bluuebunny/crossref_metadata_2025_split huggingface dataset:
Hsc Australian History: An Aboriginal Perspective
Authors: Blair N. 
Published: November 2015

Since 1980 the Victorian Institute of Secondary Education has implemented a new style of program for the Higher School Certificate course. Australian history is a Group 1 subject within this restructured program.Australian history, according to most literature, is only two hundred years old. In teaching Australian history some teachers have ‘done’ the Aborigines by studying a traditional precontact history. Teachers may have even allocated a whole week to such a program, relying mainly on resource material available on northern or desert peoples. There has been virtually no work done on Victorian Aborigines and very little done on both contemporary and contact history in relation to the traditional history. There is now an option open to teachers to teach Aboriginal history as the HSC core subject, “Aborigional society before European settlement” and “European settlement and the effects on Aboriginal society”, or as the option subject, “Aborigines in the twentieth century”. This has placed an increased demand on the services offered by Aboriginal Education Services. A number of teachers are electing to teach either all three units or a combination of the units. The problem then arises that teachers themselves often have information which is limited, inaccurate and irrelevant.The archetypal image of an Aborigine standing on one leg on the edge of a precipice, peering out across the horizon, holding a spear and wearing a red ‘nappy’, is often the only picture that the schooling system has presented of an Aboriginal. It is no wonder then that electing to teach even one of the units offered suggests a dramatic redirection of thought. Not only does traditional resource material require revision, but an Aboriginal perspective is essential. This perspective will then validate Australian history.
Aborigines in Multilingual Australia
Authors: Budby J. 
Published: November 2015

(Address given to the World Education Fellowship – Queensland Section, 28 July 1983).The topic chosen for discussion at this gathering is entitled, ‘Towards a Multilingual Australia’. Because of my particular upbringing, experience and knowledge, my presentation will specifically focus on the place of Aborigines within such a society. My fellow speaker will broaden the issue by outlining aspects of the wider Australian society and their relationship to the new ideal. Since we constitute between one and two per cent of the Australian population, perhaps I should limit myself to this proportion of time in presenting my paper. However, I shall adopt an important principle of multilingualism, namely, that of equal recognition, and spend considerably more time in presenting an Aboriginal viewpoint on the contribution my peoples can make to a multilingual Australia. I hope that my fellow speaker does not permit me to ‘hog the microphone’ for too long as I am sure that he will have some important perspectives to add to tonight’s discussion.To present my people’s place within a multilingual Australia I believe it is necessary to present the current attitudes. The current attitudes can be attributed largely to what has occurred in the past. The settlement of Australia has significance. Therefore I will begin my presentation by outlining the structure of the Australian population and how it came to be. Then to present the Aboriginal view of this and the attitude to the suggested new Australia. To do this I will diverge from the major topic initially to express a view of multiculturalism. Language is an important component of culture and therefore one cannot easily divorce one from the other. A multilingual Australia must also be multicultural, in my opinion. Most Aborigines have a particular attitude to this new Government policy. My people’s attitude will be defined and made explicit through the historical perspective and through a critical analysis of statements made by three groups on multiculturalism. The three groups who have made a statement include, the Working Party on Multiculturalism, established by the Queensland Department of Education, the Commonwealth Education Portfolio, and the Committee on Multicultural Education who reported to the Commonwealth Schools Commission. Having established the current Aboriginal attitude, I will provide some strategic ideas as to how I consider the ideal of multilingual Australia can be achieved. In providing strategies I hope to leave food for thought for later discussion and review.
Student Behaviour and Teaching Strategies in Aboriginal Schools
Authors: Folds R. 
Published: November 2015

There are at least three competing interpretations of Aboriginal classroom behaviour in tradition-oriented communities. These interpretations and the theories they support may well be familiar to experienced teachers. However, the aim here is not to expound theory but to draw out implications for classroom practice.The first interpretation is that much of the behaviour of Aboriginal children in the classroom is explicable in terms of cultural deficits relative to the demands of school. It is a time-worn but by no means old-fashioned notion that tradition-oriented socialisation renders Aboriginal children ill-fitted to school. Certainly, Aboriginal students are often characterised as passive and given to non-participation, punctuated occasionally by one word responses at best.My own research into classroom interaction between teachers and Aboriginal students confirms that there is little verbal interaction between them relative to that in white classrooms (Folds, 1984a). However, the ethnocentric assumptions of deficit theory that school is a given and that Aboriginal and non-Aboriginal children learn in exactly the same way are ill-founded and have alienated Aborigines from school rather than improved educational outcomes.Many teachers see classroom behaviour in terms of differences rather than deficits. In particular, relative lack of verbal interaction is viewed as a cultural phenomenon modelled on Aboriginal learning style where the student makes little personal input. The Aboriginal teaching and learning style has been thoroughly documented elsewhere (Harris, 1980).
Tuition Before Rights : Aboriginal Adult Education in Australia 1800-1983
Authors: Lane J. 
Published: November 2015

Perhaps, with the benefit of hindsight, one could detect an inexorable logic in the development of Aboriginal affairs from the time of the initial conquest of the country until at least the Second World War. The assumption of what Mr Justice Blackburn termed the “legal fiction” of peaceful settlement ofterra nullius(an empty land) nothwithstanding, the entire country was, in the view of its long-term inhabitants, definitely not empty, nor without law and government. (Even the South Australian Colonisation Committee seems to have concurred in this view by assuring intending settlers that they would be protected from hostile savages, in 1834, two yearsbeforeformal settlement.The non-fictional fact of conquest, however, placed at the doors of colonial administrations the responsibility for those conquered remnants who survived the process of settlement. But since theraison d’êtreof settlement required the fiction of empty and available land, the proprietary rights of its owners had to be denied from the first. To this was rapidly added the impropriety of heathen representing themselves or giving evidence in court, since they could not take the oath. Thus, although Walmadjeri and Tanganekald alike were henceforth British subjects and liable in British law, certain of their legal rights had to be postponed until they could understand their full importance – which could take an indefinably long time during which they might die out anyway. Understandably, with British civilisation at the pinnacle of human evolution, ahead of even the French, the German and of course the Hindu civilisations, and Aboriginal barbarism at or even below its base – George Grey surmised that Aboriginal life must represent some animal regression from that of the Garden of Eden – this period of apprenticeship for civilisation was a necessary burden for those with Christian charity to bear (Rowley, 1972:126)
Teaching a Word List to Adult Beginning Readers
Authors: Holmes Mary Ellen 
Published: November 2015

To get an adult to learn one of the One-Two Hundred Most Commonly Written Words lists is like shovelling coal into a smouldering fire. You know it’s going in, but not when it will ignite.Yet is a necessary segment of their learning, and approaching it in a Ouija Board fashion to make sentences out of the words after a first, few introductory steps helps.First, adults appreciate an explanation of the list’s origin and worth. It takes only a moment to explain the words were compiled by sampling several thousand articles and books to see which words occurred most frequently. Taking five minutes and having the learner circle some words from the list in any newspaper article proves this to the reader.Also, give the learner a copy of the list to keep. The learner can track how many have been learned and also have the option to proceed on his or her own.At this initial stage, some people benefit from having each word from the list on flash cards in order to learn the words. They can also form the cards into simple sentences. When comfortable for the learner and using only the list itself, point to the words on a small portion of the list for the learner to recognise. Try as much as possible to make a coherent thought from the words: was he for it (?) can spark for what (?) for example.
Individual, family, and culture level contributions to child physical abuse and neglect: A longitudinal study in nine countries
Authors: Lansford Jennifer E. , Godwin Jennifer , Uribe Tirado Liliana Maria , Zelli Arnaldo , Al-Hassan Suha M. , Bacchini Dario , Bombi Anna Silvia , Bornstein Marc H. , Chang Lei , Deater-Deckard Kirby , Di Giunta Laura , Dodge Kenneth A. , Malone Patrick S. , Oburu Paul , Pastorelli Concetta , Skinner Ann T. , Sorbring Emma , Tapanya Sombat , Alampay Liane Peña 
Published: November 2015

AbstractThis study advances understanding of predictors of child abuse and neglect at multiple levels of influence. Mothers, fathers, and children (N= 1,418 families,Mage of children = 8.29 years) were interviewed annually in three waves in 13 cultural groups in nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States). Multilevel models were estimated to examine predictors of (a) within-family differences across the three time points, (b) between-family within-culture differences, and (c) between-cultural group differences in mothers' and fathers' reports of corporal punishment and children's reports of their parents' neglect. These analyses addressed to what extent mothers' and fathers' use of corporal punishment and children's perceptions of their parents' neglect were predicted by parents' belief in the necessity of using corporal punishment, parents' perception of the normativeness of corporal punishment in their community, parents' progressive parenting attitudes, parents' endorsement of aggression, parents' education, children's externalizing problems, and children's internalizing problems at each of the three levels. Individual-level predictors (especially child externalizing behaviors) as well as cultural-level predictors (especially normativeness of corporal punishment in the community) predicted corporal punishment and neglect. Findings are framed in an international context that considers how abuse and neglect are defined by the global community and how countries have attempted to prevent abuse and neglect.
Multigenerational links between mothers' experiences of autonomy in childhood and preschoolers' respiratory sinus arrhythmia: Variations by maltreatment status
Authors: Noll Laura K. , Clark Caron A. C. , Skowron Elizabeth A. 
Published: November 2015

AbstractDespite burgeoning evidence linking early exposure to child maltreatment (CM) to deficits in self-regulation, the pathways to strong regulatory development in these children are not well understood, and significant heterogeneity is observed in their outcomes. Experiences of autonomy may play a key role in transmitting self-regulatory capacity across generations and help explain individual differences in maltreatment outcomes. In this study, we investigated multigenerational associations between Generation 1 (G1)–Generation 2 (G2) mothers' early experience of warmth and autonomy in relation to their own mothers and their Generation 3 (G3) children's autonomic physiological regulation in CM (n= 85) and non-CM (n= 128) families. We found that G2 mothers who recalled greater autonomy in their childhood relationship with their G1 mothers had preschool-age G3 children with higher respiratory sinus arrhythmia at baseline when alone while engaged in individual challenge tasks, during social exchanges with their mother in joint challenge tasks, and during the portions of the strange situation procedure when the mother was present. Although no clear mediators of this association emerged, multigenerational links among G1–G2 relations, maternal representations of her child, child behavior, and child respiratory sinus arrhythmia differed by maltreatment status, thus possibly representing important targets for future research and intervention.
Mechanisms of change: Testing how preventative interventions impact psychological and physiological stress functioning in mothers in neglectful families
Authors: Toth Sheree L. , Sturge-Apple Melissa L. , Rogosch Fred A. , Cicchetti Dante 
Published: November 2015

AbstractThe present study applies a multilevel approach to an examination of the effect of two randomized preventive interventions with mothers in neglectful families who are also contending with elevated levels of impoverishment and ecological risk. Specifically, we examined how participation in either child–parent psychotherapy (CPP) or psychoeducational parenting intervention (PPI) was associated with reductions in maternal psychological parenting stress and in turn physiological stress system functioning when compared to mothers involved in standard community services as well as a demographic comparison group of nonmaltreating mothers. The resulting group sizes in the current investigation were 44 for CPP, 34 for PPI, 27 for community services, and 52 for nonmaltreating mothers. Mothers and their 13-month-old infants were randomly assigned to intervention group at baseline. Mothers completed assessments on stress within the parenting role at baseline and postintervention. Basal cortisol was sampled at postintervention and 1-year follow-up. Latent difference score analyses examined change in these constructs over time. Results suggested that mothers within the CPP intervention experienced significant declines in child-related parenting stress, while mothers in the PPI intervention reported declines in parent-related parenting stress. In turn, significant decreases in stress within the CPP mothers were further associated with adaptive basal cortisol functioning at 1-year postintervention. The results highlight the value of delineating how participation in preventive interventions aimed at ameliorating child maltreatment in neglectful families within the context of poverty may operate through improvements in psychological and physiological stress functioning. Findings are discussed with respect to the importance of multilevel assessments of intervention process and outcome.
Development of a scale to measure learners’ perceived preferences and benefits of data-driven learning
Authors: Mizumoto Atsushi , Chujo Kiyomi , Yokota Kenji 
Published: November 2015

AbstractIn spite of researchers’ and practitioners’ increasing attention to data-driven learning (DDL) and increasing numbers of DDL studies, a multi-item scale to measure learners’ attitude toward DDL has not been developed thus far. In the present study, we developed and validated a psychometric scale to measure learners’ perceived preferences and benefits of DDL for research and pedagogical purposes. First, we created an item pool by referring to open-ended responses from learners; second, the items were pilot tested with target-level learners of English as a foreign language; and third, with item analyses and exploratory factor analysis, the revised version of the questionnaire was prepared. Finally, the questionnaire was administered, and its psychometric properties were examined with confirmatory factor analysis and fit indices. The final phase also included a measure of task values to explore the convergent evidence of the construct validity of the proposed scale. The results suggest that the scale is a valid measure of learners’ attitudes toward DDL, with the hypothesized model providing a good fit with the data. We propose that the scale can be used in future studies that utilize the same type of questionnaire research to facilitate further investigation of DDL. Suggestions for further research are also provided.
Bilingual Language Teaching
Authors: Lister Ron 
Published: November 2015

Since Amata Aboriginal school commenced late in 1968 we have followed a policy of respecting the wishes of the parents. One such wish was that their children learn to read and write their own language as well as learn to speak, read and write English: Hence, the policy regarding language teaching at Amata school stands: “to teach literacy in both languages.”Basically, the means by which we attempt to meet the demands of this policy consist of beginning all instruction in and about Pitjantnatjara. Then, once a level of proficiency has been attained, (mainly a sound phonetical grasp of Pitjantjatjara) the particular child is moved to a class where instruction is almost entirely in and about English.Thus, the infant grades’ language lessons are mainly Pitjantjatjara. We have been fortunate in the past to have a European teacher who could, before two years in the area, speak Pitjantjatjara fluently. She could, thereby, teach the infant children about Pitjantjatjara.Now we have Aboriginal teacher aides who are doing the same job, with a European teacher as part of the teaching team.Once a child is proficient in Pitjantjatjara the next move is into grade 3 where European teachers, with the assistance of an aide, take over the child’s instruction. In fact, by this stage, the child has attained a few phrases of English speech and can write some basic words.Presently, the grade 3’s (for want of a better title) range in age from nine to sixteen years, and are divided into a class for boys and a separate class for girls, this being the expressed desire of the boys. It is mainly the grade 3 boys’ class which will be discussed here. However, most of what is mentioned is also applicable to the class of girls.
The Education of Aboriginal Children
Authors: egens P. 
Published: November 2015

I feel rather diffident in opening this topic as there are some of you who are far more experienced in this field than I am.I think that, in talking about the Aboriginal people, some basic premises should be stated first. The Aboriginal people had a highly developed tribal system and a much higher ethical structure than the white man has. By contrast, an excellent study of Australian values is contained in a book by Ronald Conway, a Melbourne Psychologist, called The Great Australian Stupor. His equation of the Australian value system is as follows:Material Wealth = Pleasure = Happiness= Reason for Living.He writes –Whereas the Aboriginal trod his enchanted earth for centuries on tip-toe, leaving the delicate balance of nature of a tired continent intact, the white settler preferred to greet the touchiness of Australian climate and soil with a murderous impatience.When the white man came to this continent he took the best land for agricultural purposes. He broke up the tribal system so that the Aboriginal people were left leaderless and landless. Now we expect, in our schools and other aspects of our society, that the Aboriginal people will bridge the gap to a super-industrial civilization (with its questionable value system) in two or three generations.
8 mm. Film Project
Authors: Russo C. 
Published: November 2015

Mr. Russo from Yalata has written about a project which he is initiating at his school; one two-minute movie film has already been made. Other teachers might like to follow his lead.Basically my idea was to take a movie of certain aspects of the present way of life of the Yalata people with some reference to the past. Examples include:– life stories of noted people,– carving boomerangs and wombats,– cooking of different foods.It was envisaged that the films would be taken by me initially and perhaps by the people and children themselves, after some teaching in night classes in movie taking.It was felt essential that agreement of the School Council be obtained before the project was undertaken and that final edited film should be presented to the Mission and School Councils for preview, review and a final decision about its distribution. The people should not only be informed and participate but also be given the opportunity to take some (if not all) of the responsibility for the presentation of the material.With the permission of the Superintendent and two Aboriginal people a short two minute movie film was made. It was divided into two parts. The first part concerned David Edwards, a Reserve foreman and his work and the other showed Mervyn Day, an Aide in the school, taking a craft class.To further aid my presentation before the School Council and the community (shown at a local film evening) an English and Pitjantjatjara dialogue made with the help of Mervyn Day was played.
Conditional Beliefs of Primary-Care Patients with Treatment-Resistant Depression
Authors: Burrage Alex , Green Samantha , Turner Katrina , Kuyken Willem , Williams Chris , Wiles Nicola , Lewis Glyn 
Published: November 2015

Background:Cognitive behaviour therapy (CBT) for patients with treatment-resistant depression (TRD) aims to reframe underlying conditional beliefs that are thought to maintain depression.Aim:To systematically explore conditional beliefs expressed by primary-care based patients with TRD, defined as non-response to at least 6 weeks of antidepressants.Method:Conditional beliefs (stated in an “If. . .then. . .” format) were extracted from a random sample of 50 sets of therapist notes from the CoBalT trial, a large randomized controlled trial of CBT for TRD in primary care. The beliefs were separated into their two constituent parts; the demands (Ifs) and consequences (thens). An approach based on framework analysis provided a systematic way of organizing the data, and identifying key themes.Results:Four main themes emerged from the demand part of the conditional beliefs (Ifs): 1. High standards; 2. Putting others first/needing approval; 3. Coping; and 4. Hiding “true” self. Three main themes emerged from the consequence part of the conditional beliefs (thens): 1. Defectiveness; 2. Responses of others; 3. Control of emotions.Conclusions: Identifying common themes in the conditional beliefs of patients with TRD adds to our clinical understanding of this client group, providing useful information to facilitate the complex process of collaborative case conceptualization and working with conditional beliefs within CBT interventions.