-government system of schools is more worrying as the downward trends are stronger than for state. The question is asked “What can be done to improve student participation and achievement in more rigorous senior Mathematics and Science?” This presentation tells the story of the action research undertaken from the perspective of four teacher leaders who form a guiding Taskgroup. Their testimony identifies the praxis of forming learning teams that are isolated and autonomous. It engages the principles of change management identified by Michael Fullan and the professional development framework of Thomas Guskey.&lt;/p>


author: Broadley, Tania
year: 2010
pages: 63-76
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/588
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v20i2.588
access_date: 2023/05/01
read_status: 0
rating: 0
title:
Digital Revolution or Digital Divide: Will Rural Teachers Get a Piece of the Professional Development Pie?

abstract:
&lt;p>In order to sustain the rural education community, access to high quality professional development opportunities must become a priority. Teachers in rural areas face many challenges in order to access professional learning equitable to their city counterparts. In the current climate, the Federal government of Australia is committed to initiatives that support the use of ICT in education. These include initiatives such as the Digital Education Revolution, including the National Broadband Network. This “revolution” includes the committal of $2.2 billion funding over six years from 2008 – 2013 which purports to bring substantial and meaningful change to teaching and learning in Australian schools. Of this funding, the Prime Minister (former Minister for Education), Julia Gillard, has committed $40 million of the total budget to ICT related professional development for teachers. But how will rural teachers ensure they get a piece of the PD pie? Access to professional learning is critical and isolation from colleagues, professional associations and support structures can affect the retention of teachers and in turn affect the sustainability of rural communities. This research paper describes the findings of the first phase of a study that investigates access to professional learning from rural and remote areas of Western Australia, the efficiencies of this approach including teacher perceptions and possible opportunities for improvement through the application of technologies. A survey instrument was administered and the results from104 principals and teachers within the Remote Teaching Service and the Country Teaching Program of the Department of Education and Training (WA) are discussed. Qualitative data was collected by semi-structured interviews and emailed questionnaires. Phase One findings highlight the principals and teachers‟ perceptions of their access to professional development opportunities, professional learning communities and their use of information and communication technologies (ICT) to bridge the gap.&lt;/p>


year: 2010
title: Editorial
pages: vii-viii
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/599
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v20i2.599
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Welcome to the second 2010 issue of Education in Rural Australia. The articles published in this issue discuss a range of investigations relating to different levels of education in rural Australia.&lt;/p>&lt;p>Graeme Lock&lt;/p>&lt;p>Simone White&lt;/p>&lt;p>Wendy Hastings&lt;/p>&lt;p>Maxine Cooper&lt;/p>&lt;p>Editors, &lt;em>Education in Rural Australia&lt;/em>&lt;/p>


year: 2010
title: Editorial
pages: vii-vii
secondary_title: Australian and International Journal of Rural Education
volume: 20
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/598
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v20i1.598
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>This edition of the Education in Rural Australia journal brings together the work of three rural researchers across Australia and Canada. A common theme amongst the three is exploring the 'unknown' and opening eyes to another perspective. All three  examine ways to disrupt the issue of exploring beyond the participants‘ own communities.&lt;/p>&lt;p>Editorial team:&lt;/p>&lt;p>Simone White&lt;/p>&lt;p>Graeme Lock&lt;/p>&lt;p>Wendy Hastings&lt;/p>&lt;p>Maxine Cooper&lt;/p>


author: Wallace, Andrew Boylan, Colin
year: 2009
title: Reviewing The Rural Lens in Education Policy and Practice
pages: 23-30
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/568
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i2.568
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>It is interesting to reflect upon past conversations and to explore their implications for current practice. That is the point of the current paper, which looks back at our progress towards adopting a rural lens to drive policy - to develop initiatives for rural education based upon rural needs, rather than apparent metro-centric political decision making and policy development.&lt;/p>&lt;p>In the recent keynote address Wallace and Boylan (2007) argued for a re-evaluation of the ways in which we, as educators, engage with conversations around rural education. Central to that discussion was a simple metaphor, that of a rural lens (Corbett &amp; Mulcahy, 2006). The rural lens is a way of reconceptualising or rethinking our current practices. It is a way that allows us to ask hard educational questions that refocus the attention of decision makers specifically on rural education policy and practice. It came from a concern that so much of our policy making and practice is reactive, coming from a city-based often deficit view of the rural landscape. In such a regime rural educators and communities do themselves a great dis-service, and end up with strategies that do not reflect the unique conditions of rural areas. In short, the keynote paper called for a re-examination of our thinking from a rural perspective, rather than from the typical metro-centric or bureaucratic perspective. It did this by documenting the nature of change within rural communities, and the changing nature of rural economics and sociologies within emerging national and global environmental and socio-economic parameters (Wallace &amp; Boylan, 2007). It developed around many of the deficit models that seem to pervade current rural education policy making, with roots extending way back to the thinking of Turney, Sinclair &amp; Cairns (1980) in the late 1970‘s.&lt;/p>


author: Terry, Emmy
year: 2009
title: Celebrating 25 Years of SPERA
pages: 1-4
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/565
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v19i2.565
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>The Society for the Provision of Education in Rural Australia, or SPERA, draws together educators and other community members, for the common goal of improving learning outcomes of students in rural, regional and remote locations, both on the nation and international scene. Throughout its 25 year history SPERA has sought to influence governments, education policy, educators and communities to ensure students in rural locations have the opportunity to receive and achieve equitable and socially just outcomes through: promoting a positive view of education and training in rural areas and encouraging innovation and initiative in the provision of rural services; supporting and encouraging rural communities and educators to work towards the provision of quality education and training; and providing a framework for the sharing of concerns, issues and experiences relating to education and training in rural areas.&lt;/p>


author: Taylor, Calvin
year: 2009
title: Choice, Coverage & Cost in the Countryside: A Topology of Adolescent Rural Mobile Technology Use
pages: 53-64
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/564
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i1.564
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>As mobile technologies become increasingly prevalent throughout Australian society, it is important to consider the impact of local factors on their use. In order to support rural students and develop appropriate mobile learning frameworks, it is essential to have an understanding of the particular communication challenges presented by local experiences. This paper reports some preliminary observations emerging from an ethnographic study of mobile technology use by a group of rural adolescents in Victoria. This research aims to understand their use of various mobile technologies in terms of literacy practices. A key consideration in understanding these particular students was interrogating the rural context involved and the impact this has on their mobile technology use. Key influences on their practices that emerged from their rural context included: network choice, phone coverage and financial cost. Technology use for this particular group of rural students will be examined through the voices of participants in this research. Their experiences, whilst specific to their lives and locality, speak to wider trends and issues concerning mobile technology use by rural students. If we are to develop educational strategies to  accommodate young people’s knowledge of and experience with these technologies, it is essential to develop an understanding of how particular places – rural places – structure the use of mobile technologies.&lt;/p>


author: Lock, Graeme Reid, Jo-Anne Green, Bill Hastings, Wendy Cooper, Maxine White, Simone
year: 2009
title: Researching Rural-Regional (Teacher) Education in Australia
pages: 31-44
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/569
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i2.569
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>This special edition of Education in Rural Australia, celebrating the 25th anniversary of the foundation of the Society for the Provision of Education in Rural Australia (SPERA), presents an opportunity to explore one of the few national projects investigating rural and remote teacher education. The study, Renewing Rural Teacher Education: Sustaining Schooling for Sustainable Futures is made even more relevant to the journal as four of the project team members have accepted responsibility for editing Education in Rural Australia, the only peer-reviewed academic journal in Australia concerned with rural, regional and remote education.&lt;/p>


author: Jay, Jenny Moss, Lynette Cherednichenko, Brenda
year: 2009
pages: 37-45
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/577
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i3.577
access_date: 2023/05/01
read_status: 0
rating: 0
title:
The Aboriginal Practical Experience and its Impact on Pre-service Teachers' Decisions About Living and Working in Remote Indigenous Communities in Australia

abstract:
&lt;p>In June 2008, 10 pre-service teachers and 2 teacher educators from Edith Cowan University (ECU) participated in an existing community education program in rural and remote Indigenous communities in central Australia. From an intrepid start with a mountain of overloaded baggage and camping cutlery; setting off the scanning machine at the airport, these educational risk takers trekked off into the desert. Our explorers joined 60 pre-service teachers and several teacher educators from the Victoria University (VU) Story Writing in Rural Locations (SWIRL) project. This project has been operating annually for 14 years in communities around Alice Springs, some up to 400 km of dirt track away. This paper reports the powerful effect of a short lived experience on pre-service teachers' attitudes and experience of living and teaching in a remote community. The experience described here represents the beginning of an authentic approach to giving experiences to pre-service teachers which may support them to consider teaching in remote Indigenous communities as part of their teaching career.&lt;/p>


author: Halsey, R. John
year: 2009
title: Youth Exodus and Rural Communities: Valorising Learning for Choices
pages: 1-11
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/571
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i3.571
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>One of the common characteristics of rural communities globally, and especially those in the developed countries of the world, is the exodus of youth in search of 'greener pastures'. Alston and Kent (2003) argue that "[t]he lack of meaningful full-time work in rural areas is one of the main reasons for young people leaving rural communities" (p. 6). Limited post-secondary education and training is another significant reason for the exodus of youth from rural areas. Often added to this is a gender imbalance, where young females leave rural areas at a higher rate than young males. There are also challenges associated with the education of Indigenous youth so they have choices about their cultural identity, employment opportunities and personal fulfilment.&lt;/p>


author: Halsey, R. John
year: 2009
title: Australia's Sustainability: A New Policy Front for Rural Education?
pages: 11-22
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/567
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i2.567
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Rural education and its policy agenda has for many decades primarily focussed upon responding to decline to keep things going; keep things open‘. While this has been understandable and much has been achieved, it is now opportune—essential?—that rural education and its leaders embrace a new&nbsp; challenge, sustainability, and use it to pursue new policy fronts. The 25th anniversary of the Society for the Provision of Education in Rural Australia is a timely occasion to consider this. Five issues critical to national sustainability, and a program to engage city and urban youth in living and learning in rural communities, are presented to stimulate new policy and operational possibilities for rural education under the umbrella of sustainability.&lt;/p>


author: Graham, Lorraine Miller, Judith Paterson, David
year: 2009
title: Early Career Leadership Opportunities in Australian Rural Schools
pages: 26-36
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/573
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i3.573
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly common for beginning teachers to fill school  leadership roles early in their careers. The purpose of this paper is to explore the accelerated progression of some early career teachers who have been offered leadership opportunities in rural schools. Results are drawn from seven semi-structured interviews with early career educators that focused on their experiences of leadership opportunities in rural Australian schools. Quotes from participants illustrate the discussion of the core themes that emerged from the data. Specifically, the themes of Access to Leadership Opportunities and the Nexus of Personal and Professional serve to construct important understandings of the challenges that can accompany teachers' early transition to school leadership roles. By engaging with the challenges presented by rural contexts, it appeared that many of the teachers interviewed in this study were taking a 'fast track' to personal and professional growth, as well as school leadership. This paper describes some of the challenges of early school leadership and provides valuable information to inform staffing decisions and policy matters.&lt;/p>


author: Evans, Nina Sawyer, Janet
year: 2009
pages: 15-33
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/562
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i1.562
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Internet Usage in Small Business in Regional South Australia: Service Learning Opportunities for a Local University

abstract:
&lt;p>The Internet offers opportunities for electronic trading in the global marketplace and as such it can provide substantial benefits to a business. Despite this, the rate of adoption of ecommerce by small and medium-sized enterprises (SMEs) in Australia has been slower than anticipated and these benefits are not being realised (Pease &amp; Rowe, 2003). Research was undertaken by the Centre for Regional Engagement (CRE) within the University of South Australia (UniSA), in collaboration with the Whyalla Economic Development Board (WEDB), to investigate the current Internet and e-commerce usage by small businesses in the Whyalla region. The research focused on the perceived threat of competing with online businesses, the experience of managers and employees in using the Internet, whether the business has a web presence as a means to increase market share and whether they use the Internet to buy, market and sell their products and services. The researchers came to the conclusion that very few of the businesses surveyed used the internet optimally, if at all. Service learning opportunities, therefore, exist for students of the School of Computer and Information Science (CIS) at a metropolitan based university to assist the regional campus and small retail businesses in Whyalla in establishing a web presence and e-commerce capabilities, suited to their business needs.&lt;/p>


author: Ellis, Bronwyn Sawyer, Janet
year: 2009
title: Regional Summer Schools: Widening Learning Opportunities Through Intensive Courses
pages: 35-52
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/563
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i1.563
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>While many universities now include summer school and other intensive courses as part of their annual programme offerings, undergraduate summer school courses were initiated in one South Australian university by its regional campus. Originally designed to give students who had failed a course the opportunity to catch up, they also enabled students to fast-track their degree, or lighten the workload for a subsequent study period, and provided these students with a distinctive learning experience. Despite much informal favourable feedback from both local students and metropolitan students who have availed themselves of this opportunity, there had not been a formal evaluation of the effectiveness of these regional summer schools, in comparison with the usual delivery modes, prior to the study described in this paper. The positives of the regional campus summer school are demonstrated in these results.&lt;/p>


author: Dale, Marie King, Sheila Boylan, Colin
year: 2009
title: Looking Forward, Looking Back - Reflections from SPERA Life Members
pages: 5-9
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/566
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i2.566
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Australian education has had a long tradition of providing education to children in its rural and remote places. Starting with one teacher schools that were temporary, or provisional or half time in both their operation and nature through to itinerant traveling teachers originally in covered wagons and then motor vehicles leading to the permanent establishment of primary schools in rural locations, every state and territory education authority and rural community have recognised the value and importance of providing education for its children where they live. Yet, in spite of the strong demand for rural schools and staffing operations in each Australian state and territory education system, rural education was the often neglected or treated like the ugly duckling‘ to quote Johnathon Sher‘s words. While teacher unions and teacher professional / curriculum organisations emerged and flourished, there was no equivalent voice for rural education, rural teachers, rural communities and their specific place related concerns.&lt;/p>


author: Boylan, Colin
year: 2009
title: Special Issue: Editorial Comment
pages: vii-viii
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/570
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v19i2.570
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>As SPERA celebrates its 25th year as the national organisation whose voice on rural and remote education and training in Australia, the Executive determined mark this historical milestone with a number of significant events. The 2009 annual national conference with its theme Education in a Digital Present: Enriching Rural Communities continues to explore innovative and creative ways of providing education to students located in rural and remote places. During the 25th Conference, the roles, purposes and impacts of digital information technologies will be explored as they transform the way we work, learn and communicate. In this digital revolution, educators, parents and systems are engaged in a comprehensive search for strategies and tools for effective online/digital teaching based on the principles of learning as a social process and engaging the advantages of new technologies to support e-learning decision-making, instructional choices, program and course planning and the delivery of curricula.&lt;/p>


author: Andrews, Trish Lonie, Anne-Louise
year: 2009
title: Creating a Rich Learning Environment for Remote Postgraduate Learners
pages: 3-13
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/561
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i1.561
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>At Rangelands Australia, a centre in the School of Natural and Rural Systems Management at the University of Queensland, we have recently trialled virtual classroom technology for the delivery of postgraduate support courses. We wanted to explore the capacity of this learning modality to provide collaborative, interactive, synchronous learning environments for our target market—geographically isolated, rural students whose access to rich learning environments was limited by distance. We found that the virtual classroom platforms had considerable capacity to enhance the learning experiences of remote students while achieving the desired learning outcomes. However, we noted the demands and challenges that managing a virtual classroom placed on the facilitator, involving roles and responsibilities which are likely to be unfamiliar. We concluded that, if the facilitator is technically and pedagogically prepared for the virtual classroom platform, this learning approach can realistically provide an active and collaborative learning experience for geographically remote students.&lt;/p>


author: Anderson, Neil
year: 2009
title: Web 2.0 and the Impact of ICT Fuelled Participatory Culture in Rural and Remote Education
pages: 12-25
secondary_title: Australian and International Journal of Rural Education
volume: 19
number: 3
date: 11/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/572
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v19i3.572
access_date: 2023/05/01
read_status: 0
rating: 0
abstract:
&lt;p>This paper and presentation reviews the collective opinion of key Australian researchers, concerning the emerging technologies most likely to have a significant impact on learning and teaching in regional, rural and remote areas. It then draws on the conclusions of the Horizon Report (2008) concerning key lCT drivers likely to influence 'learning-focused organizations'. It will examine how these drivers might be influential in practice by reflecting on the forms of 'participatory culture' outlined by Jenkins (2006). International and national case studies will be used to illustrate the practical implementation of these new resources and theoretical frameworks. These case studies include international examples such as the Jhai Project in Laos and tile One Laptop per Child Project initiated by Negroponte and colleagues at the Massachusetts Institute of Technology (MIT). National examples include a cluster of Schools west of Longreach in Queensland using videoconferencing for teacher professional learning prior to the implementation of a classroom unit enhanced by the use of blogs and robotics, and a cluster of schools in North Queensland building a hovercraft and using dataloggers to monitor and improve performance.&lt;/p>


author: Trindad, Sue Broadley, Tania
year: 2008
title: Using Web2.0 Applications to Close the Digital Divide in Western Australia
pages: 3-11
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/548
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i1.548
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>The research reported in this paper documents the use of Web2.0 applications with six Western Australian schools that are considered to be regional and/or remote. With a population of two million people within an area of 2,525,500 square kilometres Western Australia has a number of towns that are classified as regional and remote. Each of the three education systems have set up telecommunications networks to improve learning opportunities for students and administrative services for staff through a virtual private network (VPN) with access from anywhere, anytime and ultimately reduce the feeling of professional and social dislocation experienced by many teachers and students in the isolated communities. By using Web2.0 applications including video conferencing there are enormous opportunities to close the digital divide within the broad directives of the Networking the Nation plan. The  Networking the Nation plan aims to connect all Australians regardless of where they are hence closing the digital divide between city and regional living. Email and Internet facilities have greatly improved in rural, regional and remote areas supporting every day school use of the Internet. This study highlights the possibilities and issues for advanced telecommunications usage of Web2.0 applications discussing the research undertaken with these schools. &lt;/p>


author: Towers, Lorraine Hutchinson, Amy
year: 2008
pages: 27-38
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/556
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i2.556
access_date: 2023/04/28
read_status: 0
rating: 0
title:
The Sound and the Vision: Developments in Interactive Distance Education Facilitated by Satellite Broadcast in NSW and the NT

abstract:
&lt;p>How has the new interactive distance education system facilitated by satellite technology been utilised and incorporated by teachers and learners? Has it changed the ways teachers deliver education to remote students? What have been the implications for the curriculum delivered via distance education? How has it affected the ways learners interact and build relationships with their peers? These questions are the focus of this paper and accompanying presentation, and form part of the broader focus of the Australian Research Council Linkage (ARCL) project on Interactive Distance Learning (IDL), "Opening Our Eyes". The authors are part of the project research team which has been conducting fieldwork by observations and analyses of real-time lessons and interviews with teachers, parents, home tutors and students. In this paper, we focus on teacher practice, providing specific examples from the field to illustrate the many and varied ways in which the technology is being used. The intention is not to provide conclusive assessments but, hopefully, to provide the basis for collegial sharing and constructive discussion.&lt;/p>


author: Munsch, Theodore R.
year: 2008
title: Distance Education: Is it Art or is it Science?
pages: 75-85
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/560
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v18i2.560
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Distance education is becoming a more common method of curriculum delivery across grade levels in Australia, the United States and throughout the world. Especially in remote rural areas with sparse student populations, distance delivery of course work is often the only available means for students to learn and for teachers to teach. The days of taking courses by correspondence, when sending large bundles of paper back and forth through the mail was common, have given way to transmitting facsimiles or digital information between teachers and learners. Technological advances have allowed the mailbox to be replaced by telephones and computers. An old argument questions if teaching is an art or a science. Is distance education an art or is it a science? In an effort to address that same argument in terms of the specifics involved with distance delivered courses, the following questions are probed: &lt;/p>&lt;p>&lt;br />1) How are different subjects taught via distance delivery?&lt;br />2) What special approaches are necessary to promote student learning?&lt;br />3) How does the online teacher know that the students are learning?&lt;br />4) What methods of assessment and evaluation are available to teachers and students to address the&lt;br />accountability concerns of parents, school districts, state and national departments of education?&lt;/p>


author: McFarland, Laura Lord, Alison
year: 2008
pages: 23-42
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/550
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i1.550
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Bringing Professional Experience to the Rural University Classroom Through Community Play Sessions: Experiences of Pre-Service Teachers and Families

abstract:
&lt;p>This pilot study examined the experiences of 24 teacher education students and nine caregivers who participated in a weekly community play session on a rural University campus in NSW, Australia. Students completed a questionnaire at the beginning of the 13 week semester and at the end of the semester and were asked about confidence levels in various aspects of infant/toddler teaching skills and about the value and challenges of the play sessions. Parents completed a questionnaire about the benefits of play sessions for themselves and their children. Quantitative results indicated that students rated play session interactions with parents as being least helpful in preparation for practicum and least valuable in general, but indicated they gained most in the area of interactions with parents. Students increased their confidence levels in most areas of teaching skills by the end of the semester, except in parent-interaction. The major challenge cited was the high number of university students compared to children. Qualitative themes that emerged included issues related to environments and student learning and practice. Parents indicated high ratings of benefits for themselves and their children, particularly in the area of supporting social development of children and providing social networking for themselves. Implications for creating practical experiences related to parent interactions and relationship building in teacher education programmes, are discussed.&lt;/p>


author: MacDonald, Amy
year: 2008
title: Kindergarten Transition in a Small Rural School: From Planning to Implementation
pages: 13-21
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/549
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i1.549
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This article offers an insight into the process of Kindergarten transition at Callan Public School, a small school in rural NSW. The transition programme at Callan Public School was recently developed and had its inaugural implementation in 2007. A case study analysis revealed that the transition programme experienced clear stages of development, specific obstacles, and a generally positive reception. These elements of the programme may inform other transition programmes, particularly those in rural and remote areas.&lt;/p>


author: Frid, Sandra Smith, Melanie Sparrow, Len Trindad, Sue
year: 2008
pages: 43-56
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/547
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i1.547
access_date: 2023/04/28
read_status: 0
rating: 0
title:
An Exploration of Issues in the Attraction and Retention of Teachers to Non-Metropolitan Schools in Western Australia

abstract:
&lt;p>Recent graduates of pre-service primary/early childhood education programmes completed a written questionnaire to ascertain their teaching locations and professional development needs. Analysis of the data raised important questions concerning the attraction and retention of graduate teachers to non-metropolitan schools, challenging some commonly held beliefs and revealing that: it is not necessary to 'go country' to obtain fulltime employment upon graduation; both metropolitan and non- metropolitan employment positions lead to changing locations and/or jobs; and it is not the younger graduates who take up teaching positions in non-metropolitan schools. The findings also suggested there are differences in professional development needs, with 'time' more predominant as a need for non-metropolitan teachers.&lt;/p>


author: Devlin, Brian Feraud, Peter Anderson, Alan
year: 2008
title: Interactive Distance Learning Technology and Connectedness
pages: 53-62
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/559
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i2.559
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This three-part paper discusses how the contemporary use of computers in distance education is helping to connect students from our rural communities, whether they are located at pastoral stations, remote community schools or are on the road, travelling with parents or carers. The paper is in a sense organised like a sandwich, with technical detail functioning like pieces of bread at either end of the paper and some comments by parents and teachers providing the filling in the middle. The first section of the paper provides an overview, from the perspective of Optus, of the satellite-based infrastructure that underpins interactive distance learning (IDL) services in the NT and comparable Interactive Distance e-Learning (IDeL) programs, such as the Satellite Education Program (SEP), which are managed through the Dubbo Rural and Technologies Centre in New South Wales. The second section then briefly explains how the infrastructure is being used, drawing on the research we are conducting into this form of e-learning as part of a broader Australian Research Council Linkage (ARCL) project. This research uses a mixed-methods approach that incorporates quantitative analysis of system-level data and qualitative investigations of data obtained from interviews, observations and surveys. While brief reference will be made to such notions as interactivity and interaction in distance learning, our focus will be on an analysis of some practical issues, which will be illustrated with an exemplary video clip of online teaching. The concluding section of our paper summarises some likely infrastructure improvements, while at the same time asking whether teachers and administrators are well positioned to take advantage of the new possibilities. Please note that, in place of the correct but cumbersome acronym IDL/IDeL, we have referred to IDL throughout. The codes in brackets (such as KTI-8) following some quotations cross refer to the transcripts of interviews in our dataset.&lt;/p>


author: Crump, Stephen Twyford, Kylie Littler, Margaret
year: 2008
title: Interactive Distance E-learning for Isolated Communities: The Policy Footprint
pages: 39-52
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/576
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i2.576
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This paper provides information on the policy strand of an investigation into the Australian Research Council Linkage research project into 'interactive distance elearning‘ [IDeL] following the introduction in New South Wales and in the Northern Territory of Australia of satellite-supported two-way broad-band internet services for school-age and adult distance education. The 'policy strand‘ context is the expansion and reform of educational services to these communities. One key conceptual development, explored on the basis of early data collection, is that of the shared nature of the IDL project, between governments and between public and private sectors. In particular, this is being explored within the concept of 'knot-working'; that is, how the project has built up a distributed network of expertise.  This aspect of the presentation draws upon the concept of communities of practice. The attraction of this approach is reinforced by the notion that leadership development is best facilitated in situated learning contexts and that participants desire development support from 'fellow travellers' rather than designated experts. The concept of learning from 'fellow travellers' is central to the notion of 'communities of practice' (Wenger, 1998).&lt;/p>


author: Crump, Stephen Boylan, Colin
year: 2008
title: Interactive Distance E-learning for Isolated Communities: Started and Finishing the Jigsaw
pages: 1-25
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/551
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i2.551
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This paper provides information on the background to the two pilot investigations into'interactive distance e-learning' [IDeL] following the introduction in New South Wales and in the Northern Territory of Australia of satellite-supported two-way broad-band internet services for school-age and adult distance education. The context is the expansion and reform of educational services to these communities. The IDeL service is provided to 'School of the Air' students and parents on isolated stations, remote schools, students and adults in isolated Aboriginal communities, and adults on isolated properties or living in small towns seeking vocational education. The shift to satellite delivery of distance education allows teachers and students to communicate using realtime video, shared computer applications, graphics, audio-conferencing, online chat, and email.&lt;/p>


author: Clothey, Rebecca Otkur, Arafat Morrison, Jeaná
year: 2008
pages: 1-20
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/181
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v28i2.181
access_date: 2023/05/10
read_status: 0
rating: 0
title:
Education From The Periphery: Intersectionality And Rural Uyghur Students In Higher Education In China

abstract:
&lt;p class="Abstract">This paper examines how rural origin combines with ethnicity as a factor in higher education access among one ethnic group, the Uyghur, a Muslim minority who mostly reside in China's northwestern Xinjiang Uyghur Autonomous Region. As one of China's 55 officially recognized minority groups, many of whom reside in rural areas, Uyghurs make an interesting case study for equality of higher education access. The paper is based on a review of relevant policies, ethnographic fieldwork and semi-structured interviews with Uyghur university students, graduates, and the faculty who teach them.  The paper uses 'intersectionality' to illustrate that the circumstances of ethnic minorities from some rural areas are unique and distinct from those of ethnic minorities from urban areas, and thus ethnicity and rural origin should not be considered in isolation in policy-making or research endeavors.  &lt;/p>


author: Barbour, Michael K.
year: 2008
title: How are They Doing? Examining Student Achievement in Virtual School
pages: 63-74
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/552
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i2.552
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Six years ago the Centre for Distance Learning and Innovation began a virtual high school within the Canadian province of Newfoundland and Labrador. Designed primarily to provide courses in specialized areas to students in rural areas, where schools have difficulty in attracting second language, mathematics and science teachers. However, there has been some concern that the opportunities provided by this virtual high school are "second rate" or only able to cater to independent, selfmotivated students. The purpose of the study is to examine the student achievement in standardized public exams and final course scores in the province between different delivery models to determine whether or not students are succeeding in the virtual high school environment at the same rate as their classroom counterparts.&lt;/p>


year: 2008
title: Meet the new Editorial Team
pages: vii-ix
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/575
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v18i2.575
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Bios of editors: Graeme Lock, Simone White, Maxine Cooper, Wendy Hastings, and Colin Boylan&lt;/p>


year: 2008
title: Erratum
pages: 2
secondary_title: Australian and International Journal of Rural Education
volume: 18
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/555
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v18i1.555
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>In Volume 17, Issue 2 an author was inadvertently left off an article. The correct author team should have read as&lt;br>Bruce Waldrip, University of Southern Queensland&lt;br>Darrell Fisher, Curtin University of Technology&lt;br>Jeff Dorman, Australian Catholic University&lt;br>for the article entitled Student perceptions of teacher-student interpersonal behaviour and cultural factors of learning environment in metropolitan and country schools.&lt;br>The full citation is:&lt;br>Waldrip, B., Fisher, D., &amp; Dorman, J. (2007). Student perceptions of teacher-student interpersonal behaviour and cultural factors of learning environment in&nbsp; metropolitan and country schools. Education in Rural Australia, 17(2), 37-54.&lt;/p>


author: Yates, Russell
year: 2007
title: Local Solutions for Local Problems: Addressing Teacher Supply in Rural Communities
pages: 49-58
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/534
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v17i1.534
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Teacher shortage in rural localities is a long-standing issue in New Zealand. This paper reports on an attempt to reduce the impact of shortages by redesigning the way preservice teacher education was delivered. Called the Mixed Media Programme (MMP), this is a primary (elementary) teacher education programme that was established in 1997 in New Zealand by the University of Waikato. It was initially introduced to rural areas of the North Island of New Zealand. It continues now as a viable and accessible flexible option for teacher education and is a significant means of ensuring better teacher supply in numerous rural areas. The programme uses a combination of face-to-face teaching; school based learning activities and electronic  communication. There is an annual intake of about 60 student teachers, most of who study at home in their local area. Now in its tenth year, the programme has produced more than 400 graduates, many of whom are still teaching in schools throughout New Zealand. This paper reports on a small-scale study, which sought to examine the way that student teachers, teachers and school principals from two communities perceive the programme and its effects on these communities. School principals, teachers, graduates and current student teachers were asked about the way that the programme has enabled people from local  ommunities to firstly study to become teachers in these communities and then to teach in them. Their views show that student teachers have found this approach to teacher education very beneficial to local communities for a number of reasons, including stable staffing for schools, commitment to teacher education programmes, confidence about the quality of the  raduates they employed. The student teachers reported that they were able to become teachers without having to leave their local communities, were exposed to university education as mature student teachers and that their study has had a range of effects on them and their families. It can be concluded from the evidence that the Mixed Media Programme has had important positive effects upon the two small communities of the study, at individual, school and wider community level. &lt;/p>


author: Waldrip, Bruce Fisher, Darrell Dorman, Jeff
year: 2007
pages: 37-54
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/542
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v17i2.542
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Student Perceptions of Teacher-student Interpersonal Behaviour and Cultural Factors of Learning Environment in Metropolitan and Country Schools

abstract:
&lt;p>This paper reports the findings from a study of 2,176 students in 103 science classrooms in Western Australia and Queensland. Two questionnaires, the Questionnaire of Teacher Interaction and the Cultural Learning Environment Questionnaire were used with attitudinal and concept understanding measures were used to collect data from schools from geographically diverse locations, namely, metropolitan, rural and remote areas. The paper provides information on the differences that occur between these locations, for example, in their understanding of science concepts, metropolitan students scored less than rural students who scored less than provincial students; and associations between students' culturally sensitive learning environment and their attitudes and student understanding of science concepts were found in that more positive student attitudes were associated with more equitable treatment, competition and congruence between school and home. &lt;/p>


author: Varpalotai, Aniko Thomas, Malcolm
year: 2007
pages: 59-69
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/535
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v17i1.535
access_date: 2023/04/28
read_status: 0
rating: 0
title:
The Perception of Stakeholders in Canada and Wales on Health Education in Rural Communities: A Comparative Study

abstract:
&lt;p>This article is based on interviews carried out in rural communities in Canada and Wales with health care workers, educators, administrators and policymakers. The focus of the interviews was on assessing the perceived needs and available services for rural youth, either within their schools or within the immediate community. Various problems and challenges were identified, along with some creative ways of addressing these. Partnerships between the stakeholders emerged as a key to successful and optimal health education and service provision.&lt;/p>


author: Penman, Joy Willsher, Kerre
year: 2007
title: Academic Partnerships at a Regional University Campus: A Fresh Look at Faculty Mentoring
pages: 55-65
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/543
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v17i2.543
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Early in 2005, Joy Penman and Kerre Willsher, lecturers in nursing at a regional university campus, initiated a mentoring programme aimed at assisting Kerre's smooth transition into a university academic role. Kerre is an experienced clinician but without experience in teaching at tertiary level, while Joy is an experienced academic both locally and abroad. The mentee-mentor relationship quickly developed into an academic partnership, where both of us were profiting from the relationship personally and professionally. The horizontal, one-on-one, and personally-driven relationship that eventuated was viewed to be more satisfactory in comparison with the vertical relationship described by most faculty mentoring programmes available. This paper presents a description, evaluation and analysis of the academic partnership that developed, highlighting the benefits of undertaking such learning partnerships in tertiary institutions.&nbsp;&lt;/p>


author: Panizzon, Debra Pegg, John
year: 2007
title: Chasms in Student Achievement: Exploring the Rural-metropolitan Divide
pages: 3-20
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/540
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v17i2.540
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Australia‟s education system has attracted much recognition over the last few years due to the above average achievement of our students when compared to other OECD countries in large-scale international tests in science, numeracy and literacy. However, when these results are analysed more closely, large gaps emerge in student achievement between remote, rural and metropolitan schools. In this paper, data highlighting the extent of the problem, particularly in the areas of mathematics and science are presented. Following this we provide some of the strategies being implemented on a national scale to support&nbsp; science, mathematics and information and communication technology (ICT) educators working in rural Australia.&lt;/p>


author: Mulcahy, Dennis
year: 2007
title: Current Issues in Rural Education in Newfoundland and Labrador
pages: 17-39
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/532
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v17i1.532
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>It has been my privilege over the last fifteen years to meet and work with rural educators, researchers and scholars from all over the world. I have visited many small schools, many in quite remote and isolated places in my home province of Newfoundland and Labrador. I have had many conversations with many students, parents and community leaders. I have disciplined myself to listen and respect the local knowledge that has been shared. I say ‘disciplined’because too often university professors are more apt to talk rather than listen. I have come to realise we academics need to talk less and listen more. These many experiences in rural places and rural schools have been truly educational. That is important because, as we say in Newfoundland, I am a born and bred ‘townie’. That means for most of my life I have lived and worked in an urban area; I have not had the experience of growing up in a rural community or in an ‘outport’as many rural places are called in Newfoundland and Labrador.&nbsp;&lt;/p>


author: Ireland, Lynda
year: 2007
pages: 21-36
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/541
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v17i2.541
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Life is Good for Babies: The Pedagogical and Management Decisions Enabling a Teacher to be Employed in a Rural Infant-toddler Program

abstract:
&lt;p>The Children's Services Regulation 2004 (NSW) makes it possible for children aged between birth and two years to be without a university qualified teacher in a centre-based long day care service. However, research demonstrates important links between caregivers' formal training and the quality of early childhood education. This case study, about a rural children‟s service which successfully employs a university qualified teacher in the infant-toddler room, highlights the role of strong pedagogical beliefs, sound management strategies and a commitment to rural community capacity building as important organisational contributions to the employment of a teacher. The research has implications for leadership in the provision of high quality infant-toddler education.&lt;/p>


author: Gardener, Clarke Borgemenke, Art
year: 2007
title: Improving Student Outcomes in Rural and Small Schools
pages: 41-47
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/533
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v17i1.533
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>With the enactment of the No Child Left Behind Act (NCLB), the United States entered the “age of high-stakes educational accountability”. According to the United States Department of Education, NCLB is designed to change the culture of America's schools by closing the achievement gap, offering more flexibility, giving parents more options, and teaching students based on what works. In a speech made during the 2002 signing of NCLB, President George W. Bush referred to accountability as "an exercise in hope. When we raise academic standards, children raise their academic sights. When children are regularly tested, teachers know where and how to improve. When scores are known to parents, parents are empowered to push for change. When accountability for our schools is real, the results for our children are real." Accountability is described in the NCLB act as a comprehensive system developed by state and local education agencies that sets high learning goals for all students, frequently assesses their educational progress and provides focused intervention for those students whose progress is not deemed appropriate.&lt;/p>


author: Exley, Beryl
year: 2007
pages: 68-79
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/544
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v17i2.544
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Ladies and Gentlemen, Boys and Girls, Grandparents and Community Members: Welcome to the Wowan State Primary School Theatre Restaurant!

abstract:
&lt;p>In recent years, the teaching staff from the Central Queensland school of Wowan State Primary School have been responding to recently released Education Queensland initiatives for whole school literacy planning, 'Literate Futures: Reading' (Education Queensland, 2002), and a framework for pedagogical reform, 'Productive Pedagogies' (Education Queensland, 2006). This article recounts one of their whole school showcase projects that exemplifies the innovative and connected ways this group of small school rural teachers are working to better students' engagement with the multiple demands of literacy in complex new times. Wowan State Primary School's 'Theatre Restaurant 2006' project was awarded a National Literacy &amp; Numeracy Week Celebration Grant in 2006 for its effectiveness in creating real life literacy projects for its students and its connectedness to the wider  community. This article also serves to contribute to the dearth of research on literacy in rural communities (Green &amp; Reid, 2004;  Reid, Edwards &amp; Power, 2004) and correct myths that rural teachers are not highly skilled and fail to connect to their community  Human Rights and Equal Opportunity Commission, 2000; Clandinin &amp; Connelly, 2004; Motley, Rossi &amp; King, 2005) or that small  multi-age rural schools do not provide exemplar practices worthy of national attention (see Sharplin, 2002; Jarzabkowski, 2003; Shelton, 2004). &lt;/p>


author: Collie, Louise Willis, Felicity Paine, Crystal Windsor, Corina
year: 2007
title: Working Together for Children: Strengthening Transition Pathways
pages: 81-93
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/545
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v17i2.545
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>The Working Together for Children: Strengthening Transition Pathways Team has identified that there is a gap between the Early Childhood settings and schools within the Dubbo area. Through meetings with early childhood professionals within Dubbo we have identified that the current landscape of care and education within our community includes some positive relationships between traditional preschools and schools, however a communication barrier does exist between schools and long day care, family day care and community playgroups, as well as in the home.&lt;/p>


author: Bryden, John
year: 2007
title: The Role of Higher Education Institutions in Rural Development
pages: 7-16
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/531
section: JOURNAL PAPERS
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>The topic of this paper has emerged from the work of Shelton (2000, 2003), Bernhardt, Kawagley and Hill (2000), Boylan and McSwan (1998), Bryden and Boylan (2004) and others on ‘place-based’ and ‘consequential’ education in rural areas, prompting the question: if place-based and consequential education is ‘good’ for primary and secondary school education in rural contexts, why not also for further and higher education? Beyond that, several recent papers on the changing role of universities in general (Ehrlich, 2000), the role of universities in regional development, and on related issues of Innovation and (Regional) Innovation Systems (Thomas, 2000; Edquist, 2004) have fed my curiosity to deepen this question. Finally, my own recent move from an old established city-based university (Aberdeen) to a new or emerging ‘networked’ university spread around the  perimeter of the most sparselypopulated and ‘rural’ region of the UK (The University of the Highlands and Islands) has given a very practical and applied context for these issues. The paper raises rather than solves issues. It is based only tangentially on my own recent research and publications, and so it presents little or no new empirical data. Nevertheless, I believe that the issues raised are increasingly universal issues, and therefore worthy of intellectual examination.&lt;/p>


author: Boylan, Colin Munsch, Ted
year: 2007
pages: 71-81
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/536
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v17i1.536
access_date: 2023/04/28
read_status: 0
rating: 0
title:
The Impact of an Immersion Experience in Alaskan Native Community Cultural Life on Pre-service Teachers

abstract:
&lt;p>This paper reports on the changes in understandings and appreciations of pre-service elementary (K-8) teacher education students who participated in a week-long cultural immersion experience in Alaska Native communities and their schools. For this group of&nbsp; re-service teachers, the experience developed new and deeper understandings about the challenges and realities of living and teaching in rural Alaska Native community schools.&lt;/p>


author: Boylan, Colin
year: 2007
title: Guest Editorial Comments
pages: 1-3
secondary_title: Australian and International Journal of Rural Education
volume: 17
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/530
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v17i1.530
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Welcome to this special issue of Education in Rural Australia. In this special issue, an international set of perspectives on challenges facing rural education are explored. Collectively, the contributing authors were asked to address current issues in their country surrounding educational provision in rural and remote places. The contributing authors are drawn from Scotland and Wales in the United Kingdom, Alaska and Nebraska in the United States of America, Newfoundland and Ontario in Canada, New Zealand and Australia.&lt;/p>


author: Page, Jan
year: 2006
pages: 47-63
secondary_title: Australian and International Journal of Rural Education
volume: 16
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/520
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v16i1.520
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Teaching in Rural and Remote Schools: Pedagogies of Place and Their Implications for Pre-service Teacher Preparation

abstract:
&lt;p>McConaghy suggests that improving quality learning outcomes for students in NSW rural and remote schools requires 'bold pedagogical solutions ... developed in and for the specific contexts of rural NSW schooling' (2002, p.3). This paper seeks to identify elements of this pedagogical solution that could be incorporated into preservice preparation courses as 'teacher preparation ... is of real and growing importance in the provision of rural and remote schooling' (Green, in preface to Boyian, 2003, p.1). Specifically it addresses pedagogies that are based on a multiage philosophy and the importance 0/ place and suggests these as elements to&lt;br>underpin pre-service teacher education courses.&lt;/p>


author: McConaghy, Cathryn
year: 2006
title: Schooling the Dust Belt
pages: 39-45
secondary_title: Australian and International Journal of Rural Education
volume: 16
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/519
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v16i1.519
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>The summer rains didn't come this year and by June the district has had 13mls, all of it in drizzles and none of it enough to do much good. Peggy, the Acting CEO Quality Teaching in what is locally referred to as NIDA district (where everyone is acting) is driving to her fourth school for the week. It is Wednesday morning and since Monday she has hit four figures in kilometres travelled in her logbook. Peggy came to the district telling her friends in Sydney she would be back before the next opera season. Already she has missed three seasons and is wondering why. Peggy is in her fifties, single, a parent of grown up children and a teacher of thirty years experience. She lives alone in a small flat in the regional centre and drinks too much. Her teeth are playing up but she doesn't have time to see a dentist. She travels to schools in the area most days, rising early, arriving home late into the night. She loves this country--god knows she sees enough of it - and despite the browning off she loves its folds and gentle horizons. She loves the old windmills and the massive silos, great architectural structures jutting up above the fields that go on  forever. Some days the colour of the sky is to die for. A few years ago when she first saw it the country was well stocked. She had begun learning the names of different types of cattle. Today the only animals in the paddocks are dead carcasses, poor things, bogged in the mud of what were once dams.&lt;/p>


author: Lonsdale, Anne Maree
year: 2006
title: Thinking Through 'the Rural': A Professional Development Day
pages: 67-76
secondary_title: Australian and International Journal of Rural Education
volume: 16
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/521
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v16i1.521
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>As part of her Graduate Diploma in Secondary Education course, Anne Maree Lonsdale was asked to imagine how issues the Social Contexts of Secondary Education class was reading about and discussing impact upon the work of teachers. To that end, students were asked to think deeply about one of the topics addressed in the semester, and to frame a professional development day for colleagues that teaches about the topic, attends to the pedagogy of the session, and creates opportunities for reflection and learning. What follows is Anne Maree Lonsdale's engagement with the topic a/rural education.&lt;/p>


author: Lloyd, Linley McConaghy, Cathryn Hardy, Joy Jenkins, Kathy
year: 2006
title: Bush Tracks: Journeys in the Development of Rural Pedagogies
pages: 13-29
secondary_title: Australian and International Journal of Rural Education
volume: 16
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/525
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v16i2.525
access_date: 2023/04/26
read_status: 0
rating: 0
abstract:
&lt;p>The academic and social achievements of students in rural schools are very uneven and often absenteeism and suspension rates are high. Factors such as globalisation, economic restructuring, unemployment. youth suicide and family trauma, drought and environmental change (see Bourke &amp; Lockie 2001) also impact on rural schooling and add further challenges to good teaching and learning in rural schools. As complex processes involving cognitive, contextual and affective understandings, rural pedagogies need to be situated within rural contexts (McConaghy &amp; Burnett 2002). How do rural teachers respond to the challenges in rural communities and schools that make quality learning for all students a difficult task? What pedagogies do beginning rural teachers use, why and with what effects? What images do beginning teachers have of 'the good teacher' and 'the good student' in rural schools and what are the obstacles to becoming these? What professional learning communities are&nbsp; available to beginning teachers in rural schools, and how effective are they in supporting beginning teachers to work through their identity issues and pedagogical challenges? Our case study and survey data provides valuable information about the lived experiences of rural teachers in relation to their journeys in pedagogy for teacher professional leaming programmes.&lt;/p>


author: Ellis, Bronwyn
year: 2006
pages: 13-26
secondary_title: Australian and International Journal of Rural Education
volume: 16
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/523
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v16i1.523
access_date: 2023/04/27
read_status: 0
rating: 0
title:
Yearning for Learning in Regional Retirement: Seeking to Satisfy this Through the University of the Third Age


author: Christie, Michael
year: 2006
title: Local Versus Global Knowledge: A Fundamental Dilemma in 'Remote Education'
pages: 27-37
secondary_title: Australian and International Journal of Rural Education
volume: 16
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/524
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v16i1.524
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>When 'remote education' is seen as something which is delivered from some outside (by definition not remote) agency, rather than something which is grown at home, it is usually constructed as a problem of disadvantage: how do we deliver to remote&lt;br>students the quality cosmopolitan education we offer to kids in the city? Equality of educational opportunity is equated with uniformity of curriculum. But in the Northern Territory, many of the recipients of very remote educational delivery live very deliberately by choice in very remote places because they want to be in control of their young peoples' education (including cultural transmission), and need to be able to do this on their own land, knowing it and caring for it and each other, and making sure that new generations are grown up to continue to renew it. This paper is about what I have learnt about the local nature of knowledge in my involvement in remote education in the north.&nbsp;&lt;/p>


author: Brennan, Marie
year: 2006
pages: 3-12
secondary_title: Australian and International Journal of Rural Education
volume: 16
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/522
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v16i1.522
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Infrastructure Supporting Teachers in the Country: Questions of Equity Arising from Downsizing and Restructuring

abstract:
&lt;p>Australia has long been of interest for its attention to educational equity by the relative quality of its state based provision of schooling in a country with a similar landmass to the 48 mainland states of the USA but a population of only 18 million. The six states and two territories had organised centralised systems of schooling which managed to ensure qualified teachers, facilities, policy frameworks and curriculum guidelines have been made available to almost all students. Even in remote and isolated settings, country hostels or distance education courses enabled most students (other than Aboriginal) to participate in terms of relative equality in forms of 'mainstream' schooling. However, in the current economic conditions, 'read' by the Australian  government, and supported by most of the world's economic infrastructure such as the World Bank and the International Monetary Fund, the typical response to a shrinking tax basis has been to reduce government spending on education and other  human services. This reduction of expenditure has been experienced in quite uneven ways, both between different states and across different locations and demographies of any particular state school system. Rural and remote schools, in particular, have been little studied in relationship to policies of devolution of certain powers and responsibilities, restructuring of curriculum and support services and in particular policies of restructuring and downsizing under which different forms of what might be called 'educational infrastructure' have been removed. The relative equality of provision across the country has been eroded, sometimes significantly. &lt;/p>


author: Umar, Abdurrahman
year: 2005
title: Rural Education for What? A Critical Analysis of Schooling in Some Rural Communities in Nigeria
pages: 65-75
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/512
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v15i1.512
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>One of the most enduring concerns of government and educational planners in developing countries is how to reduce rural-urban inequalities in educational provision. The aim is to ensure that all children have equal access to education of good quality irrespective of region, ethnicity and social class. This paper critically examines the provision of primary education in some rural communities in Nigeria. It analyses the teaching of the four core subjects of the National Curriculum in terms of teacher quality and supply, the availability of adequate teaching and learning facilities and the quality of the teaching-learning process; and demonstrates that, despite the quantitative expansion of the school system in rural areas, rural-urban inequalities in education still persist, particularly in terms of the quality of educational provision. The paper's major claim is that, in  underdeveloped nations like Nigeria, rural schooling, despite its rhetoric of intent, is a veritable tool for the reproduction of social inequalities in the wider political economy.&lt;/p>


author: Taylor, Verushka
year: 2005
title: Partnerships inEducation: Plan for a Professional Development day
pages: 57-65
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/518
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v15i2.518
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>As part of her Graduate Diploma in Secondary Education course, Verushka Taylor was asked to imagine how issues the Social Contexts of Secondary Education class was reading about and discussing impact upon the work of teachers. To that end, students were asked to think deeply about one of the topics addressed in the semester, and to frame a professional development day for colleagues that teaches about the topic, attends to the pedagogy of the session, and creates opportunities for reflection and learning. Whatfollows is Verushka Taylor's engagement with the topic afindigenous education.&lt;/p>


author: Reid, Jo-Anne Simpson, Tracey Zundans, Lucia
year: 2005
title: Gathering no Moss? Examining Discourses of Exclusion for Remote and Indigenous Students
pages: 21-28
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/515
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v15i2.515
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>How does itfeel to be on your own?&lt;br>Like a complete unknown?&lt;br>With no direction home?&lt;br>Just like a ...&lt;/p>&lt;p>Many teacher educators today will find little difficulty in"completing this cloze - but Bob Dylan 's understanding of the outsider may not be one that we share in terms of our own experience as teacher educators. Our concern in this papf!:T is to suggest that such an understanding may also be one that we do not often concern ourselves with on behalf of thase of our own students wha study in remote and isolated settings and from a position outside of the discourse communities of school and university education.&lt;/p>


author: Motley, Emma Rossi, Tony King, Sheila
year: 2005
pages: 54-64
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/511
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v15i1.511
access_date: 2023/04/28
read_status: 0
rating: 0
title:
An Investigation of Early Career Teachers' Perceptions of Professional Development Opportunities and Career Advancement for Teachers in Rural and Remote Queensland

abstract:
&lt;p>It is generally accepted that to live and work in the remote regions of Australia requires specific skills and expertise to accommodate the shifting demands of outback life. For professionals assigned to such areas by employing bodies, this is particularly the case, and teachers are no exception. In addition to such personal attributes, professionals such as teachers must maintain currency in their professional practice both to serve their students appropriately and to ensure that they become eligible for future promotions and transfers possibilities. This study investigated whether teachers in rural and remote regions are disadvantaged in ways that could potentially affect their teaching careers in negative ways, in particular in terms of professional development and career advancement opportunities. Such opportunities are crucial if teachers are to provide an education of high relevance to rural and remote children who are already considered to be significantly disadvantaged in terms of educational provision. The data are presented in the form of a single teacher narrative, a composite tale aimed at telling the story of rural and remote teachers, professional development provision and career advancement opportunities. It was apparent that teachers in these contexts face serious challenges in terms of their professional and career development.&nbsp;&lt;/p>


author: McLaren, Therese
year: 2005
title: A Deadly day: Professional Development Around Indigenous Issues
pages: 41-55
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/517
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v15i2.517
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>As part of her Graduate Diploma in Secondary Education course, Therese McLaren was asked to imagine how issues the Social Contexts of Secondnry Education class was reading about and discussing impact upon the work of teachers. To that end, students&lt;br>were asked to think deeply about one of the topics addressed in the semester, and to frame a professional development day for colleagues that teaches about the topic, attends to the pedagogy of the session, and creates opportunities for reflection and learning. What follows is Therese McLaren's engagement,with the topic of indigenous education.&lt;/p>


author: Maginnis, Cathy Croxon, Lyn
year: 2005
title: Diversity in Rural Students: Identifying Student Learning Needs
pages: 3-9
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/513
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v15i2.513
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Diverse university student cohorts are becoming the norm in rural universities. As universities reach out to an increasingly diverse group of students in rural areas it has become evident that traditional support structures are inadequate to meet the needs of&lt;br>students who tend to be mature aged&nbsp; women and first generation students. Studies have shown thot students from rural and geographically isolated areas and particularly socioeconomicaily disadvantaged groups are more at risk of failure. Several reports&lt;br>have shown that rural areas have major shortages of professionals such as nurses. As a result of this the need for universities to examine their support structures, so that this diverse group of students is given every opportunity to succeed, is vitaily important&lt;br>(Howells, 2003; McInnis, 2001 &amp; Tinto 1993). This article reports on a project that was conducted with a group of rural nursing students that identifies the types of support structures relevant to the new student profile described above. The project strives to identify university students' learning needs and expectations and evaluate resources and strategies utilised to facilitate their learning experience from the students' perspective.&lt;br>The results of this research reinjorce a change in the student cohort to refiect a female dominant, mature aged cohort in a rural campus. Many of these students are first generation and more educated than there parents. This project has identified that their&lt;br>learning needs are diverse and thot further research needs to be undertaken to develop an understanding of their learning needs and how best to meet these.&nbsp;&lt;/p>


author: Hughes, Lyn
year: 2005
pages: 17-27
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/508
section: JOURNAL PAPERS
access_date: 2023/04/28
read_status: 0
rating: 0
title:
The Impact of Multiple Partnerships onCareer Decision-making: Evaluation of a Pre-university Program for Regional High School Students

abstract:
&lt;p>The purpose of this study was to design, implement and evaluate a program for senior secondary regional students making choices about their future careers. The program provided information and experiences to help students decide whether to pursue their interest in early childhood through studying at their local university. Nineteen students completed a questionnaire to determine their expectations of the program and the results were compared with data from a parallel questionnaire completed at the end of the program. The findings highlighted the importance of multiple partnerships in assisting regional students to decide career directions. Short, innovative programs such as this have the potential to be valuable additions to the present limited opportunities available outside large cities and could impact positively on regional sustainability.&lt;/p>


author: Holden, Helen
year: 2005
pages: 28-40
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/509
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v15i1.509
access_date: 2023/04/28
read_status: 0
rating: 0
title:
A Qualitative Study of Persistence and Performance: Factors in the Motivation of First Year Tertiary Education Students

abstract:
&lt;p>The dilemma of student motivation at regional university sites needs to be examined to&lt;br>expose peculiarities in regional areas that impact on the future sustainability of tertiary education programs in those areas. The focus of this phenomenographic study was the persistence and performance of 11 first year university students. Interviews with individual participants identified qualitatively distinct categories of persisting and performing behaviours. A sense of shared responsibility between the university and students emerged as integral to ongoing achievement for students, which impacts on completion rates and ultimately the sustainability of regional campuses within their communities.&lt;/p>


author: Henderson, Robyn
year: 2005
pages: 3-16
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/507
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v15i1.507
access_date: 2023/04/28
read_status: 0
rating: 0
title:
An Invasion of Green-stained Farm Workers from Outer Space(s)? Or a Rural Community Struggling with Issues of Itinerancy?

abstract:
&lt;p>This paper investigates stories that are told in a North Queensland rural community about the arrival of itinerant farm workers for the winter harvesting season. Permanent residents often represent this annual event as an invasion of the community by&lt;br>undesirable people who break the law, exacerbate racial tensions and take jobs from locals. Such stories are also heard in the community's schools where significant numbers of itinerant children enrol during the hO/vesting season. In the face of sometimes hostile reception from permanent residents of the community, many itinerant families work hard to 'fit in', trying to ensure positive experiences for their children. This paper explores some of the stories that circulate and examines the way that&lt;br>negative perceptions of itinerant families tend&nbsp; to restrict the community's capacity to recognise the benefits that families could contribute to community life.&lt;/p>


author: Cleary, Val
year: 2005
pages: 41-53
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/510
section: JOURNAL PAPERS
access_date: 2023/04/28
read_status: 0
rating: 0
title:
The Australian Teacher Education Challenge: Innovative Approaches to Field Experiences in a Regional Education Community to Develop the Knowledge Base of Pre-service Teachers

abstract:
&lt;p>This study examined field experiences integrated into two literacy courses undertaken by second year pre-service teachers (PSTs) at a regional Australian university. A sample of 12 PSTs and 22 teachers completed questionnaires and participated in brainstomdng sessions and a focus group interview to determine the extent to which they perceived that PSTs developed their knowledge base through field experiences and regular coursework In particular, the findings highlight the positive impact that partnerships between regional university campuses and local schools can have on PSTs and on the future sustainability of the region.&lt;/p>


author: Brennan, Marie
year: 2005
title: Putting Rurality on the Educational Agenda: Work Towards a Theoretical Framework
pages: 11-20
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/514
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v15i2.514
access_date: 2023/04/26
read_status: 0
rating: 0
abstract:
&lt;p>It is perhaps too easy to suggest that rurality in educational terms has been largely missing from the pages of educational&nbsp; research texts. A search of the past few AARE annual conference papers throws up few papers on this topic; although an issue of&lt;br>Australian Journal of Education includes a paper on long-staying rural teachers (Boylan &amp; McSwann, 1998), while the International Studies in Educational Administration, looks at small country schools in Wales (Huckman, 1998 p.3). However, there are two main areas in which educational research has been active in considering rurality in. education: educational disadvantage for secondary school'students in relation to access to curriculum; and recruitment and retention of teachers.&lt;/p>


author: Bedford, Susie
year: 2005
pages: 31-39
secondary_title: Australian and International Journal of Rural Education
volume: 15
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/516
section: JOURNAL PAPERS
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Using Effective Professional Development Sessions to Implement Change in Curriculum and Classroom Practices: My Story as a Teacher at Exmouth District High School, WA's Remotest District High

abstract:
&lt;p>Before talking about using effective professional development to implement change in curriculum and classroom practice I want to give you a snapshot of the school and its isolation. Exmouth is a small town 1200kms north of Perth, and along with Coral Bay is one of the 'gateways' to Ningaloo Reef - a fringing coral reef - about 260kms long and 1/10th&nbsp; the size of the Great Barrier Reef. We boast an amazing array of charismatic megafauna such as the incredible whale-sharks, dugongs, dolphins, manta rays, humpback whales, turtles, not to mention hundreds of species of coral and the accompanying plethora of colourful fish and other organisms that make up the coral reef ecosystem, which is the major drawcard for the tourists who visit the area and the people who choose to live here.&lt;/p>


author: Walker-Gibbs, Bernadette
year: 2004
title: Social Entrepreneurship and Partnerships with Regional and Remote Schools
pages: 16-26
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/502
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i2.502
access_date: 2023/05/12
read_status: 0
rating: 0
abstract:
&lt;p>This paper explores how notions of social entrepreneurship have inspired me to engage in innovative partnerships with two small rural schools in Central Queensland, Australia. I seek to explore practical ways in which to help rural schools contribute to the transformation of their schools, considering that we are now in an information-based society operating in a postmodern world where change happens quickly and continually. The paper explores the mapping of the journeys undertaken both by the schools and by myself as a university lecturer, and analyses how the concept of social entrepreneurship is used to empower schools with these changes. I examine the two partnerships with local schools more closely in tenus of helping the participants - myself included - become social entrepreneurs by deploying innovative problem solving strategies that can provide ways forward to help us to begin to revolutionise the regional and rural education 'industry' and in the process engage regional and rural communities.&lt;/p>


author: Trimingham Jack, Christine Hitchon, Heather
year: 2004
pages: 32-50
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/499
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v14i1.499
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Giving All/Reaping Rewards: An account of a new graduate teaching in remote lndigenous community schools

abstract:
&lt;p>A number of remote Indigenous communities in Western Australia and the Northern Territory run&lt;br>their own independent schools. The communities are faced with a constant battle to recruit quality&lt;br>teachers to their schools and to attain a high level of literacy in their students. The 1996 National School English Survey reported thot less than 20% of Year 3 Indigenous students met the reading standards with similar findings for Year 5 (Department of Education Science and Training, 1997). There is strong evidence that student achievement is significantly linked to committed and wellqualified teachers (Darling-Hammond, 2000). The Commonwealth Government National Indigenous English Literacy and Numeracy Strategy (NIELNS) Report 2000 stated that recruiting 'good teachers' who are culturally aware and who can implement 'best teaching methods' are key elements in raising the literacy standard of Indigenous students (Department of Education Science and Training, 2000).&lt;/p>


author: Smyth, John Down, Barry
year: 2004
pages: 54-68
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/505
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i2.505
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Beyond the Divide: Individual, Institutional and Community Capacity Building in a Western Australian Regional Context

abstract:
&lt;p>This paper describes the early bcginnings and some preliminary theorising of the complexities involved in obtaining a clearer understanding of schooling for young adolescents in regional and rural scttings. We explain how our thinking is developing&lt;br>around ways to approach some case study schools and "their communities that are advancing on the idea of learning as a form of regional and rural engagement. The central theoretical construct is how educational 'capacity building' that engages young&lt;br>people works against the prcvailing trend of increasing numbers of young people leaving school prematurely. This construct is illustrated by reference to the complex and diverse situations and necds of young pcoplc in the KwinanaJRockingham area of the&lt;br>Fremantle-Peel Education District in Western Australia.&nbsp;&lt;/p>


author: Shelton, Jack
year: 2004
title: Consequential Learning
pages: 17-31
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/498
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i1.498
access_date: 2023/05/12
read_status: 0
rating: 0
abstract:
&lt;p>Consequential Learning (CL) is an approach to rural education and development that links schools to communities through curricular and extracurricular projects and courses, in which students, using the tools and concepts of academic, technical, artistic, and business disciplines, are challenged to produce consequential public outcomes. Students, school staff, and external resource persons form a team to determine and complete projects that make a difference in the well-being of communities. The projects defme new roles and develop new skills for students and teachers; they involve, for clearly articulated tasks, "outsiders" who bring new expertise, opportunities, connections, and resources into schools. CL projects and approaches help delineate new purposes for schools (including community development and gathering local information) and c1arifybasic issues of education and community enhancement They demonstrate the potential for school and community partuerships to improve educational quality and community life.&lt;/p>


author: Loughland, Tony Healey, Daryl
year: 2004
pages: 51-61
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/500
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v14i1.500
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Two Cubed: A rationale for creating a community of professional learners at Charles Sturt University Dubbo

abstract:
&lt;p>Teacher Education needs to move beyond the limitations of existing pre-service and in-service courses. Instead, teacher education should be regarded as a career long process of professional learning 'which takes place prior to and during pre-service, and continues through induction and inservice' (Gore, 1995). An innportaut step in this direction is partnerships between schools and teacher education institutions in initial teacher preparation. Many such partnerships already occur across states and institutions. This paper outlines a rationale for a teacher education course that seeks to achieve a partnership between Charles Sturt&nbsp; University Dubbo and the Department of Education and Training (DET) in NSW within the framework of career long professional learning for teachers.&lt;/p>&lt;p>The existing political climate with the restructuring of the DET bureaucracy as well as the proposed NSW Institute of Teachers presents a serendipitous moment for the establishment of such a course. The course would follow what the author has termed the 'two cubed' model of teacher education. That is, the fIrst two years of teacher education in the university, followed by two years in school based teacher education (SBTE) with the fmal two years as a begirming teacher mentored by both the training and employing institutions. The initial teacher education course will be the Trojan horse that makes professional learning a formal part of the teaching profession as the interaction between the DET and Charles Sturt University creates professional learning opportunities for existing teachers. This professional learning will be linked strongly to the bioregion of the Murray-Darling Basin, thus addressing both the ecological and social sustainability issues of this region. As well, the qualifIcation gained will be for K-10, addressing the needs of middle school students in central and high schools in the central west of New South Wales.&lt;/p>


author: Hartley, Barbara
year: 2004
title: Multilingualism and Local-Global Identities: Japanese Language Education in Regional Australia
pages: 27-38
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/503
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i2.503
access_date: 2023/05/12
read_status: 0
rating: 0
abstract:
&lt;p>The purpose of this article is to examine the value accruing to a regional area in Australia from the location of an undergraduate Japanese language education program in a university in that area. The focus is on the manner is which the inclusion of such a&lt;br>program enhances the sustainability of the area. Sustainability is here defmed as the resilience demonstrated by social subjects in the absence:,ofthe full range of services available in more densely populated and resource advantaged areas. Such resilience&lt;br>implies an ongoing capacity on the part of subjects to contribute productively to social and economic networks in the area. The rliscussion includes two cases of graduates of the program under review. On the basis of these cases, the argument is advanced that local regional and rural area access to a tertiary sector second language program offers a unique and valuable strategic dimension to the personal and professional development of social agents in regional areas and to the sustainability of these areas generally.&nbsp;&lt;/p>


author: Harreveld, Bobby
year: 2004
pages: 39-53
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/504
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i2.504
access_date: 2023/04/26
read_status: 0
rating: 0
title:
Adult Literacy in Central Queensland: A Discursive Positioning of Teachers, Policies and Funding in Regional, Rural and Remote Communities

abstract:
&lt;p>The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy in&lt;br>promoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the relationships between adults positioned as teachers and students can become a community resource with the potential for rural engagement and for transformation of&nbsp; social and economic capital in such communities.&lt;/p>


author: Fullarton, Catherine Danaher, Geoff Moriarty, Beverley Danaher, Patrick Alan
year: 2004
pages: 69-81
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/506
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i2.506
access_date: 2023/04/26
read_status: 0
rating: 0
title:
A Principal's Perspective on Multiliteracies in an Australian Show Community: Implications for Learning as Rural Engagement

abstract:
&lt;p>The mobile community that owns and operates 'sideshow alley' in Australia's agricultural show circuits has traditionally been marginalised in terms of formal educational provision. However, the establislunent of the Queensland School for Travelling Show Children in 2000 reflected the aspirations of show people and sympathetic educators that education for mobile groups can be enacted differently. This different educational enactment is explored through the conceptual lens of a 'multiliteracies' framework (Cope &amp; Kalantzis, 2000), which is used to identify and value the complex and diverse forms of sense-making that the show people deploy. This paper focuses on the perspective of the Principal of the school, who was one of the interviewees in the research reported here and also the lead author of this paper. Analysis of these data indicates that formal learning that embraces and enhances multiliteracies is one significant strategy for promoting education productively - and potentially transfonnatively - in such communities.&lt;/p>


author: Bryden, John
year: 2004
pages: 2-15
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/497
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i1.497
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Some links between economic and social changes in rural areas and the need for reform in rural education

abstract:
&lt;p>This paper discusses the principal economic and social changes taking place in rural areas of the OECD countries, identifies some of the key future challenges they face, and proposes some necessary shifts in the system of education of children and young people if these challenges are to be addressed.&lt;/p>


author: Allison, Janelle Douglas, Jock
year: 2004
pages: 1-15
secondary_title: Australian and International Journal of Rural Education
volume: 14
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/501
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v14i2.501
access_date: 2023/05/12
read_status: 0
rating: 0
title:
Beyond the Agricultrual Paradigm in Regional and Rural Australia: Building Capacity to Create a Preferred Future

abstract:
&lt;p>Regional and'rural Australia is undergoing significant change. Among the drivers for change are: (I) an emerging discourse on nature that challenges the agricultural centric view which has dominated regional and rural Australia; (2) transforming agricultural landscapes, which are increasingly multifunctional and complex; and (3) a search for a contemporary bush identity which is relevant and inclusive and which accommodates the diversity of views about rural Australia. The paper describes two illustrative initiatives: the Australian Landcare Management System (ALMS); and the Roma Bush Gardens Project (RBG). These initiatives have been developed to assist individuals and communities to learn - to develop awareness and understanding of the dimensions of change now effecting significant inapact on rural landscapes. These initiatives provide examples of the basis to chart a new course, and to create and build individual and broader community capacity to enable regional communities to&nbsp; engage strategically with change and to consider an 'unknown' or new future through the promotion of environmental and educational learnings.&lt;/p>


author: Squires, Don
year: 2003
title: Responding to Isolation and Educational Disadvantage
pages: 25-40
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/489
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i1.489
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>A good deal of the rural education literature from the twentieth century routinely associates geographic isolation with educational disadvantage. As analyses have become more sophisticated, more attention has been given to the understanding ofdifferences and specific needs exhibited by isolated communities and ofways ofresponding to these in a more focused way. This paper will&nbsp;&lt;br>provide a way ofconceptualising the relationships between components ofisolation (the concrete, tangible and actual, as well as the subjective, perceptual and constructed) and will examine ways in which various responses to isolation can impact on educational practices and outcomes. The paper will argue that there is. within this matrix ofresponses, a 'sweet spot' or optimal site for educational interventions that are designed to address disadvantage.&lt;/p>


author: Searston, Ivan
year: 2003
title: Where to for Place-Based Learning?
pages: 64-72
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/491
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i1.491
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>School at the Center, a US initiative that falls into the category of place-based education', has demonstrated significant improvements in educational outcomes while, at the same time, contributing to rural community development. To explore the transferability ofthe program to Australian conditions. The Rural Education Research and Development Centre at James Cook University, assisted with Federal funds, undertook to trial the School at the Center ideas in North Queensland. The trial showed that the ideas were transferable and had significant impacts on educational outcomes and student engagement; generated a deal of public interest in the media and in local communities; and promoted closer relations between teachers, students, their schools and their communities. Following comments from some teachers Involved In the trial about the lack of introduction of beginning teachers to such effective educational strategies, consideration turned to making the results of the trial available to institutions involved in pre-service training of teachers. But teacher training programs do not have much room for new content to be added and, for new material to be really considered, there must be a strong academic and theoretical base for the initiative as well as the evidence that 'it works'. School at the Center (SatC) is an example ofplace-based education. Therefore there should be a strong academic and theoretical understanding ofwhat 'place' means to education. However, while place is considered in other&nbsp; disciplinary areas, its meaning for education appears to be largely unexplored.&nbsp;&lt;/p>


author: Sawyer, Janet Zubrinich, Pam Carter, John
year: 2003
title: Partners and Pathways in Education: The Whyalla model
pages: 64-73
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/494
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i2.494
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This paper describes the educational relationships that have been established between three key&lt;br>educational institutions within the regional city of Whyalla in South Australia. Edward John Eyre High School, Spencer Institute of TAFE and the Whyalla Campus of the University of South Australia have formed a partnership to promote the educational pathways available in the area of Business Studies. The regional educational opportunities created will assist in retaining young people who wish to study in the business field as well as encourage graduates to remain within their local communities. This important initiative embraces the rationale ofsuccessful learning communities and aims to develop skilled professional business people who will become future leaders in business and enterprise and contribute to the economic and social success of regional South Australia.&lt;/p>


author: Rushbrook, Peter
year: 2003
pages: 48-62
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/493
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i2.493
access_date: 2023/04/28
read_status: 0
rating: 0
title:
German Lutherans and the 'English': culture, conflict and building a one-room school in the Wimmera 1873-1881

abstract:
&lt;p>The paper is an edited version ofa paper delivered to the 'Country Schooling: Old Stories, New Lessons' Conference at the University ofIowa, USA, 27·29 June 2002. It explores tensions between German and English settlers in establishing a one~room school in Murtoa, a hamlet in Victoria's Wimmera district, between I873·I88I. The narrative reveals some broader themes ofthe period relating to the establishment of a state-based 'Free, Compulsory and Secular' education system, the challenges associated with building schools in remote rural areas, and the related hardships faced by teachers.&lt;/p>


author: McSwan, David
year: 2003
title: The Rural Population Transformation and Education in Australia
pages: 3-26
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/495
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i2.495
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This paper aims to relate the Australian data on rural-urban migration and economic change to education. It illustrates that there has been scant polity attention to the fundamental role ofeducation in the changing nature ofAustralia's rural areas. Australla's rural policy has been firmly driven by the massive political power ofthe rural industries and mining lobbies; the voice ofrural communities being lost to the winds. Governments should be alert to the needs ofrural Australia. Issues of social justice and equity are being raised and heard as never before and ordinary Australians are increasingly aware of, and cherish, our rural communities, our rural image. and our sense-ofourselves as sharing a rural heritage. Recent data show that regional Australia, in favoured areas, is prospering. A number ofpolicy considerations are canvassed with the conclusion that leading-edge information and communications technologies are an essential prerequisite if regional Australia is to prosper and metropolitan areas and the south-east are to avoid undesirable crowding. Isolated rural areas are more problematic and a policy approach to a sustainable future for them is not immediately apparent to the author.&lt;/p>


author: Lee, Jessica
year: 2003
pages: 28-46
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/492
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i2.492
access_date: 2023/04/28
read_status: 0
rating: 0
title:
The place and meaning of physical activity, physical education, and physical culture in the 'lives of young people living in rural Queensland

abstract:
&lt;p>Young people living in rural and regional areas are often reported as being less physically active than are young people living elsewhere. An understanding of this phenomenon will inform policies and strategies to address this finding. One source ofvaluable information is a qualitative understanding of how social relations and cultural meanings influence young people's opportunities and choices in relation to physical activity as told by young people themselves. It is envisaged that this information will inform the development ofschool curricula to engage young people and which will enable schools, community groups and governments to collaborate in meeting the needs ofyoung people living in rural Queensland.&lt;/p>


author: Griffith, Dennis
year: 2003
pages: 3-23
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/488
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i1.488
access_date: 2023/04/26
read_status: 0
rating: 0
title:
Quantifying Access Disadvantage and Gathering Information in Rural and Remote Localities: The Griffith Service Access Frame

abstract:
&lt;p>This paper argues that a purely geographic classification is not the best way to determine objective measures ofrural disadvantage in Australia. What is required is an objective, accurate, research-based and independently validated classification that can be used to inform policy decisions and strategies to improve the lives of rural and remote Australians, especially&lt;br>Indigenous Australians in these areas. The Griffith Service Access Frame (GSAF) was developed by the author, specifically to quantify the service access ofpopulation centres in rural and remote areas of Australia. The model allows any population centre in the nation to scored according to its Population Size; the Time, Cost and Distance factors associated with accessing a given level&nbsp; of services; and the Economic Resources that the population can apply to the task of overcoming access disadvantage.&lt;/p>


author: Allard, Andrea Sanderson, Von
year: 2003
title: Whose School? Which Community?
pages: 42-62
secondary_title: Australian and International Journal of Rural Education
volume: 13
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/490
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v13i1.490
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>In this paper, we take up the theme, 'The School as a Centre in the Community' in light ofa research project that we conducted in a remote community in South Australia in 2001. In this project, 'Engaging Students In Education Through Community Empowerment', we set out to explore with Aboriginal parents, Aboriginal students, teachers and representatives of the various agencies operating in the area how groups within the community understood the issues of early exiting Aboriginal students.&lt;/p>


author: Sawyer, Janet Medlin, John
year: 2002
pages: 16-22
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/479
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i1.479
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Strategies for Improving Success in First-Year Accounting for Internal Students at a Regional University Campus

abstract:
&lt;p>This paper describes a range ofinnovative strategies incotporated into an internal, first year accounting course on a regional university campus in an endeavour to improve the success rates ofstudents studying the course. This course is designed to provide an understanding of the nature of accounting information and the field of accounting generally. It is a core course in all the business undergraduate programs within the University of South Australia and is studied by students in programs of other&nbsp; disciplines. The various strategies applied keep the students engaged with topics in an on-going, participative way that&nbsp; they find both enjoyable and professionally beneficial.&lt;/p>


author: Rossi, Tony Wright, Jan
year: 2002
pages: 2-7
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/477
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i1.477
access_date: 2023/04/28
read_status: 0
rating: 0
title:
Children's physical activity, health and physical education in isolated rural contexts:: The views ofparent educators in Queensland

abstract:
&lt;p>This paper describes the views of parent educators of their childrens levels and types of phtsical activity. The study was conducted at two mini-schools in western Queensland. 'These are occasions where students who undertake formal education through various Schools of Distance Education come together for a week of educational activity. Parents (mostly mothers) were imerviewed using a semi-structured approach. The interview data were analysed for dominant themes themes using a constant&nbsp; comparison method. The emergent themes related to nutrition and physical activity. Within the physical aclivity theme, notions of the great outdoors; work and organised sport skill development also emerged.&lt;/p>


author: Maxwell, T. W. Reid, Jo-Anne McLoughlin, Catherine Clarke, Catherine Nicholls, Ruth
year: 2002
title: Online support for action research in a teacher education internship in rural Australia
pages: 23-33
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/480
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i1.480
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>The two themes of this paper are action research and online learning support in teacher internships in rural Australia. A model for the interaction of professional practise, the workplace and the university (Lee, Green and Brennan, 2000] came to inform the conceptualisation of a new final year teacher education unit which uses action research (Kemmis and McTaggart, 1988) as a learning process for interns (cf Beisser, 2000; Grundy, 1995]. This year long unit requires support in the first semester as internal students explore action research and identify potential areas for their improvement. In second semester interns (placed in 10 week internships almost exclusively in rural schools) are supported as they undertake action research to improve their practise. The unit has been piloted three times with small groups prior to full implementation in 2001. A move to online communication as the University's key support mechanism for interns at distant workplaces, and as an on campus learning strategy, was instituted in 2001. This report this paper reports upon:&nbsp;conceptual developments following pilots of a pre service unit in which action research during students internship is the culminating feature;&nbsp;online learning support for one student groups action research projects while on their internship;&nbsp;and early results from the action research project on online learning of neophyte teachers as internal students prior to their experience as interns.&lt;/p>&lt;p>Our move into online work, on campus and off campus in rural areas, has proved to be of particular benefit to most students. The early data vindicates this move in that (a) the students appreciated being forced to read and (b) bulletin boards can provide support for complex projects while off campus.&lt;/p>


author: Lloyd, Linley
year: 2002
title: Multiage Classes: What research tells us about their suitability for rural schools
pages: 2-14
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/484
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i2.484
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Rural schools often have mixed-age (multigrade) classes because of small enrolmenis. There is a body of&lt;br>research which supports classes which are mixed-age by choice - multiage classes. To what extent can the&lt;br>successful practices of multiage teachers be adopted by multigrade teachers in rural schools? This article&lt;br>presents a summary of the research findings related to both multiage and multigrade classes, and explores the&lt;br>factors which are relevant in explaining the success of multiage classes.&lt;/p>


author: Hemmings, Brian Hockley, Tania
year: 2002
title: Student teacher stress and coping mechanisms
pages: 25-35
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/486
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i2.486
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This article reports on a study that focused on the lived experiences and concerns offinal year Bachelor of Education (Primary) students undertaking a nine-week internship in a rural location. Thestudy had two aims: one, to identify the main sources of stress faced by student teachers as they progressed through the internship; and two, to explore how the student teachers coped with this stress. Both qualitative and quantitative research methods were adopted to meet the aims of the study. Qualitative research methods, based on the principles of grounded theory, guided the data collection and analysis. These methods included interviews with and diary accounts kept by four student teachers. An analysis of these data generated five categories of stress, and these categories were also indicative of thecoping strategies adopted to deal with stress related to the internship. A quantitative research method was employed to complement the qualitative approach and was applied to survey data from the cohort of student teachers (N=54) undertaking the internship. The responses were analysed using a content analysis. Four main categories ofstress were derived and five coping strategies employed by the cohort of student teachers were identified. Taken together, the findings provided an insight into the experiences of the student teachers involved in the rural-based internship. The implications of the study are wide ranging, and a number of recommendations arising from the study are outlined.&nbsp;&lt;/p>


author: Green, Annette Smith, Erica
year: 2002
title: A Foot in both camps: School students and workplaces
pages: 15-24
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/485
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i2.485
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>It is now uncommon for young people to leave school without having had experience in workplaces. Sometimes such experience is arranged by schools - through work experience, structured work placements or other programs. Increasingly young people are also getting workplace experience as part-time student workers. This experience may be quite extensive. A research project funded by the National Research and Evaluation Committee has been examining the different types of learning experienced by students in thedifferent modes of experiencing the workplace. The project also examined the question of whether certain students find access to such experiences more difficult than others do. These question are of vital importance because workplace experience assists young people in their transition from school to full-time work; and also because the foundations for lifelong learning through work may beset down in early workplace experiences. It is therefore essential to have some understanding of the nature, extent and methods of workplace learning for school students. This paper presents the findings related to the extent&lt;br>and nature of school students' learning in the workplace, a significant proportion of the project.&lt;/p>


author: Eversole, Robyn
year: 2002
title: Regional University Access: A Case Study from the South West
pages: 34-42
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/481
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i1.481
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>Access to appropriate training is a key to developing human resource is and enhancing quality of life in regional areas. Yet like many other service providers, universities are faced with the high costs of delivering services in regions with a small and scattered client pool. Thus, the challenge: how can universities serve regional communities and promote regional development while remaining cost effective and sustainable? Distance education technologies appear to offer a solution yet they may fail to respond to the underground needs of regional students.&lt;/p>&lt;p>In late 2000, Edith Cowan University commissioned a study to consider the challenge of regional service delivery, in the context of Warren-Blackwood region of South West Australia. This isolated, in land region has been undergoing economic displacement in the wake of timber industry restructuring; Improved training access has been identified as a regional development priority (Warren-Blackwood Action Plan, 2000) this paper presents the results of the study examining the demand for, and delivery of, university services in the Warren Blackwood region.&lt;/p>&lt;p>Surveys, focus groups and interviews with students and former students highlighted key trends, such as the pre university (year 10) exodus of youth from the region and the tendency for regionally based students to be mature aged. The paper identifies challenges, both logistical and psychological facing people who undertake long distance university studies (whether as distance-ed or commuting students). Finally, the paper suggests low-cost ways to facilitate the learning experience of students based in regional areas, by understanding the culture of learning and providing access to basic support resource is, regardless of the technological sophistication of course delivery.&lt;/p>


author: Ellis, Bronwyn Sawyer, Janet Dollard, Maureen Boxall, Dianne
year: 2002
title: Working As Rural Academics
pages: 43-50
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/482
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i1.482
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>The work of academics in rural or regional campuses is distinguished in various ways from that of their metropolitan colleagues. From this difference can come inside some benefit to their institution, their discipline and academia in general. The networks formed by such academics can also play a part in regional development initiatives. While academics have often studied various rural and regional occupational groups, they have much less frequently focus upon themselves as rural workers in academia. The study conducted by a team of academics from regional campuses of two metropolitan based universities, located in two different states, aims to contribute to building knowledge about working as a rural academic. Based on interviews and a survey of academics, this study explores the ways in which rule or regional academics perceive their working life, and compares these perceptions with metropolitan academics perceptions of the academic work of their distant colleagues. In a climate in which concerns about professionals leaving regional areas are common, this paper focuses on views of ‘rural academia’ as a potential long term career.&lt;/p>


author: Coombe, Kennece Lubawy, Joy
year: 2002
title: Learning partnerships in rural early childhood settings
pages: 8-14
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/478
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i1.478
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>In educational settings, there has been a move towards developing learning communities. The works of Senge (1992) and Sergiovanni (1994, 1999) for example, have pointed to the advantages for organisations of developing an ethos approaching that of a learning community. Harris (1999) takes this further when she identifies a number of different types of learning community. When these identifiers were applied to early childhood setting in one rural city, it was found that although the directors were keen to involve families and children as part of a learning community approach, the result more often took on the characteristics of 'partnership'. Partnerships encouraged collaboration and consultation but the final arbiter was the director. The predominant aim of this paper is to report on a project which sought to elicit from a group of directors information about their practices and whether these practices might fit within theframework of a learning community ora learnig partnership.&lt;/p>


author: Baills, Luke Bell, Sherrin Greensill, Bridget Wilcox, Louise
year: 2002
title: Bridging The Gap Between Beginning Teachers and Isolated/Rural Communities
pages: 55-62
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/483
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v12i1.483
access_date: 2023/04/28
read_status: 0
rating: 0
abstract:
&lt;p>This study considers the transition of beginning teachers and preservice teachers from an undergraduate course to an isolated or rural community. There is an assumption by the community as a whole that these transitions are carried out with little success and feedback to the university tends to support this assumption. Contrary to these assumptions, beginning teachers view this transition as the next simple step following graduation. Moreover, there is growing evidence to suggest the gap is being bridged through opportunities offered to preservice educators. These opportunities foster the improvement and preparation of beginning teachers as they embark on a career in an isolated or rural community. This study attempts to address this under researched area. Data was gathered using semi structured interviews with beginning teachers, preservice teachers and parents of children in isolated or rural communities. Early indications suggest the transition is not a smooth one. This may be due to the differing expectations of beginning teachers and the community involved. It is anticipated however, that further analysis will reveal a range of transition patterns and solutions to assist in bridging the gap between beginning teachers and isolated or rural communities.&lt;/p>


author: Arthur, Keiran
year: 2002
pages: 36-41
secondary_title: Australian and International Journal of Rural Education
volume: 12
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/487
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v12i2.487
access_date: 2023/04/28
read_status: 0
rating: 0
title:
The Contribution Of Adult Males In Early Childhood Services: What Current Literature Implies For Rural Children's Services

abstract:
&lt;p>Men can contribute to early childhood education in many ways. Men can become involved in early childhood education as an employee, a student, a parent and as a community member. This article will look at the contributions of men in rural early childhood settings, the positive and negative aspects of male inclusion, and suggest some future policy development. While the contributions of male community members involved in committees and interest groups of early childhood services are recognised, this article will focus on the contributions of male employees, students, and parents.&lt;/p>


author: Wooller, Judith Warner, Lesley
year: 2001
title: A Rural Bridging Course for Women and Problem Based Learning
pages: 45-49
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/476
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v11i2.476
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>One of the criticisms levelled at Universities by various institutions and the business sector is that universities are not teaching the studentshowto translate theory into practice. Taking as a case study the English subject of the Women into Science and Technology (WIST) course, an examination of the concepts of problem based learning will beexamined. The benefits of using problem based learning in a rural bridging course will be discussed to show how this technique is beneficial foradult learners returning to study.&lt;/p>


author: Simpson, Tracey
year: 2001
pages: 21-29
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/463
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i1.463
access_date: 2023/04/24
read_status: 0
rating: 0
title:
Parents' Perceptions of Planning for and Provision of Early Childhood Services in Rural and Regional NSW

abstract:
&lt;p>The project reported in this article was carried as part of study for the degree of Master of Early Childhood, Institute of Early Childhood, Macquarie University. The ongoing development of early childhood services in Australia reflects a focus on meeting the demands of changing family needs. Simultaneously, there is a growing concern that quality services must reflect the needs and culture of individual children. Rural contexts are acknowledged as unique situations in this discussion. This study considers the perceptions of eighteen parents in rural New South Wales as a means of gathering data on the appropriateness of current service provision models for a range of rural settings. Parents identified cost, inflexibility of existing services, lack of specific service and distance as factors that need to be considered in planning for rural early childhood services. Innovative approaches for enriching experiences of children and families in the rural context were suggested by the participants: flexible use of existing facilities, more outreach services, programs to encourage local development of services, sporting and cultural opportunities and initiatives to entice trained experienced professionals to rural areas.&lt;/p>


author: Mills, Melissa
year: 2001
title: Designing a Flexible Model of Learning for a Rural Health Organisation: A Case Study
pages: 45-55
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/464
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i1.464
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>Traditional models of learning for staff development are no longer meeting the needs of staff or of their organisations. This paper describes how one Staff Develapment Unit, the Rural Health Education & Research Centre at Tamworth, with few resources, has successfully negotiated the transformation from delivering adhoc, face-to-face teaching to a model encompassing competency based training, recognition of prior learning, workplace assessment and flexible delivery over a raft of nationally recognised certificate/diploma qualifications. The paper highlights issues faced by a rural Registered Training Organisation in delivering accredited qualifications to a wide range of health staff from a geographically dispersed area. The paper also reports on strategies, which were developed and trialled for teaching and learning at a distance, as well as recommendations for ongoing implementation and marketing of competency based qualifications, largely the end product of LearnScope funding from the Australian National Training Authority.&lt;/p>


author: McSwan, David Clinch, Emma Store, Ron
year: 2001
title: Otitis Media, Learning and Community
pages: 27-32
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/474
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i2.474
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>This paper reviews selected literature relating to the medical condition and learning consequences of Otitis Media in Aboriginal children in remote communities and reports on a research project which aimed to develop a whole community approach to the problem. The model brings together health, education, medical professionals, paraprojessionals and the community in a structured and cohesive program based on the school as the lead and central agency. The special significance of community and paraprofessionals, for example teacher aides is considered.&lt;/p>


author: Haimes, David Webster, Beverley
year: 2001
title: Rural Students and Graphics Calculators in Examinations
pages: 57-63
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/462
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i1.462
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>With the introduction of graphics calculators to tertiary entrance examinations in mathematics in Western Australia, the question arose as to whether rural students were placed at a disadvantage when compared with those in the city'. Analysis of examination data revealed that the gap in achievement between rural and city students narrowed initially in two of the three subjects examined but returned to similar comparability in the second year of implementation of graphics calculators. While a gap in examination scores in maths still exists, this could allay fears that rural students may have been subjected to further disadvantages associated with the use of graphics calculators in examinations.&lt;/p>


author: Gard, Michael
year: 2001
title: Sport, physical education and country towns: Diverse enough?
pages: 19-26
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/473
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i2.473
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>Is it possible for culture to be anything other than diverse? As with 'hybridity', a term so much in vogue in contemporary social science, 'cultural diversity' seems mildly tautological. Applied either to communities of people or individual identities, 'hybrldiry' assumes a pre-existing purity which, certainly in western countries, seems fanciful. Likewise, 'cultural diversity' gestures towards or, perhaps more accurately, away from communities of people which, presumably, are culturally monolithic. But could such a group of people ever exist? Of course, it all depends on how you define 'culture' and, as COmmentators such as Williams (1958 &amp; 1981) and Bagleton (2000) have shown, this is far from a straightforward matter, particularly in a historical moment where 'culture' can mean a way of life (as in 'cafe culture'), a work of art (as in 'high culture') or an episode of The Simpsons (as in 'popular culture'). Perhaps one way of bringing these various meanings together is to think in terms of the things people do. That is, culture is a matter of social practice. In the case of The Sirnpsons, then, we might say that its cultural significance derives from the socially located ways in which the program is made, watched, advertised, consumed, and talked about. In this sense, it is hard to imagine any community of people (as opposed to robots!) not 'doing' their lives in diverse ways. Indeed, are we not told&nbsp; from the moment of our births that we are each 'special' 'individuals', and that it is this particularity which makes us human?&lt;/p>


author: Dunn, Myra
year: 2001
title: Lessons from the Past: Education and Racism in Australia
pages: 65-75
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/465
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v11i1.465
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>The history of racism in Australia is inextricably linked with prevailing ideologies of rural Australia, supported strongly by educational discourses of deficit and disadvantage. A challenge for the Reconciliation Movement will be tomake an effective contribution to the development of anti-racist and non-racist practices n rural schooling. The history of racism and education in relation to Indigenous people in Australia is one which was, in earlier times, largely enacted in rural areas. Many Aboriginal people still living and bringing up young families in rural areas have been and still are directly affected by the educational policies and practices of the past. Further, whilst the majority of indigenous people in Australia live in urban areas their origins are, in the main, rural. This article provides a historical synthesis of the most important empirical and conceptual research in education and racism in Australia. It contains information in summary form, which rural and isolated teachers should be familiar with as part of their professional preparation to teach in country areas. It also sets the scene for further developments in Aboriginal education in rural areas setting down and analysing past events, describing some of the complex situations which are the direct results of past practices and relating these to present issues.&lt;/p>


author: Downey, Belinda
year: 2001
title: "Good Morning, I'm a Heterosexual": A case in the closet in rural Australia
pages: 33-43
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/475
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i2.475
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>This paper uses interviewdata from a case study abouta teacher in rural Australia to examine and think critically about issues related to sexuality and their connections to schooling in rural and regional settings. Using the construct of the "closet" as a starting point.&lt;/p>


author: Delany, John Wenmoth, Derek
year: 2001
title: Empowering an Indigenous Rural Community: Local Teachers for Local Schools
pages: 10-18
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/472
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i2.472
access_date: 2023/04/25
read_status: 0
rating: 0
abstract:
&lt;p>POLO is the distance delivery of three year primary teacher training to students all over New Zealand who&lt;br>wish to train for teaching but are prevented from doing so because of where they live, or who wish to train without having to attend on-campus as a full-time face-to-face student. The innovative nature of this programme includes the establishment of a group of students, mainly indigenous New Zealanders, in the Hokianga, one of New Zealand's most isolated and economically disadvantaged areas. The three-year course, in which students will graduate at the end of 1999, uses mainly print-based courses combined with communications technologies. This paper explores how the course was adapted to meet specific local needs relating to Maori language and culture, and describes how particular features of the course have become a catalyst for the empowerment of individuals, local community, and beyond.&lt;/p>


author: Clancy, Susan Simpson, Lee
year: 2001
pages: 2-9
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/471
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i2.471
access_date: 2023/04/25
read_status: 0
rating: 0
title:
Cultural Practices of Pedagogy: Literacy Contexts for Young Aboriginal Students in Inner & Outer Regional Australia

abstract:
&lt;p>For Aboriginal students 'becoming literate' in the dominant society is complex and challenging. As researchers of young Aboriginal' students and literacy issues, and particularly through our work in the Baiyai' project and more recently the Narang Guudha" project, we have found evidence of the ways in which the cultural practices of pedagogy are being played out in the day to day realities of Aboriginal students in their dassrooms. This data has enabled the researchers to consider the implications of the Wood's et al comment that "when children begin school they begin to acquire the identity of 'pupil' a secondary socialisation that is not necessarily negotiated but dependent on the expectations of the system and those who work within the system rather than the individual" (Woods, Boyle & Hubbard, 1999:117). Although this is something that happens for all children, when they come from a minority group within a dominant society they face an additional layer of adjustment. In particular in the case of Aboriginal students, Eades (19935) suggests that "Education systems in Australia still have a long way to go in recognising the home language of Aboriginal children and accommodating the special needs of Aboriginal speakers of English."&lt;/p>


author: Beare, Hedley
year: 2001
title: 'Now, Year Ones, This is Your Life!'
pages: 2-19
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/460
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i1.460
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>Although I am not a specialist in distance education, I am very familiar with the specialist demands of rural schooling through my having been a Regional Director of the huge Western Region (Eyre Peninsula) of South Australia, and then from my being the foundation CEO of the Northern Territory school system. The role carried with it all the complexities of dealing with children on station properties, with two Schools of the Air, and with the education of Indigenous people who were still resident on tribal land, and with distance. From this kind of educator background, I shall aim to draw a large picture of the future and on a wide canvas. 'Scrap-booking' is one the most recent, rapidly growing hobbies in America. It has been called the modern equivalent of 'the making of an American quilt', because people are now meeting or forming clubs to do it together. It has been given its stimulus by the welter of nostalgic looking-back-at-the-past which accompanied the last year of the Twentieth Century. People apparently want to look back over their own lives too, and so they are producing scrap-books which assemble the mementoes associated with their high and low points, their achievements and their own life story. &lt;/p>


author: Arnold, Peter
year: 2001
title: Review of Contemporary Issues for Rural Schools
pages: 31-42
secondary_title: Australian and International Journal of Rural Education
volume: 11
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/461
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v11i1.461
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>Over the last three decades governments have invested large sums of money in rural areas in an attempt to address issues of educational disadvantage associated with cultural and geographic isolation. As part of a wider investigation into the effects of parent participation in rural schools, the researcher conducted a review of the literature to discover whether such intervention has been successful and to determine the current status of rural education. It appears however, that while on the one hand the issues have been granted a higher profile, there are many enduring issues and new issues have emerged.&lt;/p>


author: Yourn, Belinda
year: 2000
title: A Composer-in-Residence Project at Meekatharra School of the Air, Western Australia
pages: 31-36
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/454
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v10i2.454
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>The 'Composition over the Airwaves' project aimed to provide musical opportunities for childrenin remote areas in collaboration with a composer. The project aimed to explore ways of enabling children disadvantaged by their remote settings to work creatively using HF radio. The children wrote and performed several pieces in a variety of improvisatory and interpretative styles. The compositions used as their impetus the remoteness of the children and required that their works be a reflection of the environment in which they lived. The project was completed during the 1999 academic school year. An important outcome was the constructive expression, collaboration and social interaction that resulted from the two residential camps not usual to the children. An unexpected outcome was the collaboration with the Art specialist at Meekatharra School of the Air who enabled the graphic scores to become tactile.&lt;/p>


author: Whitting, Michael Boyd, Julie
year: 2000
title: 'School's in' or 'Gathering our Treasures'
pages: 51-55
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/452
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v10i1.452
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Katherine School of the Air (KSA) is a Distance Education School funded by the NT Department of Education. KSA students are:&lt;/p>&lt;p>• isolated primary school students who live in the top half of the NT&lt;br>• NT residents temporarily living overseas&lt;br>• NT residents temporarily travelling within Australia&lt;br>• fee paying students&lt;/p>&lt;p>&lt;br>KSA has:&lt;/p>&lt;p>&lt;br>• an enrolment 300 students&lt;br>• 22 teaching staff&lt;br>• 8 ancillary/administrative staff&lt;/p>


author: Waldrip, Bruce G. Fisher, Darrell L.
year: 2000
pages: 13-29
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/448
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v10i1.448
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Student Perceptions of Teacher-Student Interpersonal Behaviour and Classroom Learning Environment in Metropolitan and Country Schools

abstract:
&lt;p>The Tomlinson Report (1994, p. 27) in Western Australia noted that a 'systematic difference in" Tertiary Education Entrance performance favouring metropolitan over rural school students' was evident. While this report signalled the authors belief that this difference was not simply a rural versus metropolitan discrimination, it offered few possible explanations for the difference. Rural students' participation in education is lower than that of students from the metropolitan areas. This lower participation rate has been the subject of concern to governments (Dawkins & Kerin, 19'89). In United States schools, metropolitan schools often are better equipped, attract better and more experienced teachers and their students tend to do better than rural school students (Baker, 1998; Ballou & Podgursky, 1995; Dayton, 1998; Reaves & Lanner, 1998).&lt;/p>


author: Sweetman, Denise Tomlinson, Lorellyn
year: 2000
title: Learning Technologies in the Classroom
pages: 46-49
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/451
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v10i1.451
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>The learning technologies area is a focus for many thousands of dollars across the state and with the need to achieve certain ratios by the Year 2002, teachers can be forgiven for thinking that learning technologies is about the quality and quantity of computer equipment in the school. However, it is much more than that; it's about using Learning Technology tools to improve the learning outcomes for our students. These tools enhance student learning by reducing isolation, improving efficiency, increasing motivation and providing opportunities for student interaction and decision-making. During this paper, we will examine a few of the ways South Kalgoorlie Primary School has integrated learning technologies into classroom programs to enhance the learning environment for our students.&lt;/p>


author: Squires, Don
year: 2000
pages: 37-46
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/456
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v10i2.456
access_date: 2023/04/24
read_status: 0
rating: 0
title:
Providing Vocational Education and Training (VET) for NSW Rural Schools and Students: the 'Stage of Play'

abstract:
&lt;p>A strategic framework for VET in Schools (1998-2000) was developed by the Department of Education and Training to coordinate the development and implementation of Vocational Education andTraining (VET) in government schools across NSW. One clear advantage of the vocational education curriculum in schools is that it offers a broader range of choices to students and has the potential to satisfy the needs and aspirations of a broader range of students than can be accommodated within the traditional curriculum. Vocational learning and VET are also emerging as major mechanisms for helping young people negotiate the complex transition from CHILD to ADULT. The major distance education provider for NSW school and TAFE students is the Open Training and Education Network - Distance Education Directorate (OTEN-DE). OTEN-DE meets the needs of students across the state who must access vocational education and training by means of distance education, either as isolated learners or as students in smaller rural schools. This paper explores some conceptual and practical issues associated with the provision of vocational learning and VET for students in isolated and rural areas.&lt;/p>


author: Smith, Leslie
year: 2000
pages: 40-45
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/450
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v10i1.450
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Flexible Delivery of Education in Kalgoorlie: Planning and Opening a Flexible Delivery Centre of Education at Curtin University Kalgoorlie Campus

abstract:
&lt;p>Many learning institutions have been restructuring to meet the demands of clients and staff (Nicholls 1996). Over the last two years the Kalgoorlie campus has been re-engineering its structure, including its management practices and teaching and learning strategies. Just as the administration has to be lean and mean in these economic times, so the teaching and learning has to be cost effective, however our main reason for bringing in flexible learning is to improve customer service' and increase the number of student enrolments. In other campuses offering flexible learning it has been found that offering more control and choice dramatically increases enrolments. Our market is aimed at adults and adults have a more practical approach to their educational needs and also more experience to bringto the learning process. Flexible delivery both attracts students and is an economical method of delivery. We have been moving piecemeal towards a more flexible approach but the opening of a flexible learning centre is an announcement to the world that we are committed to our customers. In February I was given a project to open a flexible learning centre in nine weeks. I could access $50,000. I did manage to access another two small grants; however we were operating on a shoestring. It has taken 9 months [just like a baby] but we have a successful outcome. The following are some of  my findings as I researched the topic and some conclusions I reached.&lt;/p>


author: Penfold, Jodi
year: 2000
title: Rural Kid, Rural Adult, Rural Teacher: Diary of an Intern
pages: 63-66
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/459
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v10i2.459
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>My first day of school - I had been waiting for this day for a year. I couldn't wait for the day to come when I got to go to school with my older brother and sister, who were in secondary, and my other brother who was in primary. The day had finally arrived and I was so scared. What was my teacher going to be like? Who else was going to be in my class? Were there any other girls? What do I do at school? As I had never gone to preschool I wasn't exactly sure what was going to happen. The school, which I was to attend for the next 13 years, was a Central School. At the time I began school it went from Kindergarten to Year 10, (School Certificate). When I was in Year 8 the school began teaching the Higher School Certificate through Telematics with Condobolin, Lake Cargelligo, and Ungarie schools. I need not have worried - My first day was everything that I wished for. There were many students at the school and I was placed in a class with 8 other children. I had a really nice teacher and there were lots of kids to play with. Except for school holidays, I was happy that this was where I was going to be for the next thirteen years. As I got older though I began to think that school was the last place I wanted to be. Everyone tells you that when you leave that you will want to go hack and you always answer with 'yeah, as if!' Well, I wouldn't mind going back. I now realise that I had a fantastic schooling, with great friends. Because the school was small, everyone was a friend. I also found that the teachers were good friends too.&lt;/p>


author: Hieatt, Bonnie
year: 2000
title: Internship in a small school - what an experience!
pages: 51-55
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/457
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v10i2.457
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>If you make a left hand turn off the Olympic Highway about 25 kilometres out of the township of Young you will find it there. Amongst the towering gum trees, green paddocks and a couple of sheep, there is a small wooden building bordered by neatly kept gardens, a tennis court, a toilet block, an even smaller brick library and a large green oval which almost whispers to you, to come and play on it. This description is the setting for a most amazing and extraordinarily welcoming learning environment. It provides a community of families with a unique educational experience, through a strong commitment to student welfare. Here, the people are as fresh and sweet as the air they breathe. Sound inviting? Welcome to Bendick Murrell Public School.&lt;/p>


author: Duffy, Kylie
year: 2000
title: Anyway, What is a Children's Services Advisor?
pages: 56-58
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/458
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v10i2.458
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>As part of my studies in a Bachelor of Education (Early Childhood) at Charles Sturt University, Bathurst, I completed a Professional Internship in my final semester. The internship was an opportunity to take on the role of an early childhood professional.&lt;/p>&lt;p>"Kylie, how would you like to go to DoCS?"&lt;/p>&lt;p>I found myself answering without thinking. I would not want to appear uninterested to a lecturer now would I? It was when I took the time to actually think about my decision I became a little apprehensive. Yes, admittedly flashes of damaged children came to mind. How could I possibly deal with this? The reaction from my peers, family and mends didn't exactly ease my reservations. Anyway, what is a Children's Services Advisor? What do they do? I was about to find out. Going into a placement for my Professional Internship without any expectations obviously meant that I could not possibly be disappointed. My greatest concern was what could I get out of this placement, as a fourth year joining the profession next year. I made a decision that whatever this experience was going to be like I could tackle it head on and use it to my advantage. On my first day I was anxious to say the least. It was raining and I was struggling to find a park that would not leave me drenched or with a ticket upon my return. My mind was racing. What was I doing? On arrival into the building I was faced with a code locked door - not very comforting. I was informed it was due to "trouble" in the past. Fantastic! Was my life going to be threatened and how was I going to remember the codes? My initial meeting with the CSA I was to be working with SUddenly put an my fears and apprehensions at ease. A light amid all this confusion. I suddenly saw my placement as being a pleasant experience.&lt;/p>


author: du Plessis, Diana Bailey, Jeff
year: 2000
title: Isolated Parents' Perceptions of the Education of their Children with Disabilities
pages: 2-26
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/453
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v10i2.453
access_date: 2023/04/24
read_status: 0
rating: 0
abstract:
&lt;p>Commissioned by the Department of Employment, Education and Training with The Australian Association of Special Education as grantee, this Project of National Significance was designed to gain a comprehensive insight into the provision of educational services to students with mild or moderate disabilities living in geographically isolated areas of Australia. There were two main groups whose perceptions were sought: parents and service providers. In general, parents report a reasonable level of satisfaction with the quality of the services their children are receiving and with the educational and personal development of their children. It would be misleading, though, to assume that there are no complaints. Areas which need attention include better training of teachers, more special education teachers available, more teacher aides and teacher aide time and more access to allied health specialists, particularly speech therapists and physiotherapists. The parents recognise the educational disadvantage their children suffer from geographical isolation and they emphasise the need to resource educational programs for their children at a more effective and realistic level.&lt;/p>


author: Boylan, Colin Wallace, Andrew Richmond, Wayne
year: 2000
title: Remote Student Access to Education via Satellite Delivery
pages: 2-12
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/447
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v10i1.447
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>For many years, the New South Wales Department of Education and Training has been using radio technology to deliver lessons to children in remote rural areas. Due to the expense and inherent unreliability of radio, the Department commenced looking for a replacement amongst emerging communication technologies in 1997. This paper reports on a Trial which was conducted by the Open Training, and Education Network - Distance Education section of the Department of Education and Training using satellite technology developed by Gilat of Israel, delivered and managed by Telstra. The 'virtual classroom' enabled distance education teachers at&lt;br />Broken Hill School of the Air to deliver interactive lessons to primary students at remote sites across western New South Wales. This paper provides an overview of the technology, and outlines the processes proposed for evaluation of the teaching and learning supported by this satellite based system.&lt;/p>


author: Bolvig, Chris
year: 2000
title: Vocational Education and Training: Its Impact on the Traditional Education Environment
pages: 34-39
secondary_title: Australian and International Journal of Rural Education
volume: 10
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/449
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v10i1.449
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Until 1 July 1999 the Library Resource Centre I managed was an autonomous operation which serviced the need of the Higher Education and the VET sector of Curtin University - Kalgoorlie Campus. From that date we became part of the Curtin Library and Information Service and will now operate within their environment. I rapidly came to understand that there was little knowledge of the VET sector within my new peer group and so I prepared a paper on the role of the library within the VET sector and how it differed from the Curtin LIS traditional operation.&lt;/p>


author: Young, Deidra J.
year: 1999
title: Change is a Journey Taken One Step at a Time
pages: 53-59
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/435
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v9i1.435
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Emerging from the Western Australian School Effectiveness Study (WASES), is a story of a high school in a small rural town undergoing changes and improvements. Some change came from within - some change came from forces outside of the school's control. Of great interest here, is a narrative about how the people working in and attending this school absorbed the changes around them and became different people. This story is about the flrst steps in a journey of change.&lt;/p>


author: Yarrow, Allan Herschell, Paul Millwater, Jan
year: 1999
title: Listening to Country Voices: Preparing Attracting and Retaining Teachers for Rural and Remote Areas
pages: 1-12
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/438
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v9i2.438
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>In recent years there has been concern about the equitable provision of education services across metropolitan and rural areas in Australia (Lunn 1997). In particular, much of the debate has revolved around the allocation and distribution of educational and community based resources and the extent to which they hnpact on the lives of teachers living aud working in geographicaliy isolated in areas. Recent political and social debate has highlighted a perceived disenfranchisement and marginalisation of rural and remote community which may be reflected in students learning outcomes in these areas. In this paper we examine two aspects of this debate. Firstly, what issues do local community members highlight as needing to be addressed, in terms of preparing, attracting and retaining teachers for teaching positions in rural and remote areas. Secondly, how can pre-service education courses incorporate the perceived needs of the local community into current programs. In particular, we examine the trial of a mentor/internship program underway at Queensland University of Technology. The program aims to develop partnerships between schools, university, education departments and local communities to better prepare beginning teachers for the particular needs of the rural community.&lt;/p>


author: Williams, Elizabeth
year: 1999
title: Teaching in Gunpowder: Isolated Schools' Project 1999
pages: 75-78
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/446
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v9i2.446
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Sixteen eager, curious, faces from six to twelve years looked back at me on this, my first day of school in Gunpowder. To set the scene: it was a small, rural community near Mount Isa in central Queensland. The classroom was big. It fitted all of the students' desks in a U shape, the teacher's desk, three work stations and had floor space to spare. Last year's work hung from the walls and ceiling. I was working with the principal and sole teacher Mrs Jacques. I was nervous, excited and eager to start this new year. Having participated in the Isolated Children's Project at the beginning of 1998, when the opportunity arose to participate in the Isolated Schools Project 9ISP) again, I leapt at the chance to apply for a second time'. As a soon-to-be graduate, I wanted to gain as much experience in as many various teaching avenues as I could. This was the perfect opportunity.&lt;/p>


author: Strachan, Neville
year: 1999
pages: 33-51
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/434
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v9i1.434
access_date: 2023/04/21
read_status: 0
rating: 0
title:
There's Vegemite on my Assignment: An Impact Assessment of Wimmera Adult Literacy and Basic Education

abstract:
&lt;p>The Wimmera Adult Literacy aud Basic Education Group (WALBEG) has provided adult education courses to large areas of the state over the past twelve years, reaching out into the more isolated parts of the Wimmera, Mallee aud Western District of Victoria, as well as servicing the local Horsham area. Given that WALBEG has been providing courses since 1985, evaluation of the impact of these courses seemed timely. The type of evaluation perceived as appropriate by the WALBEG administrative committee was, not so much in terms of course criteria, but rather focussing on identifYing the way in which WALBEG courses undertaken had affected individuals aud their communities. Rogers (1992, P.69) refers to this form of evaluation as 'Impact Assessment' where evaluation goes beyond achievement of targets to an assessment of the impact of the program, not just on individuals, but on the community in general. The purpose of the study then was to identifY aud describe the outcomes of WALBEG programs, and the following aims related to the purpose were identified:&lt;/p>&lt;p>&lt;br />1. To identify the reasons people undertook the course/so&lt;br />2. To assess the impact o fWALBEG programs on the individual.&lt;br />3. To assess the impact on the neighborhoodlcommunity as a whole.&lt;br />4. To investigate possible use of New Learning Tecimologies in future delivery of adult programs.&lt;/p>


author: Rogers, Geoff
year: 1999
title: Reflections on Teaching Remote and Isolated Children
pages: 65-68
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/444
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v9i2.444
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>In term 3 of last year I had a 10 week contract to teach a class of 14 year 3/4 children at the School of the Air (SOTA) at Port Augusta. This is South Australia's only School of the Air and it is a campus of the Open Access College in Adelaide. I have been a primary teacher for many years but this was the first time that I had taught remote and isolated children using Air lessons and Distance Education lesson materials. Over the years I had myself studied as an external student using Distance Education materials so I had some appreciation of what it feels like to learn this way.&lt;/p>


author: Quinn, Petrina
year: 1999
title: Self-Efficacy: A Mediating Role in Agricultural Study
pages: 27-41
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/441
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v9i2.441
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Little research is available that describes how tertiary agricultural students cope with their first year university studies. This study attempted to till this void by focusing on self-efficacy, persistence and satisfaction. Structural equation modelling, using AMOS, was employed to test the validity of a model drawing on first year tertiary agricultural students from a rural-based university and an urban-based university. The results of this work show constructs in the model, including self-efficacy, future orientation, and generic skills self-estimates, were key predictors of student persistence and satisfaction.&lt;/p>


author: Moore, Keith
year: 1999
title: A Rural Community and its School: Contemporary Insights Through Historical Analysis
pages: 61-68
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/436
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v9i1.436
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>The experiences of two schoolmasters in the small isolated Western Port Bay fishing community of Hastings last century are relevant for today's practising teachers. Like present day teachers, they lacked the independence that could only be acquired by wealth, but were afforded a degree of status locally through their positions. Moreover, their successes and disappointments were largely dependent upon the opinions and evaluations of others. The first head teacher was a stately old gentleman, but he was unable to command respect from some parents and his authority was tested. His successor was young, confident and outgoing. Within a short time he had transformed the school. Under him, it occupied a prominent cultural and social position in the village.&lt;/p>


author: Giacon, Br John
year: 1999
title: Yuwaalaraay/Gamilaraay Language Revival in Walgett
pages: 69-71
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/437
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v9i1.437
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This article gives some background, traces some of the recent history of Australian (Aboriginal) language study in Walgett, looks at the hoped for and actual impact, and discusses the possible future of this important field of study. It will focus mainly on Walgett because the author has worked there and knows its recent language history well. Other towns are mentioned, but it would need more input from them to speak fully about their situation.&lt;/p>


author: Dwyer, Shelley
year: 1999
title: Birdsville: Isolated Schools' Project 1999
pages: 71-73
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/445
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v9i2.445
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>My first impressions of Birdsville started to form even before I arrived in the small outback town. I spent the weeks leading up to my adventure out to Birdsville watching the nightly weather reports on television ... 37°C. 38°C, 40°C. Where was I going, the desert? Oh, that's right I am! Nervous as I was about boarding a plane that seemed to me no bigger than a large car, I was informed that my flight was delayed due to engine troubles ... definitely not a confidence booster. This plane was replaced by another, hopefully without 'engine troubles' and just my luck; it was smaller than the first! I warily boarded the eight-seater plane at the Brisbane airport, wondering whether this was going to be the end of the road for me or whether I would actually make it to the end of the western dirt road to Birdsville.&lt;br />&lt;br />&lt;/p>


author: Dunn, Tammy Gibson, Ian W. Bohaty, Heather Merritt, Gary Witherspoon, Erick
year: 1999
pages: 43-56
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/442
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v9i2.442
access_date: 2023/04/21
read_status: 0
rating: 0
title:
School and Community Partnerships: Collaborating Through the Development of Interactive, Multimedia Learning Resources

abstract:
&lt;p>In conducting an evaluation of a new partnership between a school and an art museum, the research team discovered the value of technology in generating the motivation for collaboration between an educational and a community organisation. Together, these community~based groups had agreed to share their resources and their expertise in the creation of a CD-ROM based 'virtual museum'. This interactive multi-media product was designed to allow those without access to the museum, to visit the 'art treasures' therein. The partnership provided school students with access to community experts, involvement in the development of advanced&lt;br />technologies and experience in team work, task management and problem solving. The school benefited from having the positive potential of community partnerships in achieving educational objectives confirmed at the same time as gaining a valuable resource for future use. As a direct result of this project, the museum recognised increased exposure in the community and received a perpetual resource (the Virtual Museum CD) available for future sale and community education purposes. The predominantly graduate student research team gained a clear understanding of the processes inherent in successful school and community partnerships. The potential for this type of technology based partnership to enhance the lives of all students, including rural and isolated students, is only just beginning to be realised.&lt;/p>


author: Danaher, P. A. Hallinan, P. M. Moriarty, B. J.
year: 1999
title: Educating Australian Circus Children: Strategies to Reinvigorate Rural Education
pages: 1-8
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/432
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v9i1.432
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>The dominant discourse in most current literature about rurality emphasises Australian rural areas as marginalised conununities constructed as 'deficit' in relation to urban areas. This paper explores the educational experiences of Australian travelling circus people, who regularly cross the boundaries between 'urban' and 'rural', as providing an alternative and more enabling understanding of rurality. The paper concludes by examining the implications of living and learning under the circus big top for devising strategies to reinvigorate education in rural Australia.&lt;/p>


author: Chaffey, Graham Brown, Di
year: 1999
title: The Ngali Dhiirrali Project: Developing Potential in Aboriginal Children
pages: 57-63
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/443
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v9i2.443
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>In north-west New South Wales the Catholic Diocese of Annidale has introduced during 1998 a program (funded by DEETY A) in which the 'Can Do' approach has been taken to Aboriginal talent development. Deficit thinking approaches have dominated Aboriginal education in the past, whereas this program, which involves identifying Aboriginal students who exhibit talent and/or potential talent in a wide range of fields, is focusing upon what the Aboriginal students can do, not what they cannot.&lt;/p>


author: Boylan, Colin Francis, Rodney
year: 1999
pages: 9-31
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/433
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v9i1.433
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Distance Teaching Via Video-Conferencing in New South Wales Schools: Students and Teachers Perceptions

abstract:
&lt;p>The use of interactive video-conferencing in the delivery of secondary education is a relatively new innovation in Australian secondary education. The use of video-conferencing in industry especially for executive level meetings in large corporations has been around much longer. The Department of School Education in Victoria has used video-conferencing since 1995 (Arms, 1998a). State departments of education in Tasmania, South Australia and Queensland have also examined the ways in which video-conferencing can be incorporated into their modes of delivery. More recently, the New South Wales Department of Education and Training has examined the potential for video-conferencing as a means of delivery of senior secondary subjects to students attending small rural schools.&lt;/p>


author: Boylan, Colin Davis, John
year: 1999
title: The Functions of School Councils in Canada and Australia
pages: 13-26
secondary_title: Australian and International Journal of Rural Education
volume: 9
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/440
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v9i2.440
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This study examines the respective roles of school councils in Ontario, Canada and New South Wales, Australia. It explores the similarities and differences in the way school councils function in small schools as well as the perceptions of members about their roles and responsibilities. The findings have utility at the ministry/departmentallevel where policies regarding the creation and role of councils are formulated.&lt;/p>


author: Yarrow, Allan Ballantyne, Roy Hansford, Brian Herschell, Paul Millwater, Jan
year: 1998
title: Teacher/Intern Partnerships in Isolated Areas: A Project Overview
pages: 29-31
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/428
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v8i1.428
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This paper reports on a collaborative project which aims to improve the preparation of preservice teachers for teaching in rural and remote schools. Queensland University of Technology (QUT) has joined with Education Queensland, Priority Country Area Program (PCAP), the Queensland Teachers' Union (QTU) and the Board of Teacher Registration (BTR) to trial an internship for 4th year Bachelor of Education students in isolated schools in Queensland. The ultimate goal of the project is to improve the quality of teaching and learning in remote and isolated areas. The project will trial the use of a mentor/intern model of professional development where students and teachers work together over a six week period and share a normal teaching work load. Experienced teachers will be given the opportunity to work closely with student teachers nearing the end of the pre-service program while the student teachers will gain from the experience of teachers familiar with special needs of schools in these communities.&lt;/p>


author: Robinson, J. A. Nichol, R. M.
year: 1998
pages: 9-17
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/430
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v8i2.430
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Building Bridges Between Aboriginal and Western Mathematics : Creating an Effective Mathematics Learning Environment

abstract:
&lt;p>After the occupation of their land by Europeans, the Australian Aboriginal and Torres Strait Islander people were expected to benefit from an education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal culture has validity and strength and that all children learn differently. In this paper the characterization of the Aboriginal learner is examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message that is conveyed in this paper has particular relevance to teaching mathematics to Aboriginal learners as well as to the general curriculum. It is also of considerable value in teaching non-Aboriginal students.&lt;/p>


author: Mylne, Lee
year: 1998
title: What is Ag-ed?
pages: 11-15
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/425
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v8i1.425
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>As the name suggests, Ag-Ed is an agricultural education project which we have aimed at upper primary students. During the last three years Ag-Ed has been held in conjunction with the Toowoomba Show. We call Ag-Ed a classroom without walls experience. Ag-Ed aims to help children gain an understanding of the impact and relevance agriculture has on their every day lives. Ag-Ed has two components: i) an Ag-Ed day which involves children in their class groups participating in four interactive agricultural presentations; and ii) a teacher resource package.&lt;/p>


author: Moore, Keith
year: 1998
pages: 19-25
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/431
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v8i2.431
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Brightening the Lives of Shy Bush Children: The Vision of Ballarat Teachers' College Principal William Henry Ellwood 1926-1931

abstract:
&lt;p>Ballarat Teachers' College was established in 1926 to provide trained teachers for rural school positions. The principal, Bill Ellwood, was an inspirational and dynamic educator who imbued his students with the importance of social and community service. This ideal would equip the young teachers with an attitude that would attract the esteem and respect of the rural communities to which they would be assigned upon completion of their course. The ethos of service that was taught to and embraced by the students at the college between 1926 and 1931, as well as the history of the institution during those years, is focused upon in this article.&lt;/p>


author: Maslen, Robin
year: 1998
title: Celebrating Connectedness
pages: 1-9
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/424
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v8i1.424
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Thank you for the opportunity to speak with you all today. This comes about because my good friend Steve Biddulph, author of "Manhood" a bestselling book about setting men free, was unable to be here and suggested to your organisers that I take his place. Steve has been doing a great job around Australia and overseas raising people's awareness of the need to balance the attention given to women's issues by addressing the real needs of males, particularly young boys, in our rapidly changing society. I intend to expand this topic to address the problem of people's lack of connectedness and increasing alienation, which is not a gender specific issue, but one which is having an increasingly unhealthy impact for all of us as well as creating some special problems for males in our society. The theme of this conference one of celebration implies some sort of proclamation, something to rejoice about. Unfortunately this alienated society is not a subject for celebration at the moment. So my challenge is for us all is to think of ways personally and institutionally that we can be involved in celebrating the death of alienation and the rebirth of connections between people. Connections which involve, Security, Empathy, Afflrmation and Protection. Where the individual can feel unique, can experience the impact they make on others and be moved by that impact, to love and be loved. Connections between country and city, between black and white, male and female, school and community, teacher and learner, boss and worker, parent and child.&lt;/p>


author: Jackiewicz, Stephanie Lincoln, Rosa Brockman, Kristen
year: 1998
title: Rural and Remote Professional Practice Placements for Children's Studies Students
pages: 23-27
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/427
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v8i1.427
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Across Australia there are many courses preparing graduates to work with children in various capacities, child care workers, teachers, play leaders and other positions too numerous to mention. Many of these courses recognise the importance of practical experience and have incorporated practical components within their courses. However, many of these practices are located in the city giving new graduates little practice in the specific needs faced by children and families in rural communities. In an attempt to address this situation one of these courses, currently operating in Western Australia, decided to incorporate a Rural and Remote Practice into its program. Each year this practice is offered in a different setting, depending upon the needs of the rural community. It would appear that there are four key stake holders in this practical arrangement, the students, the staff, the university and the community. All seem to gain a great deal from their involvement in such a practical experience. This paper will describe the type of experiences offered and look at the gains made by each of these stake holder groups. Unfortunately it is not possible to capture on paper all the golden moments that were had during these experiences and therefore a video and pictorial presentation accompanied the paper at the&lt;br />conference.&lt;/p>


author: Hemmings, Brian Kay, Russell Hill, Doug
year: 1998
title: Rural Students Studying in Tertiary Settings
pages: 17-22
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/426
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v8i1.426
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This article describes a study which traced a sample of rural students from Year 10 through to university. A statistical analysis of the data collected provides an understanding of the factors which are important in deciding whether to proceed to university and those which influence success in the first year of tertiary studies. The article concludes with a discussion of the study's implications for particular stakeholders. This article was developed from a paper delivered at the 13th National SPERA Conference, Adelaide, July 1997.&lt;/p>


author: Cushman, Kathleen
year: 1998
title: What Rural Schools Can Teach Urban Systems
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 8
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/429
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v8i2.429
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>One teacher I know likes to imagine a TV game show that would set down its contestants in a McDonald's anywhere in the world and challenge them to name its location before the buzzer sounds. The very difficulty of the task would make a rude reminder, he observes, of what we are losing in our headlong rush to a world economy - the countless, precious idiosyncratic differences that tell us where we are, and who we are, and why it matters what we do together in that place.  In out-of-the-way communities around the country, a steady conversation around that theme is emerging, which challenges conventional wisdom about the relation of school and community, the purpose of academic studies, and the past and future of the nation itself. And though it has begun in rural places -whose students have long been marginalized, dismissed, or in a few cases scooped into the mainstream of "success" away from home - the ferment has found like-minded friends in central cities, who are struggling with the very same issues.&lt;/p>


author: Nolan, Brendan
year: 1997
title: Personal Reflections on Researching in Small Schools
pages: 7-13
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/414
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v7i1.414
access_date: 2023/05/12
read_status: 0
rating: 0
abstract:
&lt;p>This paper describes a recent research project conducted in the North Western Region of New South Wales. It highlights the nature of the research site, the particular characteristics of the people and their roles and attempts to give a "feel" for conducting research in the bush. The first section of the paper outlines the research project, the characteristics of one-teacher schools, together with details of the research setting. In the second section data collection determinants and problems of the chosen longitudinal research method in relationship to the research project are presented. The third section describes the peculiarities of gathering data in the chosen rural region. The fourth section evaluates the methodology and identifies problems and strengths. This is followed by a brief description of the major findings of the research project. Finally the conclusions of the paper are presented.&lt;/p>


author: Nolan, Brendan
year: 1997
title: Researching in Small Schools - Results and Challenges
pages: 25-30
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/423
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v7i2.423
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>In a previous issue of Education in Rural Australia, I described my research experiences in an article entitled, Personal Reflections on Researching in Small Schools. This paper reiterates the research context and the purpose of the research, outlines the major findings, provides an analysis of the results and identifies some challenges and appropriate actions central to the successful mplementation of change in one teacher schools.&lt;/p>


author: Nicholls, Sandra H.
year: 1997
title: A View of Future Education?
pages: 17-24
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/416
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v7i1.416
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Home schooling is carried out by parents in their own home, with curricula supplied by parents, with very little or no input from educational authorities. Research from Britain and the USA has found that the majority of parents do so for One of four interrelated reasons (a) religious values, or beliefs which cannot be taught in an existing local school, (b) conflict with how children should be taught or allowed to learn, (c) disagreement with the school on some problem with a child(ren), (c) other worries about the school environment such as bullying or other violence. Home schooling is carried out in several western countries and in Australia. The use of the new information and communication technologies enable greater access to resources within the own home. The paper discusses whether home schooling may enable the delivery of education to all in a more equitable manner.&lt;/p>


author: Hing-tong, William Chi-kin Lee, John Chun-wai Leung, Henry
year: 1997
title: Consolidation of Rural Education in Hong Kong and Australia
pages: 13-19
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/421
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v7i2.421
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Structural change in the provision of rural education appears to have two causes. It can result from demographic change within the framework of existing policy or from changes in government policy. On such policy change was the consolidation of rural primary education in Hong Kong during the 1980's and 1990's. The policy involved the closure of a number of small rural primary schools and transporting the children to larger consolidated schools. Recently, in Australia, Victorian Government has marked 18 primary schools and 3 secondary schools in rural areas for voluntary closure or would be asked to consider merging. In this paper, a historical review of pOlicies of two governments and their consequences of consolidation policy are the main concerns. The first section will cover rural education development in Hong Kong followed by a review on the consolidation of rural education in Australia at Wimmera, one of Victorian rural areas. In the final section the consequences of consolidation of rural education in Hong Kong and Australia are discussed.&lt;/p>


author: Hill, Bob Thomas, Noel
year: 1997
title: Educating for Cultural Understanding in Rural Communities: A Case Study
pages: 1-6
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/413
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v7i1.413
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Australians are being encouraged to know more about Asia yet in Australia there is evidence of a backlash against multiculturalism which is fuelled in part by ignorance. The future of rural economies may depend upon our ability to create ties between rural Australia and our Asian neighbours and customers. This article describes the Australia-Indonesia Rural Education Program (AlREP) which was designed to increase mutual understanding between Indonesian trainee teachers and rural communities in western NSW.&lt;/p>


author: Harrington, Graham
year: 1997
title: Rural Education in Tasmania
pages: 21-24
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/422
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v7i2.422
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>The general perception of many mainlanders is that rural education in Tasmania does not exist because of the small size of the state. However, this perception ignores important geographical factors such as topography and the distribution of population. The result is that Tasmania does in fact have a significant rural education sector, covering distinct areas such as the West Coast, Bass Strait Islands, Midlands, the Channel and North East and East coasts - in fact most areas outside the 'islands of urbanisation'. Although the overall Australian population is increasing, the rate is very different State by State. If current trends continue, the population in Queensland will increase by over 80% by the year 2041, while in Tasmania it will increase by only 15% in the same period. Tasmania's present growth rate is low (at 0.21 %) compared to 1.06% for Australia as a whole. Tasmania's proportion of the Australian population will therefore drop from 2.7% in 1995 to 2.0% by 2041. At present the school population in Tasmania is relatively stable. Up to the year 2000 the overall numbers will be approximately the same, although there will be a decrease in secondary students (20,570 in 1996 to 18,150 in 2000) and an increase in both senior secondary (8980 in 1996 to 10,350 in 2000) and primary students (35,710 in 1996 to 36,760 in 2000). Much of this discrepancy was caused by the policy change resulting in every student having a Preparatory year from 1993. This effectively meant that a reduced cohort of students progressed to Year 1 in 1993, while an increased cohort remained in Preparatory. The difference was not as great as had been predicted because the policy was not rigidly enforced, with some parents choosing to send their children straight to Year 1 in that first year. Commonwealth grants to the States as a share of Commonwealth taxes have fallen from 35.7% in 1982/83 to 27.7% in 1995/96 and when compared with GDP growth, grants to the States have declined 21 % since 1982/83 (equivalent to a reduction of $8.9 billion in 1995/96 terms).&lt;/p>


author: Hard, Louise
year: 1997
pages: 27-35
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/418
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v7i1.418
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Rural Parents Perceptions and Values and How They May Contribute to a More Contextually Based Early Childhood Program

abstract:
&lt;p>The preservice training of early childhood professionals prepares teachers to work with young children, but rarely does it incorporate aspects of rural education nor is it specifically designed to prepare graduates for work in rural communities (Higgins, 1993; Bloodsworth, 1994; Kirk, 1994). Many of the initial employment opportunities available to graduates exist in rural areas. How well prepared are these generically trained teachers to undertake work in rural early childhood services? Are there aspects to rural communities that differ from urban contexts? This study investigates the perceptions and values of parents accessing a rural early childhood service. It attempts to illuminate what values are held by parents that could impact on how programs are developed, what expectations they have for their child in this service and in education generally. It would seem that there are distinctive and consistent values that could influence program design and delivery as well as implications for tertiary institutions in the way they train preservice teachers for work in rural communities.&lt;/p>


author: Farrell, Kevin
year: 1997
title: Report on the Beaver County (Oklahoma) Interactive Video Teaching Program
pages: 37-39
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/419
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v7i1.419
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Using funding from the NSW Principals' Council and the Griffith District School and Principals' Development Program, I was able to undertake a study visit of the above program from Monday 7 to Friday 11 October 1996. The purpose of the visit was to study the Interactive Video Teaching cooperative which had been developed over a period of ten years in the Beaver County area of the Oklahoma panhandle.&lt;/p>


author: Cocklin, Barry
year: 1997
title: Towards a 'Learning Community' : The Case of Rana Primary School
pages: 1-11
secondary_title: Australian and International Journal of Rural Education
volume: 7
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/420
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v7i2.420
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>As we look at various schools, there appear to be those that can be broadly categorised as 'successful', or in the predominant tenuinology exhibit 'quality' features. In such schools, children seem to be learning effectively, there is a strong sense of community and interaction, and often support derives from the wider community context. This is usually accompanied by a strong sense of 'ownership', by all stakeholders, of both context and 'content', demonstrated in a particular allegiance to the school and the learning that occurs within. However, these are often generalised perceptions and we have little in terms of strong basis for such assertions or valuations. Accordingly, acknowledging the potentiality for such schools, we need to discover more about them, what it is that contributes to situations of 'Learning Communities' where teachers, pupils, and, to varying extents, the community become involved in educative contexts and processes. The notion of schools as learning communities has attracted increasing interest and comment within Australia in recent years, and has been the subject of various Departmental publications. often, however, without seeking to examine the school-based reality of such anapproach to schooling. The focus of the paper is upon a case study of one particular school in rural New South Wales. It is not being held as a paradigm of a 'learning community', but rather is an instance where there is strong community involvement and perception that it is a'successful' school. The study involved qualitative approaches, in-depth observation, interviews and infonual discussion with all members of the school (students, staff, parents and community members) over the 1996 school year.&lt;/p>


author: Young, Judy
year: 1996
pages: 31-34
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/411
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i2.411
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Australian Rural Education Award Recipients Speech: "The Students at Risk Program at East Kalgoorlie Public School"

abstract:
&lt;p>Ladies and gentlemen, it is with a great deal of pride and pleasure that I stand here tonight to accept this most prestigious award on behalf of the Student at Risk Management group from the Goldfields. It is hard to imagine that a couple of days age I was sitting in a little school perched on the edge of the biggest open cut gold mine in the country and tonight here I am in Tasmania picking up the Australian Rural Education Award.&lt;/p>


author: Sheil, Helen
year: 1996
title: People, Places and Learning
pages: 21-30
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/410
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i2.410
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>In speaking to you today about the Centre for Rural Communities I also wish to share with you some understanding that has developed for me along with the establishment of the Centre for Rural Communities. Personally I have had to ask myself seriously why this is important to me, and slowly answers have formed past the stage of a gut reaction of because I like living in the country, for I also enjoy the anonymity of the city, past the answer of the need for choice of lifestyle. I have found answers in a range of places, from rural people I have worked with, students and colleagues, across a range of disciplines, friends and communities. From Australian writers also struggling to use English words to describe this country and their relationship with it - a sense of acceptance, a celebration of place a partnership. So today I wish to share with you briefly, the process of identifying that things were not as they should be for rural communities, the questions this raised and the action which has followed.&lt;/p>


author: Parsons, Elizabeth
year: 1996
title: Expanding the Universe of Education
pages: 1-8
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/401
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i1.401
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>We understand education to mean the encouragement as well as the delivery of the means to help&nbsp;people to inform themselves of the significance of the world beyond their normal communities&nbsp;and outside the bounds of their families and personal experience.&nbsp;We understand rural to mean any environment which can result in forms of isolation, caused by&nbsp;economic, geographic, physical or social factors, which inhibit people from realising their full&nbsp;personal enjoyment and their potential as contributing members of the Australian society.&nbsp;The three major tasks in expanding the universe of education for rural people in Australia&nbsp;therefore involve:&lt;/p>&lt;p>educating rural people to their needs in a rapidly changing economic, political and social environment;&lt;/p>&lt;p>educating rural people on the irreversible and unavoidable changes which will transmogrify the demography and economy of Australia within their lifetimes;&lt;/p>&lt;p>educating rural people on the range of facilities, support services and technologies which they can use to enhance their cultural, economic, personal and social well being.&lt;/p>


author: Oliver, Ron
year: 1996
title: A Teaching Program in Rural Education: Learning Through Experiential Activities
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/408
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v6i2.408
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This paper describes an innovative rural education project undertaken at Edith Cowan University through funding from the Committee for the Advancement of University Teaching (CAUT). The project sought to create and implement an instructional course based on contemporary learning theories and to enhance learning outcomes in a pre-service teacher education course dealing with rural education. It sought to do so through the use of telematics in teaching and learning. The project involved the development of a module of work that enabled students to experience the technology and to construct their own perceptions of the use of telecommunications as a delivery medium for rural education. It was planned that the students would learn about teaching and learning with telematics by themselves being taught with that technology. The outcomes and initial findings from an implementation of these ideas provided very positive results. The project has demonstrated a powerful alternative to the conventional teaching format, one which is both efficient as a delivery medium and effective in the outcomes that are achieved.&lt;/p>


author: McSwan, David
year: 1996
title: Disadvantage and Poverty in Rural Scotland
pages: 39-43
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/412
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i2.412
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>A recent (1993) study in rural Scotland showed that poverty and disadvantage are widespread, Rural residents view of themselves, their standard of living, was not consistent with standard objective definitions. This mismatch has significant policy implications. The following article, extracted from the below-listed references, reports on the findings of the study and should prove useful to a wide range of professionals, policy makers, and administrators for whom an understanding of rural areas is important and necessary.&lt;/p>


author: King, S. Young, P.
year: 1996
title: Opening the Door on Best Practice: Contrasting Teaching Styles in the Multigrade Classroom
pages: 29-36
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/405
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i1.405
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This paper examines two case studies of multigrade teachers, and focuses on the diverse styles of these different teachers. It questions what, given this diversity, are the critical issues in multigrade teaching, and whether it is possible to identify 'best practice' in the multigrade classroom. In addition this paper attempts to indicate the necessary skills which should be developed in preservice education for teaching in multigrade classrooms.&lt;/p>


author: Gill, Merri
year: 1996
title: Renewing the Rural Environment: A Real Life Story of Rural Change
pages: 19-24
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/403
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i1.403
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This is a real life story of rural change. It is about how Robert Owen and Values Based Accelerated Learning turned upside down the thoughts of small rural community and three generations of women about how people learn. He introduced us into an exciting new world of possibilities, how every child could thrive on education if material was delivered in the child's preferred learning style. So many things fell into place. We felt that we could go forward into a brave, new, happier world of education.&lt;/p>


author: Gidley, J. M. Wildman, P. H.
year: 1996
pages: 9-19
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/409
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v6i2.409
access_date: 2023/04/21
read_status: 0
rating: 0
title:
What are we Missing? A Review of the Educational and Vocational Interests of Marginalised Rural Youth

abstract:
&lt;p>This article explores the disturbing and persistent phenomenon of 'street kids' in contemporary Australia, through a model intersecting youth unemployment, homelessness and truancy. Recent educational reforms and Australian field research on 'street kids' are examined. Secondly, a qualitative study with rural 'street kids' which investigates their educational and vocational interests is explicated. It was found that the youth were strongly motivated particularly towards creative, practical and life skills learning that could help them construct 'meaning' and purpose'. The authors recommend innovative pilot programs with the youth using collaborative processes such as action learning.&lt;/p>


author: Ewers, Julie
year: 1996
title: Australian Rural Education Award 1995 : A Challenge for the Future
pages: 25-27
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/404
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i1.404
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>As a parent involved at Lucindale Area School, and on behalf of Lucindale Area School and the community, I gladly accept this award and thank SPERA for choosing our school to be the winner of this award. What has happened at Lucindale Area School definitely enhances education and does demonstrate a commitment towards advancing the positive aspects of rural education. This award acknowledges the success we have achieved in solving our initial problems, it also acknowledges the very hard work carried out by our Principal, staff, parents, students and community members. Lucindale is as the name implies, a school comprising of students from reception through to year 12. Our current enrolments are around 270. There are just over 70 secondary students. It is situated in the small rural township of Lucindale, a population of about 490 people. The nearest town is Naracoorte with a population of 5,000 - 42 kilometres away). Our largest closest regional town is Mt. Gambier, 120 kilometres away with a population of 23000. So we are very small and very rural.&lt;/p>


author: Downer, Wyanne
year: 1996
title: The Role of the Principal in Fostering Parental Involvement in Elementary School
pages: 43-44
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/407
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i1.407
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>The literature on effective schools identified eight to ten factors that are measures of school effectiveness. One of these factors relates the successful academic achievement of children in the effective school to the amount of parental involvement. The focus of this article is the role of the principal as catalyst linking the school and the home, making parental involvement a reality. A rationale for parental involvement is given and activities are outlined which involve parents in education both within the school and within the home.&lt;/p>


author: Bucknall, Ruary
year: 1996
pages: 11-17
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/402
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i1.402
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Increasing Interactive Activity - Using Technology to Enhance Interaction Between Teachers, Students and Learning Material

abstract:
&lt;p>This article provides background information from a multi-media 'show and tell' presentation at the Ballarat conference. This presentation was aimed (1) at providing a general overview of some aspects of the NTSCS which hitherto you probably would not know, from which you can draw your own comparisons and conclusions, and (2) to whet your appetite about a few projects into which you may wish to delve. A central theme of the presentation was that effective pedagogy requires us to treat technology as a wonderful tool to extend rather than replace competent teachers. An underlying concern was how to reconcile dramatic progress for some while other students fall further behind in technological access.&lt;/p>


author: Boylan, Colin
year: 1996
pages: 37-41
secondary_title: Australian and International Journal of Rural Education
volume: 6
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/406
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v6i1.406
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Practice Teaching in a Distance Education Centre: Expanding Opportunities for Teacher Education Students

abstract:
&lt;p>Practice teaching is an integtal component of pre-service teacher education courses. Watson, Halton, Grundy and Squires (1986) clearly demonstrated that most New South Wales teacher education students came from metropolitan backgtounds, received their university tuition in a city based institution and completed their practice teaching in city schools. However, Watson, et al (1986) claimed that most of the city trained teachers were reluctant to accept a teaching appointment outside of the city. Under these conditions, long term solutions to the problem of high rural teacher turnover were unlikely to eventuate.&lt;/p>


author: Staunton, Mike
year: 1995
pages: 9-23
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/392
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v5i1.392
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Instructional Flexibility in Rural and Suburban Secondary Schools in North West Queensland: A Comparative Analysis

abstract:
&lt;p>The instructional flexibility of rural and suburban secondary teachers in two educational regions of Queensland was investigated. It was proposed that the qualitative and quantitative differences between rural and suburban secondary, and particularly the significant differences in class size, would see rural secondary teachers more instructionally flexible than suburban counterparts. Using interpretative and positivist data gathering processes and analysis techniques, it was found however, that in all respects of instructional flexibility, there was no significant difference between rural and suburban secondary teachers. Several reasons were advanced for the finding. First, it was found that the same teaching paradigm dominated teaching regardless of setting that of teachers standing out the front of their classes and delivering the information to their students. Second, both teachers, and the Department of Education, have a simplistic notion of learning style which arguably impaired their ability to construe teaching and learning in other than traditional ways. Third, in what all teachers indicated they would prefer to do as teachers, and what they felt able to do in reality as teachers, there was considerable discord, attributed mainly to the perceived demands to 'get through the work program' regardless. This is construed to be an attitude which is essentially incompatible with catering to student learning style differences. Finally, it was suggested the significant factors affecting a teacher's instructional paradigm are the model of teaching demonstrated by the teacher training institution, the teachers own personal construct of teaching, and the role of the teaching practicum in perpetuating the traditional, teacher centred, dais based model of instruction.&lt;/p>


author: Retallick, John Hill, Doug Boylan, Colin
year: 1995
pages: 25-33
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/393
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v5i1.393
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Workplace Learning and the use of Curriculum Statements and Profiles by Teachers of Educationally Disadvantaged Students

abstract:
&lt;p>The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.&lt;/p>


author: McSwan, David Stevens, Ken
year: 1995
pages: 45-49
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/394
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v5i1.394
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland: A Report on Research in Progress

abstract:
&lt;p>Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.&lt;/p>


author: Mason, Robb Randall, Shirley
year: 1995
title: Adult Education and Local Economic Development in Australia
pages: 15-23
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/396
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v5i2.396
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Adult education has not been considered to have had a strong connection with local economic development. Changing economic circumstances for Australia, however, have forced a reconsideration of the relationship of education more broadly to work and economic matters. In so doing it has become apparent that local adult education agencies have had a more intimate connection with this area than has previously been realised. This has become more apparent as the importance of local involvement in the decision making over local economic matters has become more critical. Training for employment, small business development, enterprise education, awareness programs, the encouragement of entrepreneurialism are all aspects of econontic development impacted upon by adult education and described in this paper.&lt;/p>


author: Hemmings, Brian
year: 1995
title: Teaching in a Small Rural School During the 1930s: An Oral History
pages: 41-46
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/399
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v5i2.399
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>This article reports on a person's recollections of teaching in a single-teacher school during the period 1937 to 1939, These recollections offer a rich and interesting picture of that time and, in addition, allow comparisons to be drawn with present day small school teaching experiences. Recollection or oral history is a method of enquiry that is freely criticised. As documented by Spaull (1988) three common arguments are raised against the oral history procedure: one, it is unrepresentative and thus the reliability of the source can be questioned; two, evidence based on memory reconstructions can be challenged as too subjective; and three, interviewing can lead to inhibitions and distortions from the interviewee. Despite these criticisms, the oral history procedure is currently enjoying a resurgence in educational research and provides a lens to view teaching in a small school during the late 1930s in rural New South Wales (NSW). The interviewee1. was interviewed on three separate occasions from March 1994 till December 1994. Each interview ran for approximately one hour and notes were recorded throughout the interview sessions to allow for later analysis. The analysis was based on a series of coding steps known as open, axial, and selective coding (Neuman, 1991) and revealed six categories: (1) appointment to the far-west area; (2) description of the school setting; (3) teacher responsibilities; (4) characteristics of the student body; (5) curricular organisation; and, (6) departmental inspection. Each category of findings is discussed in the following section.&lt;/p>


author: Hatton, Elisabeth
year: 1995
title: Corporate Managerialism, Intensification and the Rural Primary Principal
pages: 25-32
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/397
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v5i2.397
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Educational innovations often have unanticipated effects which may impact on those disadvantaged by factors such as geographical location, social class, gender and ethnicity. Corporate modes of management have been recently imported into NSW schools. This paper uses case study data to show that while there are some grounds for optimism, corporate managerialism's downside is that it is likely to significantly intensify the work of principals and teachers alike. Moreover, the data further show that making corporate managerialism work well in small, rural, disadvantaged schools places additional distinctive pressures and demands on teaching principals. It will be argued that these demands are sufficiently intense as to hasten turnover of principals in small disadvantaged schools. The provision of additional resources is proposed as an essential means of alleviating this problem.&lt;/p>


author: Gibson, Ian W. Gibson, Kay L.
year: 1995
pages: 47-52
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/400
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v5i2.400
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Interactive Television and Problem Based Learning: Viable Delivery 'Technologies' for Rural Teacher Education

abstract:
&lt;p>Traditional approaches to teacher education have incorporated on-campus face to face instruction, complemented by occasional forays into schools for classroom practice teaching sessions, demonstration sessions or a combination of microteaching, child studies or associated activities. Many researchers and students believe that participation in teaching experience is the most important source of pre-service knowledge about the teaching profession. To make teacher education courses as meaningful and relevant as possible, the project described in this paper used interactive television (ITV) to present real-life, rural teaching situations as examples of best practice and integrated them with problem based learning (PBL) scenarios focussing on day-to-day dilemmas faced by practicing teachers in multigrade rural classrooms. In past offerings of this class, student research and discussion of these scenarios has integrated the theory and practice from previous study in their teacher preparation course. The incorporation of ITV increased both the real time involvement of student teachers in their chosen profession and enhanced their understanding of concepts and skills central to effective teaching in rural multigraded classrooms. The approach described in this paper encouraged collegial analysis of problem situations and sharing of solutions and allowed various perspectives on a single teaching situation to be analysed and discussed on a professional basis with experts in the field.&lt;/p>


author: Cameron-Jackson, Frances B.
year: 1995
title: Semantic Complexities in Defining Rurality: Towards a Definition Based on Human Considerations
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/391
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v5i1.391
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Semantic complexitites abound when attemting to define rurality, because the supposed rural/urban dialectic is actually diffuse. This paper explores some of these problems of meaning and proposes a definition of rurality based on human considerations. Whilst research and professional expertise are needed to assist in the development of rural regions, they must encompass the subjective views of what ruralism is to rural people to be effective. Acknowledging the perceptual framework of rural residents will allow a more authentic conception of rurality to inform policy implementation and service provision.&lt;/p>


author: Bowie, Bernadette
year: 1995
title: Small Rural Schools and their Communities and the Impact of Rapid Change
pages: 35-40
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/398
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v5i2.398
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>&lt;sup>Global changes in economic systems have put new demands on education as governments are endeavouring to maintain and improve services with reduced capital. The burden for health, welfare and education is increasingly being shifted towards the communities they service and the rate at which this shift can be made has accelerated with the growth of infonnation technology. In Australia, government education policies are moving towards self management in schools. While an educationally sound case for self management and greater school autonomy has been argued widely (Caldwell and Spinks, 1988, passim), the rate at which self management is being introduced is strongly economically driven. The changes that are taking place are demanding greater parent and community support in schools.&lt;/sup>&lt;/p>


author: Bailey, Stan Knight, Allen Riley, Dan
year: 1995
title: Addressing the Needs of the Gifted in Rural Areas: The Armidale Catholic Schools Office Project
pages: 1-13
secondary_title: Australian and International Journal of Rural Education
volume: 5
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/395
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v5i2.395
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>A rationale for making special provision for the gifted in rural areas is discussed briefly and the issue of the incidence of giftedness among disadvantaged populations examined. A DEET funded project coordinated by the Armidale Catholic Schools Office is outlined as one way of meeting the needs of the gifted 'student disadvantaged by rural isolation. Samples of enrichment material produced as part of tltis project are cited and other outcomes of the project are discussed.&lt;/p>


author: Nunn, John
year: 1994
title: The Importance of the School to a Rural Town
pages: 1-7
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/380
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i1.380
access_date: 2023/04/20
read_status: 0
rating: 0
abstract:
&lt;p>The school has a number of roles in a rural community. This paper investigates just what those roles are in three rural high schools in the Wimmera District of Victoria. After summarising the roles provided by interviews in the three schools, four of the roles are examined in more detail. These are the community use of the school facilities, the expenditure of the staffs in the three communities, the involvement of the staff in community associations and organisations and the employment created by the three schools. The investigation shows that in those three communities, the schools are important. In addition, the paper refers to roles which are difficult to quantify such as tradition and community integrity. These roles are also of importance to the rural communities.&lt;/p>


author: Meiklejohn, Kelly Barrett, Elizabeth
year: 1994
title: Isolated Schools Project
pages: 31-32
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/390
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v4i2.390
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>In January of this year ten University of Southern Queensland student teachers, each with their own preconceived idea of the West, were ready to confront the unknown experience of teaching in a rural area in North or South West Queensland, For the next three weeks we would live and breathe the role of a teacher within a rural community and have an unforgettable experience. Through the Isolated Schools Project we would be provided with many advantageous experiences including multi-level planning and timetabling; pupil free days; enrolment and administration procedures. The project would present us with an extremely beneficial teaching experience and an opportunity to discover life within a rural community. After such enjoyable experiences, we would have no hesitation in accepting a teaching position within a small rural community, You have more to gain than to lose through participating in the Isolated Schools Project therefore, we highly recommend other prospective teachers to take up the challenge.&lt;/p>


author: McKenzie, A. D.
year: 1994
title: Isolated Farmers Make Good Learners - Distance Education Leaves Its Mark
pages: 9-13
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/386
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i2.386
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Since 1970, farmers in NSW and beyond have been participating in an easy-access Home Study Program for farmers, land and business managers in rural areas. In the late sixties, the Rural Youth Organisation of New South Wales had been looking for an effective way of preparing its members for a business career on the land. With the backing of the Department of Education and  the active support of farm management specialists at the University of New England, the Farm Management Correspondence  Course was launched. Within a few years, responsibility for the Program passed to the NSW Department of Agriculture, where it has remained ever since. Since 1980, the Program has operated out of C B Alexander Agricultural College, 'Tocal', Paterson near Newcastle. Over 10,000 people have been involved in these courses. Today the Farm Management Home Study Program prepares for its twenty-fifth anniversary in 1995. How does the Program make further study so easy for farmers to access?&lt;/p>


author: Martin, Jan
year: 1994
pages: 29-30
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/389
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v4i2.389
access_date: 2023/04/21
read_status: 0
rating: 0
title:
Staffing Issues in Remote Rural Schools - What Can New Zealand Learn from the Australian Experience?

abstract:
&lt;p>Isolated rural schools in New Zealand have always had difficulty attracting and retaining appropriate staff but under the "Tomorrow's School's" regime, the situation has become much worse. Schools in New Zealand are governed by a Board of Trustees, comprising members of the local community and these Boards are charged with the responsibility of employing staff and monitoring their performance. There are few incentives to attract and retain teachers in remote areas and so the fields of applicants are often small and finding a suitable applicant can be a real problem. Appointing suitable applicants is difficult but retaining them in rural areas is even more of a problem and monitoring performance is almost impossible for a Board of Trustees with little or no expertise in the area of performance appraisal. The Education Review Office carries out school reviews every two to three years and reports to the Minister of Education on the performance of the Board of Trustees.&lt;/p>


author: Macdonald, Doune
year: 1994
pages: 1-8
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/385
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i2.385
access_date: 2023/04/21
read_status: 0
rating: 0
title:
The Importance of Subject Specificity : Concerns of Rural, Beginning Health and Physical Education Teachers

abstract:
&lt;p>Most studies of beginning teachers' concerns tend to treat teachers as a homogeneous group. Just as research concerned with rural education suggests that beginning teachers in rural schools have particular concerns and needs, this paper claims that the subject area in which teachers work also shapes their professional and personal experiences. The concerns of beginning Health and Physical Education (HPE) teachers in rural and provincial secondary schools are shared to reveal both similarities and differences when compared to generic research on rural, beginning teachers.&lt;/p>


author: Kirk, David
year: 1994
title: Do Pre-school Distance Educators Require Specialist Preparation?
pages: 9-23
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/381
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i1.381
access_date: 2023/04/20
read_status: 0
rating: 0
abstract:
&lt;p>This paper examines the role of the pre-school distance educator to determine whether specialist preparation is required for pre-school teachers to function effectively as distance educators. In considering this role, this paper will examine the following key areas:&lt;/p>&lt;p>1. urban and rural environments;&lt;br>2. the role of parents as educators;&lt;br>3. the preparation of pre-school teachers; and&lt;br>4. the preparation of pre-school teachers to teach in a School of Distance Education&lt;br>(SDE).&lt;/p>


author: King, Sheila
year: 1994
title: The Importance of a Practical Experience in a Rural Setting for Pre-Service Teachers
pages: 31-40
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/383
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i1.383
access_date: 2023/04/20
read_status: 0
rating: 0
abstract:
&lt;p>Over the past decade there has emerged a considerable amount of research and writing concerning the preparation of teachers for rural schools. Surwill (1990, p.6) concludes that pre-service teachers are often "unfamiliar with the unique problems of rural schools". Many problems arise for beginning teachers facing employment in a rural setting because of "lack of familiarity with these areas" (Smith and Squires, 1988). It would appear that beginning teachers opt for employment in an area that is familiar to them.&nbsp;&lt;br>&lt;br>&lt;/p>


author: Duncum, Paul Cassidy, Howard
year: 1994
title: Valuing Arts Education in Isolated Queensland
pages: 25-30
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/382
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i1.382
access_date: 2023/04/20
read_status: 0
rating: 0
abstract:
&lt;p>The city stereotype of country people as uncultivated, unsophisticated, and uninterested in the arts and its education is rejected by this study. It draws upon interviews and a survey of home-tutors and staff associated with the Longreach School of Distance Education about their views on drama and visual arts education. The authors show that while a wide range of views are held about the arts in education, most parents value their children's participation in the arts and seek further participation.&lt;/p>


author: d'Plesse, P. R.
year: 1994
title: Quantitative Management, Quality Outcomes: The Pursuit of Quality in the 1900's
pages: 41-51
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/384
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i1.384
access_date: 2023/04/20
read_status: 0
rating: 0
abstract:
&lt;p>The chill winds of change have been sweeping through educational systems across the nation and there is little doubt that the&nbsp; way in which schools are managed and the way in which teachers work will continue to change throughout the nineties. This will impose a level of challenge to school administrators and teachers that will demand both a flexibility of approach and openness of thinking that has the potential to reap great benefits to students right across the nation. Dare it be said, but the cuts to education which have decimated systems in all states may unintentionally (I say unintentionally because I doubt the foresight and&nbsp; motivation of many of those who imposed such cuts) ... unintentionally provide a rare opportunity to achieve significant&nbsp; improvements in our educational systems.&lt;/p>


author: Cameron, J. M. R.
year: 1994
title: Beginner's Tale
pages: 15-21
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/387
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i2.387
access_date: 2023/05/12
read_status: 0
rating: 0
abstract:
&lt;p>Beginning teachers have been subjected to intense scrutiny. The typical focus has been on the professional problems they encounter in their first year of teaching, usually determined by largescale surveys using a questionnaire in which the range of  possible problems has already been identified. Situational studies where beginning teachers identify and delineate their own concerns are far less common but are potentially richer and more meaningful in what they reveal. Studies of beginning teachers in rural and remote areas of Australia are rare. Reported here are the experiences of one beginning teacher appointed to a remote area school in an Aboriginal community in the Northern Territory. His experiences, although expressed more forcefully than most, are not unique. They capture the essence of cultural and environmental dislocation which many new teachers encounter. The reconstruction covers the period from the system-level and regional-level induction in the week prior to the commencement of the school year to the induction recall period held regionally at the end of the first teaching quarter. Induction recall in the Northern Territory applies to teachers in Aboriginal schools only.&lt;/p>


author: Boylan, Colin Squires, Don Smith, Alan
year: 1994
title: Audiographic Teleteaching in Pre-service Teacher Education
pages: 23-27
secondary_title: Australian and International Journal of Rural Education
volume: 4
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/388
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v4i2.388
access_date: 2023/04/21
read_status: 0
rating: 0
abstract:
&lt;p>Preparing teachers for rural school appoinunents through including courses in their pre-service program that examine issues about rural lifestyles, community participation, and provide opportunities for multigrade and rural practice teaching experiences have been identified as an important teacher recruitment strategies for rural schools (Watson, et al., 1986; Smith-Davis, 1989; Cross and Murphy, 1990; Luft, 1992). One research outcome from these studies suggests that when students are provided with these components in their pre-service courses their preparedness to seek and/or accept a rural appoinunent is enhanced.&lt;/p>


author: Vance, Erica Sullivan, Paula
year: 1993
title: Isolated Schools Project
pages: 27-28
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/377
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i2.377
access_date: 2023/04/19
abstract:
&lt;p&gt;The Isolated Schools Project provided the opportunity for six University of Southern Queensland student teachers to experience teaching in rural areas in the North and South West regions of Queensland. The project offers students experience in a broad range of areas including: multi-level planning and timetabling; pupil free day activities; and initial enrolment and administration procedures. These students have shown a keen interest in applying to teach in areas such as these upon the completion of their course. Over a two and a half week period, students experienced not only teaching in this type of setting, but also community life in general. All of the students who participated feel that it is important to highlight the fact that the teachers who provided places for them on this experience did so on a voluntary basis.&lt;/p&gt;


author: Stevens, Ken
year: 1993
title: A Note on Current New Zealand Research in Rural Education
pages: 35-37
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/379
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v3i2.379
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>At Victoria University of Wellington several rural education research programs are in process, covering a diverse range of subjects ranging from short term projects to a ten year longitudinal study. Most of the projects relate to the application of new communication technologies in remote schools and the outcomes of educational policies for isolated learners.&lt;/p>


author: Stevens, Ken
year: 1993
title: Four Considerations Regarding the Viability of Small Rural School in New Zealand
pages: 17-19
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/375
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i2.375
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>New Zealand rural education since 1991 has heen influenced by the publication of the Report of the Economic and Educational Viability of Small Schools Review which, while not devoted entirely to the rural sector of the country's education system, was in large part concerned with the educational viability of small schools in isolated communities. In New Zealand, most small schools are in rural areas, although there are some notable urban exceptions. The review took place amid considerable media speculation and growing apprehension about the future of small schools, particularly those in remote parts of the country.&lt;/p>


author: Prain, Vaughan Booth, Tony
year: 1993
title: Using Interactive Television to Deliver Professional Development Programs in Rural Victoria
pages: 5-10
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/373
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i2.373
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>In 1991 the Regional Telematics Educatiou Consortium (RTEC) was established to promote and co-ordinate the telematic delivery of education and training programs in rural Victoria. 'Telematics' is defined as all electronically-delivered communication, including audio and audiographic conferencing, and one or two-way video transmission. Interactive television programs were first trialled in 1991 in the Loddon Campaspe Mallee Region, and expanded to over twenty programs in 1992. While many of these programs consisted of only one or two sessions, the Promoting Effective Teaching and Learning Program (PETL), a professional development course of six ITV sessions supported by one initial face-to-face session, provided more data on presenter and participant initial perceptions and responses. Eleven presenters delivered PETL to two hundred and forty-one teachers at twenty-three sites in the Loddon Campaspe Mallee Region during 1992.&lt;/p>


author: Nichol, Ray
year: 1993
title: A Regional Survey of Primary Social Education: Trialling and Results
pages: 21-26
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/376
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i2.376
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>This is a report of a primary social education survey which was sent in November, 1992, to all state primary schools in the Loddon-Campaspe-Mallee region. It was devised by Social Science Education staff at La Trobe U.C.N.V., approved by the Regional General Manager, trialled in three Bendigo schools and then sent to schools for response and comment. The results reveal significant gaps between policy and practice in many schools, huge differences in confidence concerning curriculum areas and a strong desire and need for support and inservicing in this field.&lt;/p>


author: Mason, Dale Stevens, Keneth
year: 1993
title: Four Influences on Year 10 Career Planning in Rural Western Australia
pages: 25-28
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/347
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i1.347
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>This study was undertaken in a small rural community in Western Australia which is referred to by the pseudonym "Westarup". The school was chosen for a variety of reasons: particularly the fact that it does not provide full secondary education to years eleven aud twelve and the community's relative isolation and proximity to larger centres. Westarup is situated approximately three hundred kilometres from Perth aud witIlin a predominantly rural area of Western Australia. The population is approximately 500 (1986 census) - mainly in the 0-14 aud 30-49 age groups. There is the one secondary district high school in the community and students pursuing Tertiary Entrauce Examination subjects must leave the district. Most go to boarding schools in one of the larger coastal centres. Nearly all of the 30 students who completed year ten in 1990 continued to year eleven. Almost all students indicated that they intended to complete their secondary education to year twelve in spite of the fact that this would mean doing so in a school in a larger community. This contrasts with an earlier study in Queensland in which only 11 out of a sample of 30 year ten rural school leavers indicated that they intended to continue their formal education beyond the minimum leaving age. It is likely that reduced career opportunities for young people without full secondary education together with high unemployment have influenced these educational decisions.&lt;/p>


author: King, Sheila
year: 1993
title: A Glimpse of Some Isolated Schools in Northern Scotland
pages: 31-33
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/348
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v3i1.348
access_date: 2023/05/12
read_status: 0
rating: 0
abstract:
&lt;p>In December 1991, I was lucky enough to visit Scotland and spend time in a variety of schools in the rural area of Gordon. This is an education region north west of Aberdeen which includes a number of small schools and is part of the Grampian region.&lt;/p>


author: Freeman, Ashley
year: 1993
title: The Travelling Schools of New South Wales 1908-1949
pages: 7-18
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/345
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i1.345
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>The travelling schools of New South Wales were a response to two factors which have influenced the development of public education in New South Wales from its inception in 1848. Firstiy, many parts of New South Wales have only ever been sparsely settled, resulting in many children beinggeographically isolated. Secondly, a basic tenet of the New South Wales government school system has always been that it should provide educational facilities wherever they are required.&lt;/p>


author: Fields, Barry A.
year: 1993
title: Inclusive Education: Impact on Teachers in Small Rural Schools
pages: 11-15
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/374
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i2.374
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman &amp; Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination and equal opportunity legislation (Department of Education, Queensland, 1993). What hasn't changed over this period are the concerns expressed by teachers about the difficulties of implementing such policies and the demands placed on teachers in respect of workload and professional expertise (Graham, 1991; McCollow, 1992).&lt;/p>


author: d 'Plesse, Peter
year: 1993
title: Post Grade 10 Retention: The Human Angle
pages: 1-6
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/344
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i1.344
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>Retention is a subject which has been increasingly dissected from the statistical point of view, however in this article I want to study the subject with the human angle very much to the fore. In order to do this I want to introduce you to Charlie, who at the time the photograph was taken was a 22 year old F-111 pilot with the RAAF. While a 22 year old in charge of a multi million dollar&lt;br />weapon system capable of 2900 km/hr is extraordinary in itself, what is even more striking is the fact that Charlie was born and bred in Tarraleah, a Hydro Electric Commission Village overlooking the valley of the Nive River in Tasmania's central highlands.&lt;/p>


author: Cruise, R. J. Broadhead, R. J.
year: 1993
title: Higher Education Extended Campus Operations at Sunraysia College of TAFE
pages: 29-34
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/378
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v3i2.378
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>The Sunraysia College of TAFE, in conjunction with a number of other tertiary colleges, offers a range of degree programs. Some of these are conducted full-time and part-time in normal face to face situations during the day and evening whilst others have utilised visiting lecturers on a block release basis, weekend lecturers and tutorials, interactive television and videoconferencing on a formal ongoing basis.&lt;/p>


author: Cruise, R. J.
year: 1993
title: Success Factors Relating to Alternative Delivery of Education and Training Programs
pages: 19-23
secondary_title: Australian and International Journal of Rural Education
volume: 3
number: 1
date: 03/31
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/346
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v3i1.346
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>The research began with an examination of a range of altemative delivery methodologies that had been and are currently offered by the Sunraysia College of TAFE to students within the Sunraysia district of Victoria and New South Wales. A survey of literature, interviews with a number of College personnel involved in alternative course delivery coupled with an examination of the evaluations of numerous pilot programs conducted by the College over a period of time led to the isolation of twelve factors that were seen to lead to altemative delivery program success. These factors were termed success factors. Following the identification of the twelve success factors, a questionnaire was developed. The questionnaire asked one hundred and ten students across six altemative delivery methodologies to rate the success factors according to how they perceived them contributing to program success.&lt;/p>


author: Walker, Robert Boylan, Colin
year: 1992
title: Technology and Distance Education
pages: 63-66
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/271
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i1.271
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>Under the Distance Education Plan of the NSW Department of School Education, the provision of&nbsp;a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and&nbsp;Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these&nbsp;students. Students can select from 17 subjects currently available.&lt;/p>


author: Vaughan, Pain Rowe, Gaelene Smith, Kevin Walters, Julie
year: 1992
title: A Literacy Enrichment Program for Small Rural Schools
pages: 49-56
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/270
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i1.270
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>There is now general agreement about the disadvantages associated with all levels of 'rural' and 'remote' education. To some extent these are being overcome by advances in distance education delivery systems which now offer more interactive learning environments; yet there is still a&nbsp;strong case for the effectiveness of intense, individualised face-to-face teaching and learning. The project outlined in this report originated as an attempt to integrate the professional needs of third year Diploma of Teaching students at La Trobe D.C.N.V., Bendigo, with the curriculum needs of primary school children in an isolated rural setting. The Country Education Project, through Maureen Chiswell, a Project Officer, agreed to fund a pilot project where forty-nine Grade Five and Six primary school pupils from the Pyramid Hill area (Pyramid Hill Consolidated School and St. Patrick's School) were bussed ninety kilometres to the college for an intensive three-hour&nbsp;program once a week for five weeks. The program involved individualized instruction by third year students in literacy skills related to independent study and research, and curriculum studies in Science, Computer Studies and Mathematics. This paper reports on the aims, program details, and evaluation of the literacy component of the project. Miscue analysis refers to a method for&nbsp;monitoring a child's oral reading of a set of text. An observational inventory is an interview schedule for noting a child's reading and writing interests. An interactive journal is a written&nbsp;dialogue between child and teacher, and top-level structure refers to contrasting ways text information can be organised, such as cause and effect or main idea then supporting ideas.&lt;/p>


author: Stevens, Ken
year: 1992
pages: 15-24
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/364
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i2.364
access_date: 2023/04/19
read_status: 0
rating: 0
title:
Perceptions of Teaching in two Types of Isolated Australian Secondary Schools: An Analysis of Four Dimensions of Rural Education

abstract:
&lt;p>The concept "rural" in Australia is capable of different meanings according to the state (e.g. Tasmania versus Queensland) and in terms of location in relation to major centres of population. In a study in two rural Queensland secondary schools different perceptions of&lt;br />teaching were found: rural school A is located in the western interior of the state while rural school B is in the hinterland of two large coastal cities. Four dimensions of rural education are explored - in terms of teacher perceptions of: (i) relationships between themselves and their students together with the local communities; (ii) the state department of education; (iii) the (largely urban)  teaching profession and (iv) professional satisfaction. It is argued that perceptions of teaching in isolated communities are determined by such rural-urban relationships and that the quality of education in rural communities is shaped by such considerations.&lt;/p>


author: Robson, Joan Routcliffe, Peter Fitzgerald, Robert
year: 1992
title: Remote Schooling and Information Technology: Comments on a Recent Survey
pages: 33-36
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/365
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i2.365
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>In October 1990, a group from Australian Catholic University received a grant from the Department of Employment, Education and Training (DEET) under the Structural Efficiency Principle for staff development. The aim of the project was to summarise and describe the use of technology for the provision and delivery of education to remote students. Typically these students are located in isolated rural areas. The intention was to produce an information kit for pre-service primary and secondary teachers, particularly those we see in the Bachelor of Teaching and Bachelor of Education programs offered at Signadou campus. While it is important to provide appropriate information and professional development for p.actising teachers, pre-service teachers must not be neglected in this process. It will be these teachers who will be helping set the agenda for the nature and type of developments that will take place with technology. As a result of the project a booklet and a short video were produced showing teachers and students using a variety of technologies for remote schooling.&lt;/p>


author: Mason, Robb Randell, Shirley
year: 1992
title: Education and Change in Rural Areas in the 1990s: Chicken Little was not Wrong
pages: 7-17
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/266
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i1.266
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>The economic and social conditions of rural Victoria are changing. The concepts and practices that have supported the work of the Country Education Project (CEP) in rural Victoria have to change accordingly. The paper looks at the changes impacting upon rural Australia and examines&nbsp;in particular the subject of disadvantage. Disadvantage is a concept that in practice is drawn from a period of stability and relative affluence. Present circumstances may well require a different interpretation, one more in accord with lifelong educational principles. The policy development&nbsp;of the CEP is then analysed and challenges and issues for that organisation outlined.&lt;/p>


author: Lukeman, Howard
year: 1992
title: First Year Student Essays in Humanities and Social Sciences: The Need for New Paradigms
pages: 37-40
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/367
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i2.367
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>This article suggests that a major factor in students' struggle with style and structure in essays in Humanities and Social Science subjects is their misunderstanding of the central assumptions and conventions held by their lecturers about essay writing. It illustrates some of the central issues lying behind this misunderstanding by analysing work done in the Learning Skills Centre at Charles Sturt University (Riverina).&lt;/p>


author: King, Sheila
year: 1992
pages: 59-62
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/370
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v2i2.370
access_date: 2023/04/19
read_status: 0
rating: 0
title:
The Australian Vocational Certificate Training System: A Rural Education and Training Perspective from SPERA

abstract:
&lt;p>The new initiative on the part of government includes a new partnership between educators and industry which provides a real challenge for rural educators. If much of this report is to be functioning by the end of 1993 then the level of cross-sectional discussion must be stepped up so that the demands and needs of rural communities can be met.&lt;/p>


author: King, Sheila
year: 1992
pages: 56-58
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/371
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v2i2.371
access_date: 2023/04/19
read_status: 0
rating: 0
title:
Report on the Rural Affairs Workshop for Key Non-Government Organisations and Intergovernment Rural Affairs Officers held on 17th June 1992 in Canberra

abstract:
&lt;p>The day began with a summary of the issues raised by the intergovernmental rural affairs officers. Brian Hill, Executive Director, Agriculture and Forestry Group, D.P.I.E. emphasised the importance of the reconciliation of programmes to minimise duplication.&lt;/p>


author: King, Sheila
year: 1992
title: SPERA's Response to Mayer Committee Consultation Document on Employment Related Key Competencies
pages: 53-55
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/368
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v2i2.368
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>The Society for the Provision of Education in Rural Australia (Inc.) would like to offer the following paper as a response to Mayer Consultation process. The paper is based on:&lt;/p>&lt;ul>&lt;li>a meeting held with Mary O'Sullivan&lt;/li>&lt;li>an Executive committee teleconference&lt;/li>&lt;li>a session led by Ann Borthwick at the 8th SPERA conference&lt;/li>&lt;li>a working session with SPERA members at the SPERA conference&lt;/li>&lt;/ul>


author: Keast, David
year: 1992
title: Small Rural Primary Schools in the UK
pages: 41-43
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/366
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i2.366
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>There are small rural primary schools in the United Kingdom - that is to say schools with as few as twenty pupils and with as many as a hundred pupils where the principal has a fairly full teaching commitment. Many of these small primary schools are in the "shire" countries - the South-West and Northern Ireland. In the South-West about a third of the primary (5-11) schools have less than lOO pupils on roll. The distance to an alternative school may be as little as three miles: it is unlikely that the distance (by road) will be greater than twenty miles.&lt;/p>


author: Hemmings, Brian Boylan, Colin
year: 1992
title: Lessons for the Future: A Remote Rural Practice Teaching Program
pages: 25-32
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/372
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i2.372
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>Students in the second year of their pre-service teacher education program were offered an incentive to undertake practice teaching in remote rural schools in the North-West Riverina CAP cluster. CAP provided travel and accommodation expenses. Approximately one quarter of the cohort volunteered for the practice teaching experience. After the three week practicum, students (N=23) were asked to reflect on their rural teaching and living experiences and to consider such issues as the practicum arrangement, the professional development benefits, the experience of rural living, and the value of the CAP incentives to travel and teach in the remote rural communities. All students expressed a preparedness to accept a teaching appointment in remote areas, thus supporting the efficacy of incorporating a period of teaching practice in areas which have been generally difficult to staff.&lt;/p>


author: Hartley, Ross
year: 1992
title: Education Extension Literature for Farmers: Just how Good is it?
pages: 29-34
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/268
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i1.268
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>Agricultural extension throughout Australia is undergoing change. Publications for farmers are an extension strategy which uses enormous resources, yet there is little scientific enquiry validating this expenditure, particularly given the high levels of functional literacy among Australian adults. &lt;em>Operation Quality Wheat&lt;/em> is an innovative educational program which&nbsp;emphasises user-friendly literature. Two publications were designed and tested with farmers to trial an illustrated plain english approach to transferring information. Results confirmed much interest in the change, by farmers, but less so by extension professionals.&lt;/p>


author: Gill, Barry Hand, Brian
year: 1992
pages: 35-48
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/269
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i1.269
access_date: 2023/04/19
read_status: 0
rating: 0
title:
The Professional Standing of the Replacement Teacher in the Education Community: A Country Region's Perspective

abstract:
&lt;p>As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action&nbsp;in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such&nbsp;programs.&lt;/p>&lt;p>The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at&nbsp;the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.&lt;/p>&lt;p>Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide&nbsp;local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.&lt;/p>&lt;p>In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.&lt;/p>


author: d'Plesse, Peter
year: 1992
title: Redefining Remoteness in the Post Industrial Society
pages: 1-6
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/265
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i1.265
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>Remoteness is one of a number of concepts that have been used to describe the observed differences between various geographic regions and is sometimes used interchangeably with descriptive terms such as rurality and isolation. This discussion will suggest a definition for the concept of remoteness and explore how it may change within the context of the emerging information based society. Remoteness has generally been defined in terms of distance from major urban centres, however close observation of those regions that are commonly regarded as isolated or remote indicates that the correlation between distance and the evidence of remoteness in populations is not necessarily linear.&lt;/p>


author: Condliffe, Peter
year: 1992
title: Rural Decline and Community Services Education in Victoria: The Bendigo Experience
pages: 18-28
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 1
date: 03/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/267
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v2i1.267
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>In 1989 Phillip Institute of Technology (based at Bundoora (Melbourne)) offered its Bachelor of Social Work degree (BSW) and Graduate Diploma in Community Development (CD) in the Central Victorian city of Bendigo. This paper outline some of the contextual issues and identifies certain key factors in addressing these issues.&lt;/p>


author: Boylan, Colin Sinclair, Ron Squires, Don
year: 1992
pages: 45-51
secondary_title: Australian and International Journal of Rural Education
volume: 2
number: 2
date: 07/01
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/369
section: REPORTS AND OPINIONS
electronic_resource_number: 10.47381/aijre.v2i2.369
access_date: 2023/04/19
read_status: 0
rating: 0
title:
Consultation on the Development of a Broadbanded National Equity Program for Schools: A Response from the Society for the Provision of Education in Rural Australia (SPERA)

abstract:
&lt;p>Thank you for giving SPERA the opportunity to respond the your Consultation Paper on the development of a Broadbanded National Equity Program for schools. Thank you also for the opportunity to appear in Sydney to tender our views verbally. The following represent the broad views of SPERA on those particular issues that the Society sees as most relevant for it to comment upon. It should be borne in mind that while all programs affecting education in rural areas are the concern of SPERA the especial focus of the Society is on the CAP and DSP Programs.&lt;/p>


author: Scott, Ted
year: 1991
title: Issues in education in remote rural Australia
pages: 7-11
secondary_title: Australian and International Journal of Rural Education
volume: 1
number: 1
date: 03/05
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/241
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v1i1.241
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>The term Rural Australia is being used by the Commonwealth Government in recent times very , very broadly, indeed, to encompass about ninety five percent (95%) of the Australian mainland. Indeed, it deals with virtually all of Australia that is outside the large metropolitan areas and is more than fifty (50) kilometres remote from a sizeable community. Now, having said that it embraces ninety five percent (95%) of Australia, you would realise, of course, that encompassed in that area are a number of very significant communities that are focal points for the territory around them. In a sense we might talk about those areas as being provincial Australia. If you come from provincial Australia tonight, then I apologise as my remarks are not going to be really addressed to you. I am going to take the other section that we really call remote Australia. I am talking about those smaller country towns, the small service towns. I am talking about the railway fettlers' camps. I am talking about the station properties, and the farming communities, and the isolated aboriginal communities.&lt;/p>


author: Morrow, Ann
year: 1991
title: What does Social Justice Mean for Education in Rural Australia
pages: 3-6
secondary_title: Australian and International Journal of Rural Education
volume: 1
number: 1
date: 01/25
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/237
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v1i1.237
access_date: 2023/04/19
abstract:
&lt;p&gt;I would like to review some of the major initiatives currently being undertaken across education, i.e. from primary schools to higher education, and including lifelong education and training. I will attempt to show how the needs of rural Australia are being considered in these developments. Also, I will touch on what I believe is still problematic in our approaches. Underpinning this is my own personal belief that social justice issues need to be foremost in our minds whenever we are making changes within education. Each new development carries with it the potential to reduce or exacerbate inequity or problems of access. I think we are getting better at identifying the likely impact of changes but that doesn't mean to say that we yet have it right.&lt;/p&gt;


author: Clyde, Margaret
year: 1991
title: Catering for the needs of pre-school age children in rural areas: A case study
pages: 13-20
secondary_title: Australian and International Journal of Rural Education
volume: 1
number: 1
date: 03/05
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/242
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v1i1.242
access_date: 2023/04/19
read_status: 0
rating: 0
abstract:
&lt;p>In 1985 the then Minister for Community Services (Victoria), the Hon. Caroline Hogg, announced a change of policy in relation to preschool services in Victoria; all children were to have a year of "kindergarten type experiences" in the year before school, and existing playgroups for two year olds were to be phased out, while two years of kindergarten for some children was to become the exception. This policy came about for two reasons; firstly, as a way of implementing the Cain Labor Government's policy of social justice and equity, and secondly as an attempt to be more financially accountable. While both these objectives, in hindsight, may have a somewhat hollow ring today, they brought great changes to the preschool programs of Victoria which had been established nearly a century before by voluntary organisations in response to inner city poverty and need. It meant that an effort would be made to ensure that children in isolated and/or rural pockets of Victoria were to be included in the sessional kindergarten program and that the traditional "four sessions of two and a half hours per week at a place called a kindergarten" might not be seen to be appropriate in terms of travelling distance involved for parents or children, or affordable in terms of the best use of a rapidly declining budget.&lt;/p>


author: Baker, Robert Andrews, John
year: 1991
title: Parental reasons for sending children to a rural day and boarding school
pages: 21-25
secondary_title: Australian and International Journal of Rural Education
volume: 1
number: 1
date: 03/05
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/243
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v1i1.243
access_date: 2023/04/19
abstract:
&lt;p&gt;This article reports results from a survey conducted in 1990 on parental views of various aspects of education in a small independent day and boarding school. While the principal focus of&amp;nbsp; the research was on attitudes towards specific areas of the curriculum, this article presents data on two inter-related questions:&lt;/p&gt;&lt;ol&gt;&lt;li&gt;The main reasons for sending a child to the school.&lt;/li&gt;&lt;li&gt;The importance of various possible influences and sources of information in choosing the school.&lt;/li&gt;&lt;/ol&gt;&lt;p&gt;&amp;nbsp;Most previous Australian research on parental reasons for choosing independent schools has focussed on schools located in metropolitan areas with exclusively or primarily day student enrolment. Data from the present study are drawn from a school located in a rural area. Unlike previous research, comparisons can be made between information provided by parents of three groups of children: day students; boarders who could attend a local school; boarders who do not have access to a local school.&lt;/p&gt;


author: Schmidt, Merete
year: 2017
pages: 25-38
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/133
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v27i3.133
access_date: 2023/05/09
read_status: 0
rating: 0
title:
"No One Cares In The City": How Young People's Gendered Perceptions Of The Country And The City Shape Their Educational Decision Making

abstract:
&lt;p class="Default">This paper provides an in-depth analysis of a group of young rural men's and women's understandings of 'the city' and 'the country'and the relationship between this and their educational decision making. The analysis adds to a growing body of literature on young rural people's experiences and the emerging research on education in a rural context. Drawing on participant observation and interviews with a group of Grade 10 students in a rural Tasmanian high school, I argue that the everyday life of the young respondents is characterised by a high degree of ambivalence towards urban living which sits at the heart of their educational choices. They depicted living in a small rural town as involving a daily trade-off between a welcome familiarity and a problematic lack of privacy. Their perception of the city was that this relationship would be reversed, and that while they might be free from the constraint of everyone knowing your business, they would struggle to negotiate the alien environment. Using Simmel's (1950) ideas on how rural and urban environments produce different worldviews as well as Bourdieu's (1990) concept of habitus, this analysis captures this ambivalence and the sense of risk involved in exchanging the known difficulties of the town for the unknown risks of the city. This sense of the city as 'too risky' informed many of the participants' decisions to 'not make a choice' and remain in their familiar environment rather than moving to the city to continue their education and risk failure. The analysis also draws on Bourdieu's concept of cultural capital and Connell's (2005) theory of hegemonic masculinity to emphasise that although the young people shared common experiences, these were mediated by aspects of cultural knowledge and gender relations.&lt;/p>


author: Paulgaard, Gry Saus, Merete
year: 2023
title: Diverse Diversity: Contradictions and Challenges in Norwegian Rural Education
pages: 32-49
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/546
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i2.546
access_date: 2023/08/04
abstract:
&lt;p&gt;The authors of this paper share a common background from the Northern Norway region, a rural county and the largest and least populated county of Norway. The region is characterised by high out-migration, lower educational levels, and higher drop-out rates from secondary education than in other regions of Norway. Limited educational provision makes it necessary for many young people in rural areas to leave home to take a secondary education. Large geographical distances make it difficult to commute on a daily basis. Historically, this area has been the most culturally diverse in Norway, as the domicile of the Sámi Indigenous people and the national minority, the Kven, and the Norwegian ethnic group. This Arctic region is characterised by the encounter with three ethnicities, and traditional industries such as fishing, farming and herding, combined with modern industry and knowledge-intensive enterprises.&lt;/p&gt;&lt;p&gt;Despite this multi-ethnic and geographically diverse society, the schools are still struggling with the unit-oriented curriculum, ignoring the diversity among the pupils. When the multi-ethnic society is not embedded in the education system, nor given in the adolescents’ hometown, the education system will be exogenous and will appear foreign. In this paper, we use available public statistics and a literature review, inspired by autoethnographic methodology—whereby authors use their experiences as a person and a long-time researcher in a field to describe, analyse and understand the phenomenon—to argue for a local- and contextual oriented schools to make meaningful and practical improvements to rural education.&lt;/p&gt;


author: Öhrn, Elisabet Beach, Dennis Johansson, Monica Rönnlund, Maria Rosvall, Per-Åke
year: 2023
pages: 1-15
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/417
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i2.417
access_date: 2023/08/04
title:
Rural Education and Integration: A Follow-up Study of the 2015 Reception of Young Migrants in Sweden

abstract:
&lt;p&gt;In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.&lt;/p&gt;


author: Moore, Sabre Weikert, Angela Downey, Jayne Carroll, Sharon
year: 2023
pages: 67-83
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/466
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i2.466
access_date: 2023/08/04
title:
Elevating Local Knowledge in Curriculum, Conversation and Community: Creating Connections Across Rural Montana

abstract:
&lt;p&gt;In a time of fraying community and interpersonal relationships, rural school and community leaders are in search of research-based approaches to strengthen connections and sustain relationships among their students and community members. This article reports the findings from two studies (Moore, 2023; Weikert, 2022) documenting how and why, during the height of the pandemic, rural leaders from a community museum and local school came together to use local history and knowledge to design a museum exhibit and a K-12 curriculum about the pandemic and vaccines. The article describes the museum’s place-conscious development process of the exhibit titled, &lt;em&gt;Shots Felt Round the World: Dr. Maurice Hilleman and the Montana Origins of the Fight Against Pandemics &lt;/em&gt;to invite visitors to view the COVID-19 pandemic and vaccine development through local histories of infectious disease and healthcare. The article also describes how a curriculum for students in kindergarten through 12th grade (K-12) titled, &lt;em&gt;Hilleman &amp;amp; Vaccines: Connecting Culture to Scientific Curiosity &lt;/em&gt;was created in tandem with the exhibition by the museum’s Teacher Advisory Council to connect students to local history and knowledge to promote student learning through the integration of math, science, history, and critical thinking. Findings reveal that while the subject of vaccines is politically charged, the emphasis on local history and knowledge allowed both museum and K-12 audiences to find common ground, learn about the subject through a local lens, and strengthen school and community-school connections. The article concludes with recommendations for how rural schools and communities can use local knowledge to contribute to cross-community connections and vitality.&lt;/p&gt;


author: Marques da Silva, Sofia
year: 2023
pages: 50-66
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/579
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i2.579
access_date: 2023/08/04
title:
Local Knowledge Integrated in Learning Experiences: The Case of Schools and Communities from Rural Border Regions of Mainland Portugal

abstract:
&lt;p&gt;Development, smartness, and equity are often defined through cosmopolitan perspectives. Schools and communities from rural regions in Portugal must develop additional measures to compensate for structural disadvantages. These measures often serve to achieve urban models and standards with which comparisons are made. This article explores rural schools and community leaders’ strategies to integrate place-sensitive knowledge into their students’ educational experiences. These place-based approaches are developed against the erosion of local knowledge and may contribute to broadening a perspective on development, keeping schooling still accountable to local contexts. This contribution grounds on a national-level study on young people growing up in border regions, their schools, and communities’ resilient approaches, and draws on semi-structured interviews conducted with schools’ head teachers (N=38) and policymakers from municipalities (N=36). The study took place in all 38 municipalities of Mainland Portugal that border Spain. Findings indicate that the majority of schools and municipalities cooperate to promote the best conditions for students’ school success, developing strategies that acknowledge communities as a resource and as curriculum, while meeting national-level demands and students and families’ expectations for high performance on national-level standardise exams. Other strategies include the incorporation of local knowledge into various learning experiences, in which students are co-creators and active participants and local-based subjects focus on local sustainability and development, environmental challenges, preserving traditions, heritages, and patrimony. These topics are often explored in the context of citizenship education, non-formal education activities promoted by schools or the community, or in purposeful and structured projects. Although schools from rural border regions recognise the national policy of curriculum flexibility as an opportunity to incorporate local knowledge they do not fully benefit from this opportunity.&lt;/p&gt;


author: Hlalele, Dipane Joseph
year: 2023
pages: 87-89
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
abstract: &lt;p&gt;Book Review by Dipane Hlalele.&lt;/p&gt;
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/581
section: BOOK REVIEW
electronic_resource_number: 10.47381/aijre.v33i2.581
access_date: 2023/08/04
title:
Book Review: Timmis, S., de Wet, T., Naidoo, K., Trahar, S., Lucas, L., Mgqwashu, E. M., Muhuro, P., Wisker, G. (2022). Rural transitions to higher education in South Africa: Decolonial perspectives. Routledge


author: Fyhn, Anne Birgitte Jannok Nutti, Ylva
year: 2023
title: Intangible Cultural Heritage as a Resource for a Sámi Mathematics Curriculum
pages: 16-31
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/455
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i2.455
access_date: 2023/08/04
text_styles:
<record><field id="18"><run start="0" /><run charset="238" start="824" /><run start="1296" /></field></record>

abstract:
&lt;p&gt;Northern Norway’s population comprises many different cultural groups. According to the Norwegian Education Act, education must give students insight into and a firm foundation in history and culture. This paper aims to present a proposal for how to start working with the creation of local rural mathematics curricula for which Sámi culture in particular, and Northern Norwegian culture in general, is the basis and foundation. It examines three activities that are examples of intangible cultural heritage from different non-urban Northern Norwegian cultures: i) Sámi traditional measuring, ii) fishermen’s traditional navigation at sea and iii) &lt;em&gt;ruvden&lt;/em&gt; (a Sámi way of braiding). The activities are analysed with respect to the framework cultural symmetry, which was developed in research in Māori mathematics education. The analysis shows that the three activities are of great significance to local cultural reasoning to such an extent that they should be included in local rural mathematics education. Each of the three activities provides opportunities for developing a culture-based mathematics teaching that values the language and culture in which the activities are embedded. We conclude that cultural symmetry seems to function as a tool for developing a Sámi mathematics curriculum.&lt;/p&gt;


author: Fuqua, Melyssa Lasselle, Laurence
year: 2023
title: Rural Knowledges and Curriculum: International Perspectives
pages: i-iii
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/700
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v33i2.700
access_date: 2023/08/04
abstract:
&lt;p&gt;In this special issue of the &lt;em&gt;Australian and International Journal of Rural Education&lt;/em&gt;, international scholars consider how rural knowledges are – or are not – embedded in their local educational systems. They draw on their work, research, and their lived-experiences in rural education to explore the opportunities and challenges of enacting place-conscious curriculum and pedagogies.&lt;/p&gt;


author: D'Angelo, Belinda Dyde, Cherie
year: 2023
title: La Trobe University’s Regional Higher Education Pathways Program
pages: 84-86
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 2
date: 07/26
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/695
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v33i2.695
access_date: 2023/08/04
abstract:
&lt;p&gt;Nuanced support for regional secondary school students can be a key to their consideration of university as an option in their educational journey. Reports, studies and teachers on-the-ground continue to call for tools and resources to boost students’ decision-making about their futures. La Trobe University’s Regional Higher Education Pathways Program takes an evidence-based approach to developing learner confidence and pastoral support for senior secondary students in Albury-Wodonga and Shepparton. As part of the program, students participate in regular, timetabled in-school sessions that cover topics from exam revision and literacy to wellbeing and mental health. The overall foci of the program are building learner confidence (‘I can do university’) and demystifying higher education through connection to the university environment (‘I can see myself at university’).&lt;/p&gt;


author: Guenther, John Cuervo, Hernan Davie, Serena
year: 2023
title: The Importance of Local Voices in Rural Communities
pages: i-iv
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/711
section: EDITORIAL
electronic_resource_number: 10.47381/aijre.v33i3.711
access_date: 2023/11/21
abstract:
&lt;p&gt;In this issue of the Australian and International Journal of Rural Education, our authors explore the importance of giving voice to people whose lives and learning journeys are entwined with ‘the rural’. The articles reflect the concerns of Australian First Nations students and researchers, of young people and medical students on a vocational pathway, and of Nigerian people navigating risks in post-secondary education. They also reflect the voices of researchers who have contributed to the Journal for over 30 years.&lt;/p&gt;


year: 2023
title: The Perennials and Trends of Rural Education: Discourses that Shape Research and Practice
pages: 1-31
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 10/06
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/701
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i3.701
access_date: 2023/11/21
author:
Guenther, John
Fuqua, Melyssa
Ledger, Susan
Davie, Serena
Cuervo, Hernan
Lasselle, Laurence
Downes, Natalie

abstract:
&lt;p&gt;For over 30 years, the Journal of the Society for Provision of Education in Rural Australia has reported research and practice discourses associated with rural, regional and remote education, with the aim of impacting policy and practices relating to education in rural Australia. The journal, originally named &lt;em&gt;Education in Rural Australia&lt;/em&gt;, commenced in 1991 and, with an increasingly international focus, changed to the &lt;em&gt;Australian and International Journal of Rural Education&lt;/em&gt; in 2012.&lt;/p&gt;&lt;p&gt;This article critically synthesises the content of the Journal, which includes 500 unique contributions. The articles were placed into an NVivo project and coded using themes derived from word frequency counts. The critical analysis identifies nine perennial themes that appear regularly throughout the 33 volumes: aspiration, success and achievement; community and relationships at the centre of rural education; curriculum, pedagogy and assessment; deficit discourses; equity, rights and justice; parents and family; resourcing and funding; rurality and place, and teacher preparation. In addition, the analysis identifies trending issues, which wax and wane over the Journal’s life.&lt;/p&gt;&lt;p&gt;This article highlights the Journal’s important and sustained contribution to research evidence for rural education. From the perennial and trending issues, it is possible to see the interconnections and influences between themes, but also the absence of discourses in certain areas that calls for future research. The analysis has policy implications for education stakeholders, particularly given that some of the concerns raised by the articles in the Journal remain largely unanswered more than 30 years on. This article calls for change and challenges policy makers to address issues that we already know exist and have provided possible solutions.&lt;/p&gt;


author: Shay, Marnee Oliver, Rhonda Bogachenko, Tetiana McCarthy, Helen
year: 2023
pages: 30-46
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/699
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i3.699
access_date: 2023/11/21
title:
“From the Bottom to the top”: Learning Through Stories of Transitioning from an Aboriginal Boarding School to the Workplace and Life Beyond School

abstract:
&lt;p&gt;Successful transition from education to the workplace is vital for young people, particularly Indigenous students from remote communities, to support their long-term economic and emotional well-being, social inclusion, physical and mental health. This paper reports findings from a three-year study undertaken collaboratively with young people at a remote Aboriginal boarding school. Motivated by the theoretical constructs of Indigenist theory and Funds of Knowledge, this research centres the voices of Aboriginal peoples. A team of Aboriginal and non‑Aboriginal researchers worked &lt;em&gt;with&lt;/em&gt; young Aboriginal people at the school to develop the method, to collect, and then analyse the data for this strengths-based qualitative study. Currently enrolled young people engaged in yarning with the participants, namely those who were past students from the school. This made it possible to gather stories to better understand the experiences, strengths, and motivations of Aboriginal young people from remote communities and the issues, constraints, and challenges faced when transitioning to life beyond the classroom. The findings highlight what can be improved to prepare Aboriginal people from remote communities for the workplace and for life beyond school—including their existing strengths and knowledge, aspects that occur within the parameters of the school, employer roles, skill development, and enablers of job and life success.&lt;/p&gt;


author: McNaught, Keith Rhoding, Colette
year: 2023
title: Exploring Medical Students’ Rural Intention on Course Entry
pages: 47-61
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/597
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i3.597
access_date: 2023/11/21
abstract:
&lt;p&gt;Understanding the rural intentions of medical students has the potential to improve the effective allocation of rural clinical placements, the demand for which regularly exceeds availability. Longitudinal studies on students’ rural intentions have been published but a refined understanding of the spectrum of intentions is absent in the literature. To fully understand students’ rural intentions, and the factors influencing those intentions, comprehensive research, at all stages of a student’s academic career, is required.&lt;/p&gt;&lt;p&gt;The project used for this article, identifies a group with neutral intention and explores the influence of a range of demographic factors and variety of rural experience for their potential to move students towards high rural intention. The study also identifies trends in student perceptions of potential locations for rural practice in Western Australia. This more detailed approach is offered as a basis for a future model to inform the allocation of scarce rural placement opportunities, known to be significant in converting rural intention into practice.&lt;/p&gt;&lt;p&gt;The project responds to increasingly frequent calls for changes to policy and practice regarding the allocation of rural clinical placements to better realise their value in improving the maldistribution of Australia’s medical workforce. The study suggests that a greater range of indicators, beyond being of rural origin, can lead to neutral or high rural intention. The results of this study suggest a model that incorporates these additional elements and tracks their development over time would be a valuable component in initiatives aimed at building positive rural intention.&lt;/p&gt;


author: Eniola, Anthony Abiodun Kenzhin, Zhaxat Sultanova, Menslu
year: 2023
title: Risk Managament and Student Enrolment : The Mediating Effect of Security Risk Management
pages: 62-81
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/359
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i3.359
access_date: 2023/11/21
abstract:
&lt;p&gt;This study sought to determine whether students’ perceptions of health, security, and environmental risks influence student enrolment at private universities in rural areas of Nigeria, as well as whether security risks mediate the correlations between the variables in the study. The research utilised multistage sampling approaches to ascertain and analyse scientific knowledge on the impact of the perceptions of the three risk management variables on students from three different universities situated in the north, central and southwest regions and across six academic branches of learning. To analyse the study, the generalised structured component analysis method was used. The findings reveal that perceptions about environmental and health risks are very important and vital for university enrolment as well as performance. Although security is crucial, the results show that enrolment performance is notably moderate. This study concludes that examining risk linkages and correlations is a critical consideration for ensuring the sustainability and development of Nigeria’s higher education sector, as well as its strategic management.&lt;/p&gt;


author: Kilpatrick, Sue Fischer, Sarah Woodroffe, Jessica Barnes, Nicoli Groves, Olivia Austin, Kylie
year: 2023
title: A Whole-of-Rural-Community Approach to Supporting Education and Career Pathway Choice
pages: 82-102
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/697
section: JOURNAL PAPERS
electronic_resource_number: 10.47381/aijre.v33i3.697
access_date: 2023/11/21
abstract:
&lt;p&gt;Rural communities and partnerships are critical in career education, promoting pathways into work and further education and training. Families, teachers, and employers all may influence young people and adults who are considering pathway choices. This research aimed to equip these ‘key influencers’ with the knowledge and confidence to have supportive pathway conversations with rural young people and adults. The focus was not on those needing help with education/career choices, but rather those who influence their decisions. We used a Community Based Participatory Research (CBPR) approach in three communities to address the question: How can a whole of community approach best equip key influencers to inform and support rural student post school pathways?&lt;/p&gt;&lt;p&gt;Community working parties were established to work alongside researchers to select, trial and evaluate of whole community, place-based, coordinated career education interventions, which targeted communities’ individual geographic, demographic and employment context. Communities were resourced with a local pathway broker and small budget for interventions. Individual interventions and the overall project approach were evaluated.&lt;/p&gt;&lt;p&gt;Findings suggest that rural community-researcher partnerships can be effective in equipping key influencers with confidence and knowledge to inform and support education/career pathway choices. Community partnerships can take account of community assets and allow for interventions that address community contexts. Partnerships should foster community ownership to deliver education/career pathway information interventions that are flexible, accessible, sustainable, place-based, and authentic. This paper sets out a model for partnerships that effectively equips key influencers in rural communities to support education/career pathway choices.&lt;/p&gt;


author: Ridley, Catherine
year: 2023
title: Research and Education in the Kimberley: A Local Perspective
pages: 103-107
secondary_title: Australian and International Journal of Rural Education
volume: 33
number: 3
date: 11/15
url: https://journal.spera.asn.au/index.php/AIJRE/article/view/708
section: RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES
electronic_resource_number: 10.47381/aijre.v33i3.708
access_date: 2023/11/21
abstract:
&lt;p&gt;The picture of researchers arriving in ‘remote’ communities to conduct research on a topic of interest to them (complete with consent forms and ethical clearance), is conjured up frequently by First Nations people, as a sign of White power and colonial control. ‘Research’ for many, has become a dirty word. But when First Nations researchers who live in those communities, take responsibility for research, a different dynamic comes into play. Research then becomes a legitimate way for community members to tell their stories, and for the voices of community members to be heard and relayed with integrity. This Rural Connections article tells the story of Catherine Ridley, in her own words. It is a story about her experiences growing up and learning at school in the Kimberley region of Western Australia. It is a story of her experiences as a researcher, investigating issues of school engagement, attendance and retention.&lt;/p&gt;


