The findings from the report assist in developing an enhanced understanding of the trajectory and interplay of influences exerted by variables in the family context on career choices. The report adds to the evidence which guides the development of The Smith Family’s Learning for Life strategy and suite of programs.
The paper examines the influences on, and consequences of, low achievement defined
as scores within the lowest achievement quartile. Low achievement is moderately
associated with socioeconomic background and Indigenous status and the
relationships with gender, ethnicity, region, family type, state and region differ for
reading and mathematics. Low achievement substantially reduces the chances of
school completion and university entrance. It has much less impact on other forms of
post-secondary education and training.
This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students.
The Australasian Survey of Student Engagement (AUSSE) provides a practical lens for assessing and responding to the significant dynamics, constraints and opportunities facing higher education. It stimulates evidence-based conversations about students’ involvement in the activities and conditions which empirical research has linked with high-quality learning and outcomes.
This paper analyses the link between young people’s sense (locus) of control over their lives
and their investments in education. The authors find that young people with a more internal locus of
control have a higher probability of finishing secondary school and, conditional on
completion, meeting the requirements to obtain a university entrance rank.
According to a report by the Australian Council for Educational Research (ACER), Indigenous students remain overrepresented at the lower levels and underrepresented at the upper levels of proficiency. Performance of Indigenous students has not improved over time.
The authors argue that education requires researchers’ renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we make the case for researchers to consider the theoretical work of Pierre Bourdieu, outlining what we understand by a Bourdieuian methodology, which is informed by socially critical and post--structural understandings of the world.
The purpose of this report is to describe the extent of educational marginalization in the UK and to consider the effectiveness of UK policy with regards to reducing this marginalization1. During recent decades the UK Government has introduced a wide range of policies aimed at both increasing educational quality and participation generally, and narrowing socio-economic, gender and ethnic gaps in education achievement.
Congratulations to the following EOPHEA members for being recognised by the Australian Teaching and Learning Council an receiving a Citation for Outstanding Contributions to Student Learning:
