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Autor/inn/en | McCallum, Faye; Hazel, Sarah |
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Titel | The Experience Is in the Journey: An Appreciative Case-Study Investigating Early Career Teachers' Employment in Rural Schools |
Quelle | In: Australian and International Journal of Rural Education, 26 (2016) 2, S.19-33 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1839-7387 |
Schlagwörter | Foreign Countries; Rural Schools; Elementary School Students; Secondary School Students; Student Attitudes; Graduation; Academic Persistence; Gender Differences; Socioeconomic Status; Attendance; Instructional Program Divisions; Academic Aspiration; Teacher Influence; Educational Environment; Language Arts; Mathematics Instruction; Academic Achievement; Peer Influence; Occupational Aspiration; Australia Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarschüler; Schülerverhalten; Abschluss; Graduierung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Anwesenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachkultur; Mathematics lessons; Mathematikunterricht; Schulleistung; Berufsneigung; Berufsziel; Australien |
Abstract | Based on a sample of over 3000 primary and secondary school students located in regional and rural schools in Tasmania (Australia) this research had three aims: (1) to identify students' self-perceptions of schooling with a focus on high school completion (referred to as school retention); (2) to determine if gender, socio-economic factors, level of school absenteeism, and school setting (primary or secondary) influenced the students' responses; and (3) to identify which factors had the greatest influence on the students' aspirations to continue their schooling. A 42-item survey produced eight factors: (1) Teacher Support, (2) Aspirations, (3) School Organisation, (4) English Ability, (5) Maths Ability, (6) Friends, (7) Other Activities, and (8) Career Goals. Higher levels of absenteeism, lower socio-economic status, and transitioning to secondary school reduced scores on the factors. Girls had higher scores for three factors: (1) Teacher Support, (2) English Ability, and (3) Aspirations. Regression analysis identified Friends, English and Mathematics Ability, Other Activities, and Teacher Support as the 'best predictors' of students' aspiration to continue schooling. The implications of the significant findings for school practice are discussed with recommendations for interventions. (As Provided). |
Anmerkungen | Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |