Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers

2009 ◽  
Vol 53 (2) ◽  
pp. 192-206 ◽  
Author(s):  
Elaine Sharplin
Keyword(s):  
Cultural Adaptation ◽  
Multiple Site ◽  
Application Process ◽  
Empirical Examination ◽  
Teacher Shortages ◽  
Behaviour Management ◽  
Qualified Teachers ◽  
School Based ◽  
Western Australian

This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill ‘difficult-to-staff’ Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

scholarly journals Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace

2021 ◽  
Vol 10 (3) ◽  
pp. 111
Author(s):  
Ephrat Huss ◽  
Smadar Ben Asher ◽  
Tsvia Walden ◽  
Eitan Shahar
Keyword(s):  
Lived Experience ◽  
Single Case ◽  
Refugee Children ◽  
Refugee Camps ◽  
Arts Based Research ◽  
Whole School ◽  
School Based ◽  
Research Interviews ◽  
Post Disaster

The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

Defining soil macrofauna composition and activity for biopedological studies - A case study on two soils in the Western Australian wheat belt

Soil Research ◽  
1993 ◽  
Vol 31 (1) ◽  
pp. 83 ◽  
Author(s):  
LAL Debruyn
Keyword(s):  
Substantial Contribution ◽  
Resident Species ◽  
Pitfall Trapping ◽  
Soil Macrofauna ◽  
Major Species ◽  
Australian Wheat ◽  
Species Mapping ◽  
Western Australian ◽  
Good Agreement

In Durokoppin reserve and surrounding farmland, part of the central wheatbelt region, pitfall trapping and mapping of soil macrofauna activity were used to define the extent of soil macrofauna activity in these two environments. This type of study is a necessary precursor to determining the significance of certain invertebrate activity in soil modification in these habitats. The relative merits of the two techniques in determining the extent of soil macrofauna activity is assessed. The soil macrofauna groups identified by mapping and pitfall trapping as making a substantial contribution (in terms of relative abundance and activity) in all habitats were, in descending order, ants, spiders and scorpions (wandoo woodland only). In general there was good agreement between the two techniques in identifying the major species and trends in species composition between habitats, but mapping failed to identify the rare or cryptic species. Mapping more accurately identified the resident species in each habitat compared with pitfall trapping. Pitfall trapping data indicated that foraging activity of most soil macrofauna was depressed over winter, except for beetles, and was higher in the spring and summer sampling periods. However, mapping revealed a more constant level of soil macrofauna activity, especially for ant nests. It is argued that the two approaches complement one another and that each has value in interpreting the effects of soil macrofauna activity on soil properties in further studies. The discussion is based on the results of a study carried out in the Kellerberrin area of Western Australia.

School-based curriculum development in Singapore: a case study of a primary school

2018 ◽  
Vol 38 (4) ◽  
pp. 518-532 ◽  
Author(s):  
Salleh Hairon ◽  
Catherine Siew Kheng Chua ◽  
Wei Leng Neo
Keyword(s):  
Curriculum Development ◽  
Primary School ◽  
School Based
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