Educational expectations of Bhutanese refugee parents: have they been met post-settlement in Cairns, Far North Queensland

Abstract: In the 1980s religious and ethnic persecution in Bhutan resulted in the exodus of around 100 000 Bhutanese of ethnic Nepali decent. Despite sometimes appalling conditions in the camps, the Bhutanese refugees saw education as a high priority and initiated programs that ensured their children were schooled (Caritas, 2013). Against this context, a qualitative case study was conducted to explores some of the Bhutanese refugee parents’ educational expectations prior to and post settlement in Cairns, Far North Queensland. Interviews were conducted with Bhutanese families and migrant settlement case workers. The study reveals that Bhutanese refugee parents held high expectation that their children would attend high school upon resettlement in Australia. The study also reveals that some Bhutanese refugee young people were denied enrolment to high school because of their age. The study identified the existence of cultural and intergenerational tensions with post-settlement educational expectations. The article discusses how the lack of knowledge and cultural differences between Australian and Bhutanese/Nepalese education systems, undoubtedly contributed to some parents’ educational expectations not being met. Finally the article recommends a greater level of transparency in the education enrolment process to mitigate potential misperceptions in enrolment eligibility. • Dr Philemon Chigeza is a lecturer in the School of Education, at James Cook University, Cairns.   Debbie Lau is a Special Needs teacher in Brisbane and recently completed her Honours degree in Education at James Cook University, Cairns

Beyond binary thinking, knowing and teaching mathematics

This presentation provides a framework for engaging binary thinking, knowing and teaching of mathematics (e.g., teacher-centred/ student-centred, transmission/discovery, explicit teaching/ inquiry). The framework proposes three general positions (1) oppositional, (2) equipositional, and (3) parapositional ways of thinking, knowing and teaching mathematics (Adam & Chigeza, 2014). Like grid points on a map the three general positions offer navigational markers in the complex terrain of mathematics education. The presentation illustrates potential strengths and weaknesses of these three general positions in regards to teaching measurement in Year 5 and Year 8 mathematics classrooms. The presentation calls for dissolving the binary teaching approaches that have proven divisive in mathematics education

Educators' perceptions of the role of language when kindergarten children learn numeracy

This paper employs a collaborative auto-ethnographic method to reflect on the role of language when kindergarten children (three-five-year olds in a prior to school setting) communicate, make meaning and model the language of numeracy. The research data included the retrospective reflections of three kindergarten educators and three teacher educators, and a review of literature. A four-phase analysis on the role of language in kindergarten children's learning of numeracy was conducted. The thematic analysis of the data identified two educational aspects of language use where a modified approach may benefit children's numeracy development: (1) the creative use of language to promote an active learning environment, and (2) the creative use of language to build and communicate numeracy ideas. The paper then discusses insights and possible developments for the practice of teaching and learning of numeracy in kindergarten classrooms

Preservice Teachers’ Wellbeing in Mathematics Education

The study investigated first-year preservice teachers’ affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data collected included pre and post surveys with forty-nine preservice teachers, and interviews with preservice teachers and teacher educators. The pre and post surveys evaluated preservice teachers’ belief statements about their wellbeing before and after a six-week module. Before the module, their belief statements suggested significant challenges. The post survey suggested an increased confidence with mathematics. Four themes that emerged from interview data analysis included the need to: address the emerging unbalanced wellbeing; address overlapping challenges for both preservice teachers and educators that negatively affect learning; understand that lack of challenges is detrimental to wellbeing balance; and develop guiding frameworks to address the emerging challenges. The paper discusses possible implications to the practice of teaching and learning in mathematics education and other subject areas

Financial literacy: the case of migrant African-Australian women entrepreneurs in the Cairns region

Purpose: To explore the financial literacy of eleven migrant African-Australian women entrepreneurs in the Cairns region. Methods: A qualitative case study approach was used to investigate financial literacy of eleven women via semi-structured interviews; survey questionnaire; and researcher's reflective journal. Findings: revealed that: (1) all the participating women had a high level of financial literacy; (2) the higher the level of education and English language proficiency of the women, the higher the level of financial literacy. Research limitations/Implications: The data was gathered from migrant women in one geographical region, so the results are limited in applicability and cannot be inferred to be similar to different regions and cultures. Similar research could be undertaken and cover a wider region, in order to gather more substantial data from a larger number of women and obtain more representative findings. Originality/value: This study provides empirical data of financial literacy among participating women, contributes to a new body of knowledge and provides a foundation for further research in this area. The study serves to inform aspiring migrant African-Australian women entrepreneurs themselves and may inform policymakers

Perceptions on the Role of a Pre-service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland

This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic analysis include: need for critical reflection in using a single teaching approach; need to bridge different priorities existing between schools and university; and optimism to change the approaches to assist students. The paper then discusses possible modifications to the practice of teaching and learning in the mathematics education subjects

A framework for content sequencing from junior to senior mathematics curriculum

This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for teachers to understand the processes that underpin planning. This paper provides a step-by-step systematic sequencing of mathematics concepts. The premise is that depending on the level of assumed prior knowledge and skills students recall and apply, teachers can start teaching from any level. The study draws from constructivism to develop a planning tool that can be adapted to all mathematics subjects and levels, help identify conceptual relationships and skills from lower to upper levels and provide students with the opportunity to build their mathematical knowledge

Trends in Calculus-Based Mathematics in the New Senior Secondary Queensland Certificate of Education

The new Queensland Certificate of Education (QCE) curricula was introduced in 2019, offering senior secondary students four mathematics options to study: Essential Mathematics, General Mathematics, Mathematical Methods and Specialist Mathematics. Methods and Specialist are calculus-based options, and provide broader and diverse career opportunities post-secondary. This paper investigated senior secondary students’ enrolment in calculus-based mathematics options between 2019 and 2020 in Queensland state schools from different districts. Quantitative methods were applied to analyse student participation using data from the Queensland Curriculum and Assessment Authority (QCAA), Socio-Economic Indexes for Areas (SEIFA) from the Australian Bureau of Statistics (ABS); schools’ Index of Community Socio-Educational Advantage (ICSEA) values from the Australian Curriculum, Assessment and Reporting Authority (ACARA); and schools transfer ratings from the Department of Education (DoE).Results show a high dropout rate in calculus-based options as students progressed into their initial course/s of study. Trends show that the SEIFA Indexes, schools’ ICSEA Indexes, schools transfer ratings positively correlate with student dropouts. The study argues for resources to be made available to promote continued students’ participation and achievement. Targeted support for schools located in low socioeconomic areas and having high transfer ratings is significant to promote the uptake and continued participation in calculus-based mathematics. Keywords: Calculus-based mathematics, Socioeconomic status, School transfer rating, Students participation, Dropout

A scoping review and thematic analysis of mentoring models that include leadership and school connectedness theories

Little is known about mentoring programs that focus on peer to peer mentoring as a leadership program or peer and school connectedness within Australia in the last ten years. In fact, according to Nora and Crisp (2016), ‘research in the last 15 years on assessing mentoring programs was mainly focused on the academic success of students’ (p. 339). Given the limited reviews addressing the leadership and school connectedness factors in Australia, the objective was to understand the scope of published literature, identify evidence gaps and suggest future research needs. This scoping review searched within five electronic databases, in which only studies reported in English during the period 2010-2020 and published on mentoring, leadership and connectedness were selected. Studies were coded using thematic analysis. Included studies (n=25) were multi-clustered into five themes: peer support and peer relationships (68%), school connectedness (52%), well-being (48%), transition (40%), and leadership (20%). Most studies (64%) were conducted in private or independent schools within Australia, and 65% were qualitative. Future research efforts should focus on the interrelationship of peer to peer mentoring, leadership or school and peer connectedness. Additional studies within all school sectors would help low socio-economic areas, including vulnerable children, Indigenous populations, and regional areas