Description:
Geographically unequal distribution of opportunities for participation in post-school education particularly affects young people in rural and regional areas of Australia. This study contends that the perception of opportunities by young people from low socio-economic status backgrounds should be considered alongside the distribution of opportunities, in order to understand how place and social mobility are intertwined in the reproduction of inequality. Drawing on data about post-school transitions in peri-urban and rural areas of Australia, our study shows that understandings of a sense of belonging to a rural place of origin and the attraction of nature and the outdoors are intrinsic to understanding young people's educational mobilities. Despite a growing interest in the more emotional aspects of mobility, including the concept of 'emotional topographies' and issues of dislocation and belonging, the spatial contingency of student identities and their effects on participation are only just beginning to be manifested in an ontological shift in scholarship. Educational mobilities and the sense of place have been tested by the impact of the 2020 global pandemic. By deepening understanding of how students from rural areas frame their educational choices, this study offers a progression in thinking about dislocation and belonging in the interactions of post-school transitions. Arguably, a broader emotional geographical sense of belonging is needed to understand the experiences of rural students and their mobility or immobility. This broader conceptualisation may indicate new research directions for urban research.
Description:
Spiritual well-being is reflected in the quality of relationships that each person has in up to four different domains, namely with self, with others, with the environment and/or with God. This study investigated how secondary students perceived relationships with family, friends, school and church community (including God) impacted on their spiritual well-being. This paper reports the views of 1002 secondary school students aged from 12 to 18 years old in Catholic, Christian community and other independent schools in Victoria, Australia. ANOVA and multiple regression analyses of students’ responses on the Quality Of Life Influences Survey developed in this study, and the Spiritual Health And Life Orientation Measure, a spiritual well-being questionnaire for secondary students, revealed significant differences in perceptions students held about influences on their spiritual well-being. A case study illustrates how these instruments can be used to inform pastoral care of young people. [ABSTRACT FROM AUTHOR]
Description:
Spiritual well-being is reflected in the quality of relationships that each person has in up to four different domains, namely with self, with others, with the environment and/or with God. This study investigated how secondary students perceived relationships with family, friends, school and church community (including God) impacted on their spiritual well-being. This paper reports the views of 1002 secondary school students aged from 12 to 18 years old in Catholic, Christian community and other independent schools in Victoria, Australia. ANOVA and multiple regression analyses of students’ responses on the Quality Of Life Influences Survey developed in this study, and the Spiritual Health And Life Orientation Measure, a spiritual well-being questionnaire for secondary students, revealed significant differences in perceptions students held about influences on their spiritual well-being. A case study illustrates how these instruments can be used to inform pastoral care of young people. [ABSTRACT FROM AUTHOR]
Description:
To address the upcoming reform curriculum initiative following competency-based learning in Vietnam, this study examines how variations of a contextualized task allow students to experience the mathematical modelling process. We explore how Grade 10 students respond to tasks with different levels of authenticity when they first attempt such tasks. Adapting the Theory of Authentic Task Situations, we designed variations of the Goat Cage task and implemented them with six small groups of students. Results showed that the modelling processes that the students progressed through differed in mathematical models used and real-world considerations, with diverse approaches when solving the more-authentic variation. Not all phases of the modelling process were observed explicitly when they engaged in the tasks. Students showed a positive disposition towards tasks with more authentic contextual information. The study suggests ways to adapt contextualized tasks to make them more authentic, which allows students to experience a holistic modelling process.