23 research outputs found

    Preschool Education in Australia

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    Early childhood education (ECE) in Australia will soon experience a ‘radical makeover.’ In 2008, all Australian governments made a commitment through the Council of Australian Governments (COAG) that by 2013, all children in the year before formal schooling will have access to high quality early childhood education programs delivered by degreequalified early childhood teachers, for 15 hours per week, 40 weeks of the year, in public, private and community-based preschools and child care. The purpose of this policy brief is to summarise the current structure of preschool in Australia in contemplation of this major policy shift. This paper describes the context in which the COAG commitment will be implemented, including: ‱ The current organisation of, and participation in, preschool education in Australia; ‱ The different regulations governing different types of preschool in Australia; ‱ The apparent under-supply of degree-qualified ECE teachers in Australia; ‱ The contentious debate over curriculum and assessment that is currently occurring amongst preschool practitioners; and ‱ The urgent need for better data about preschools in Australia

    Practicing food anxiety: Making Australian mothers responsible for their families’ dietary decisions

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    Concerns about the relationship between diet, weight, and health find widespread expression in the media and are accompanied by significant individual anxiety and responsibilization. However, these pertain especially to mothers, who undertake the bulk of domestic labor involved in managing their families’ health and wellbeing. This article employs the concept of anxiety as social practice to explore the process whereby mothers are made accountable for their families’ dietary decisions. Drawing on data from an Australian study that explored the impact of discourses of childhood obesity prevention on mothers, the article argues that mothers’ engagements with this value-laden discourse are complex and ambiguous, involving varying degrees of self-ascribed responsibility and blame for children's weight and diets. We conclude by drawing attention to the value of viewing food anxiety as social practice, in highlighting issues that are largely invisible in both official discourses and scholarly accounts of childhood obesity prevention

    Australian teachers and the learning environment : an analysis of teacher response to TALIS 2008 : final report

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    The Department of Education, Science and Training commissioned the Australian Council for Educational Research (ACER) to undertake the Australian component of the OECD Teaching and Learning International Survey (TALIS). TALIS is one of the first international surveys to focus on the learning environment and the working conditions of teachers in schools. TALIS was conducted in 24 OECD and OECD-partner countries in 2007 and 2008, though internationally comparable results were reported for only 23 countries due to requisite sampling standards for publication. This first survey is part of a planned programme of surveys which will examine various levels of schooling over time and provide participating countries with an opportunity to measure various policy issues associated with teaching and learning management. This report provides detailed analyses of teachers’ self-reported practices, activities, beliefs and attitudes; teacher appraisal systems; impacts of school policies on the teaching and learning environment; and pathways to effective school leadership

    Apportioning Culpability in Multiple Perpetrator Acts of Terrorism

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    The Depravity Standard instrument was developed to operationalize depraved elements of crimes. It consists of 25items that were derived using multiple sources of data, including case reviews, input from professionals, and over 40,000 survey respondents. This paper presents preliminary data on the use of the Depravity Standard in cases with multiple perpetrators, examining its efficacy in differentiating the culpability of co-conspirators in a terrorist act. The US has been the site of three high-profile terrorist events with dual perpetrators: the 1995 Oklahoma City bombing by ex-U.S. Military acquaintances Timothy McVeigh and Terry Nichols; the 2013 Boston Marathon bombing by brothers Tamerlan and Dzhokhar Tsarnaev; and the 2015 San Bernardino mass shooting by husband and wife Syed Rizwan Farook and Tashfeen Malik. In this pilot project, two independent raters applied the 25 items of the Depravity Standard to each of the six perpetrators to determine which of each pair was the more culpable. Interclass correlation coefficients revealed a high degree of agreement between the raters, attesting to the reliability of the Depravity Standard items. Examination of the total number of Depravity Standard items present reveals McVeigh was more culpable than Nichols. The other four perpetrators were similarly culpable to their partners. These current findings indicate that the Depravity Standard is a promising instrument to determine comparative culpability in terrorist actions with multiple perpetrators. Ongoing analyses of public participation data indicate some items to be more indicative of depravity than others, and future analyses will compare weighted scores.     Keywords: forensic science, crime severity, the Depravity Standard, terrorism, criminal culpabilit

    Evaluation of the assessment and rating process under the National Quality Standard for Early Childhood Education and Care and School Age Care

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    This evaluation of the assessment and rating process for early childhood education and care and school age care services had as its focus the validity and reliability of the process. In particular, do the items reviewed with the Assessment and Rating Instrument provide consistent and replicable measures? Would the judgements made by one authorised officer be made by other authorised officers reviewing the same service? Does the process—including use of the Instrument—allow distinctions between rating levels? The evaluation was undertaken by the Australian Council for Educational Research (ACER), which analysed assessment and rating data from both draft and final reports; managed the online surveys of services and authorised officers; conducted focus groups with services and authorised officers; and had discussions with regulatory authority staff. Focus group sessions were conducted in each capital city, with participants from outside the metropolitan area participating in person or by telephone
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