bluuebunny/crossref_metadata_2025_split huggingface dataset:
Keeping the Teacher Happy
Authors: Christie M. 
Published: November 2015

In his book How Children Fail, John Holt talks about the strategies children have for coping with school. The strategies of most children, says Holt,
have been consistently self-centred, protective and aimed above all else at avoiding trouble, embarrassment, punishment, disapproval or loss of status. This is particularly true of the ones who have had a tough time in school. When they get a problem, I can read the thoughts on their faces. I can almost hear them, ‘Am I going to get this right? Probably not. What’ll happen to me when I get it wrong? Will the teacher get mad? Will the other kids laugh at me?’I didn’t really get to thinking much about children’s strategies until I had stopped teaching and gone into a few classes to observe as a fly on the wall. Most of what went on in the classroom went completely unnoticed by the teacher. And what the teacher did notice, she seemed often to misunderstand. The children had an amazing variety of strategies which really had the teacher fooled. Some of them had fooled me too, for the years I had been teaching. I thought that if I were to point out some of the strategies which I saw, teachers may begin to look more carefully at their own and their children’s behaviour.
More Haste Less Speed: Time and Timing for Language Programs in Northern Territory Aboriginal Bilingual Education
Authors: Harris S. 
Published: November 2015

For an innovative educational enterprise to prosper a number of contributing and mutually dependent factors have to operate simultaneously. In the case of the Northern Territory Bilingual Education Program these major factors or inputs are: sufficient appropriately trained staff to fill the specialist tasks both in the schools and head office, sufficient financial resources to provide consumables (software) and wages for Aboriginal writers, and a sound philosophy about such matters as the interrelationships between cognitive development, first language development, second language development and academic growth, and the importance of timing to achieve the optimum results from these interrelationships.In the Northern Territory the Commonwealth Government, and more recently the N.T. Government, has provided adequate specialist staffing and financial resources for the fifteen schools in which the program currently operates. One of the ironies of the history of bilingual education both here and overseas is that the provisions of more resources for its implementation has not necessarily been paralleled by an increasingly wise philosophy or educational model under which the program could be implemented. This paper will focus on a discussion of various research findings and educational principles which should influence the development of our understanding about the relationship between first and second language development and cognitive and academic growth, and more particularly the effect of timing in these matters.Before getting into the body of this paper the provision of a brief history of the theoretical background to its major theme might be helpful. In one sense bilingual education has passed through two phases of understanding and is now entering a third phase. The first phase is represented by the UNESCO (1953) statement – “It is axiomatic that the best medium for teaching a child is his mother tongue”. We could call this phase the language explanation for the academic success or failure of minority language children. The Indians and Australian Aborigines performed poorly at school because they were not taught first in their mother language.
Community Education Counsellors
Authors: Clark R. 
Published: November 2015

In every conceivable comparison, the Aborigines and Islanders…stand in stark contrast to the general Australian society, and also to the other ‘ethnic’ groups…They probably have the highest birthrate, the highest death rate, the worst health and housing, and the lowest educational, occupational, economic, social and legal status of any identifiable section of the Australian population.(National Population Inquiry, Vol.11, 1975, p.455)The status of Aborigines described above has been considered to be the result of a cycle of causation whereby poor educational standards lead to low-paying occupations resulting in poor housing, poor health and feelings of helplessness and defeat which lead again to poor educational advancement. More recently it has been recognized that the institutions of the dominant white Australian culture play a very important part in perpetuating this cycle and the education system is no exception (McConnochie, 1973). Thus, if the status of Aborigines is to be improved and the cycle broken, institutional changes must occur.One attempt at bringing about positive change within the education system is the employment of Aboriginal counsellors to work with school personnel, including guidance officers. While guidance officers are in a unique position to positively influence the personal, educational and vocational development of students, the cross-cultural counselling situation poses many problems for guidance officers. These include the tendency for minority groups not to utilize such specialist services, accepting different world views, appropriateness of techniques and tests and establishment of rapport between counsellor and counsellee (Sue, 1977).
The Influence of Film in an Isolated Traditionally Oriented Aboriginal Community
Authors: Thompson D.H. 
Published: November 2015

The influence that television exerts on audiences, especially children, is a matter for much debate. Films have been given less consideration as a matter for concern, no doubt because they are less ubiquitous and less accessible than television. However, in an isolated traditionally oriented Aboriginal community, films, in both the large screen and the newer video format, provide the single major source of entertainment and information on the larger European society. It is possible, in the absence of other forms of sustained contact with European society, that its influence can provide children with inappropriate and culturally dysfunctional models for behaviour.From observations at a particular isolated community, films appear to influence people’s ideas about the outside world and their attitudes and behaviours in certain situations. This influence is particularly noticeable in the attitudes, language and behaviours evidenced by children. It is often possible to tell what film has lately been shown in camp simply by observing the children at play. The greater the impact a film has made in terms of ‘action’ and excitement, the greater the length of time will aspects of that film be incorporated into play situations. Children are excellent imitators and it is common for specific phrases from films to be used in children’s games long after the film has been shown.The imitation of language, situations and attitudes portrayed in films is, however, not confined to play situations. For example, in the isolated community with which I am most familiar, a month ago two young men ‘bailed up’ a visiting European contractor and stole his motor vehicle. The circumstances of the theft, bag over the head to disguise identity, flashlight directed into the eyes to dazzle – as well as the language and attitude of the two men, paralleled an episode witnessed in a film three nights previously. The relation between film and incident was so well recognised at camp that the incident itself became a popular piay-scene for children : “Give me the keys or I’ll blow your head off.”
Outstation Schools at Oenpelli
Authors: Mangiru Moses 
Published: November 2015

I’m Moses Mangiru and I’m called Liaison Teacher at Oenpelli. I visit five Home Land Centre Schools. There are about five outstation schools operating.I need to explain that there are two kinds of staff working for outstation schools. The first kind are Aboriginal assistant teachers who live there and teach every day. The other kind are teachers like myself who live in the central community and visit the outstations about once a fortnight. During the first semester I could hardly visit any of the schools either by road or air. During the first period of the wet season it was very hard because all the roads were closed. The only flight we could use was to share the store and cheque flight to make it a lot cheaper for the Department of Education.The outstations schools need two or three outstation teachers. Two to go out and visit and one to stay back at the central school to print booklets and make other aids that the teachers need at their schools.I believe that in the first semester there have not been enough visits. I feel that one of the outstation schools will collapse because they feel that there was not enough visiting from Oenpelli. One of the Oenpelli assistant teacher positions has been moved to Jabiru. This position was at Manmoyi, which is one of our biggest outstations. Children from Manmoyi have moved to the central school at Oenpelli. If there was enough help from visiting teachers for Manmoyi the parents would rather keep their children at Manmoyi than send them to Oenpelli. They only sent them to Oenpelli because there was not enough help for Manmoyi.
School at Maningrida and Its Outstations
Authors: Djitmu Rita 
Published: November 2015

Maningrida is in coastal Amhemland, and it is two hundred miles east of Darwin. Maningrida is an Aboriginal settlement. There are two hundred people living at the settlement now, because some Aboriginal people have moved into outstations.There are one hundred children going to school at the settlement now. In school we have eight classes, and each class has one balanda teacher and one Aboriginal teacher. We have two pre-schools. One is a Kunividji class, the other one is for Aboriginal children who don’t speak Kunividji, and the white children go there too.Well, we have three Kunividji classes altogether. Pre-school, transition and year one. There are four Aboriginal teachers teaching in Aboriginal languages. One class is where Nancy Gununwanga, an Aboriginal teacher and Brett Westblade, a balanda teacher, both teach in Kunividji. Laurie Magaldagi and Mellanie Mamariyi and myself, we three Aboriginal teachers, teach with little children from preschool and infants. We three Aboriginal girls are working together with Peter Jones. He is a balanda teacher. Nancy Gununwanga takes her own class, 11 or 12 year olds.We also have two other Aboriginal girls working with the linguist, Kim Djibama and Lena Djabiba. They take a tape and record the children’s stories about what they had been doing during the holidays and weekends. After each class has been recorded, they listen to the tape and then write the story down. Later they print it in a book, and it is used for children to read, or sometimes they go around the camp and sit with old people and get a story from them about olden times of their life.
Determinants of School Success: Part 2
Authors: Muir D.M. 
Published: November 2015

In the first issue of The Aboriginal Child at School last year, we described the theoretical framework for considering factors contributing to the school success of Aboriginal children as presented in Aboriginal Futures : Review of Research and developments and Related Policies in the Education of Aborigines (Watts, 1981).The philosophical basis for this consideration is well worth stating again:Throughout this exploration of the education of Aborigines the view is taken that school success means success in achieving the full range of goals envisaged in the establishment of schools and the determination of their programs:
A Language Policy for Australia
Authors: Ozolins Uldis 
Published: November 2015

Questions of language policy in Australia have rarely been addressed in a comprehensive manner. Migrant communities have long been concerned with an array of issues covering maintenance of their own languages, and access to suitable English teaching and to services through translating and interpreting, but policy in these areas has developed in a haphazard manner, with often little sustained interest shown by Australian institutions.A good deal of interest therefore has been created by the deliberations of the Senate Standing Committee on Education and the Arts, which has since May 1982 been considering the “development and implementation of a co-ordinated language policy for Australia”. The establishment of such an inquiry was pressed both by ethnic representative bodies (migrant and Aboriginal) and by organizations of language professionals – linguists, applied linguists, language teachers and academics. Indeed the language issues that have often troubled migrant communities have also in various ways animated language professionals, who have had to cope for example with a decline in foreign language studies in schools, difficulties in establishing and maintaining community language programs, disorganization of translator/interpreter services, serious underresourcing of English as a Second Language (ESL) courses, and above all a severe lack of data and information which could be used as a basis for planning.The Commonwealth Department of Education has been a prime mover for such an inquiry since the mid-1970s, and through its contacts, especially with language professionals, has had a chance to develop a coherent outlook on language – at least those aspects related to education. Also, the Department has assisted or itself conducted most of the important investigations into language teaching in Australia over the last decade: no fewer than 22 reports or submissions are documented by the Department since 1975, attesting to the quiet but persistent growth of interest in this area. The work of a small group within the Department resulted in an important document that appeared just after the announcement of the Senate inquiry – Towards a National Language Policy. Written to encourage interest in language policy and to test community reactions, it set out an extensive agenda of issues that are closely reflected in the actual terms of reference of the Senate inquiry [see pp. 45-46 Terms of Reference].
Today’s Special Guest Star : Aboriginal Studies!
Authors: Sisley M. 
Published: November 2015

It is a western New South Wales High School with strong winter sunshine filling the classroom. The teacher moves nervously in from the brick corridor with its interchangeable Education Department prints, and stands just inside the door.“Right, pay attention please,” the Social Sciences and History teacher says. The group gives the teacher their concentration because they have come to expect interesting and controversial work in these sessions. Even though a few of them are tired and full of canteen lunch, they turn in their seats and begin to chew on the ends of biros.“This afternoon we have a visitor to the school who I am sure most of you know. She is here to help you…understand and come to grips with the Aboriginal Studies segment of your work…and she’ll probably straighten me out on a few points where I might have gone wrong, too, so I’ll ask you to pay attention to Mrs Copago and save your questions up for a minute or two.”Mrs Copago is a little bit nervous, too, being in the formal atmosphere of the brick blocks, but she has known most of the students since they were drooling, so she quickly relaxes and settles into the task of talking about her culture and her people.There is no shortage of questions from the students, and from the teacher, and they are all anxious to learn. Mrs Copago does not mind the questions that the students have heard at home, and she explains about unemployment and drinking in the light of the area’s history and racism in Australia. She talks about the skills and values Aborigines have that most Australians do not have and she ends on a positive note with hope for the Aboriginal community of the area and for Australia generally. The students and the teacher are well pleased by the session and Mrs Copago challenges them to change their own values and their family’s by thinking about different, equal cultures, land rights and the history of Australia.
Measuring adolescents' exposure to victimization: The Environmental Risk (E-Risk) Longitudinal Twin Study
Authors: Fisher Helen L. , Caspi Avshalom , Moffitt Terrie E. , Wertz Jasmin , Gray Rebecca , Newbury Joanne , Ambler Antony , Zavos Helena , Danese Andrea , Mill Jonathan , Odgers Candice L. , Pariante Carmine , Wong Chloe C. Y. , Arseneault Louise 
Published: November 2015

AbstractThis paper presents multilevel findings on adolescents' victimization exposure from a large longitudinal cohort of twins. Data were obtained from the Environmental Risk (E-Risk) Longitudinal Twin Study, an epidemiological study of 2,232 children (1,116 twin pairs) followed to 18 years of age (with 93% retention). To assess adolescent victimization, we combined best practices in survey research on victimization with optimal approaches to measuring life stress and traumatic experiences, and introduce a reliable system for coding severity of victimization. One in three children experienced at least one type of severe victimization during adolescence (crime victimization, peer/sibling victimization, Internet/mobile phone victimization, sexual victimization, family violence, maltreatment, or neglect), and most types of victimization were more prevalent among children from low socioeconomic backgrounds. Exposure to multiple victimization types was common, as was revictimization; over half of those physically maltreated in childhood were also exposed to severe physical violence in adolescence. Biometric twin analyses revealed that environmental factors had the greatest influence on most types of victimization, while severe physical maltreatment from caregivers during adolescence was predominantly influenced by heritable factors. The findings from this study showcase how distinct levels of victimization measurement can be harmonized in large-scale studies of health and development.
Developmental pathways from child maltreatment to adolescent marijuana dependence: Examining moderation by FK506 binding protein 5 gene (FKBP5)
Authors: Handley Elizabeth D. , Rogosch Fred A. , Cicchetti Dante 
Published: November 2015

AbstractThe current study examined the prospective association between child maltreatment and the development of substance use disorder in adolescence with the aim of investigating pathways underlying this relation, as well as genetic moderation of these developmental mechanisms. Specifically, we tested whether youth who experienced maltreatment prior to age 8 were at risk for the development of marijuana dependence in adolescence by way of a childhood externalizing pathway and a childhood internalizing pathway. Moreover, we tested whether variation in FK506 binding protein 5 gene (FKBP5) CATT haplotype moderated these pathways. The participants were 326 children (n=179 maltreated;n= 147 nonmaltreated) assessed across two waves of data collection (childhood: ages 7–9 and adolescence: ages 15–18). Results indicated that higher levels of child externalizing symptoms significantly mediated the effect of child maltreatment on adolescent marijuana dependence symptoms for individuals with one or two copies of theFKBP5CATT haplotype only. We did not find support for an internalizing pathway from child maltreatment to adolescent marijuana dependence, nor did we find evidence of moderation of the internalizing pathway byFKBP5haplotype variation. Findings extend previous research by demonstrating that whether a maltreated child will traverse an externalizing pathway toward substance use disorder in adolescence is dependent onFKBP5genetic variation.
Long-term consequences of childhood maltreatment: Altered amygdala functional connectivity
Authors: Jedd Kelly , Hunt Ruskin H. , Cicchetti Dante , Hunt Emily , Cowell Raquel A. , Rogosch Fred A. , Toth Sheree L. , Thomas Kathleen M. 
Published: November 2015

AbstractChildhood maltreatment is a serious individual, familial, and societal threat that compromises healthy development and is associated with lasting alterations to emotion perception, processing, and regulation (Cicchetti & Curtis, 2005; Pollak, Cicchetti, Hornung, & Reed, 2000; Pollak & Tolley-Schell, 2003). Individuals with a history of maltreatment show altered structural and functional brain development in both frontal and limbic structures (Hart & Rubia, 2012). In particular, previous research has identified hyperactive amygdala responsivity associated with childhood maltreatment (e.g., Dannlowski et al., 2012). However, less is known about the impact of maltreatment on the relationship between the amygdala and other brain regions. The present study employed an emotion processing functional magnetic resonance imaging task to examine task-based activation and functional connectivity in adults who experienced maltreatment as children. The sample included adults with a history of substantiated childhood maltreatment (n = 33) and comparison adults (n = 38) who were well matched on demographic variables, all of whom have been studied prospectively since childhood. The maltreated group exhibited greater activation than comparison participants in the prefrontal cortex and basal ganglia. In addition, maltreated adults showed increased amygdala connectivity with the hippocampus and prefrontal cortex. The results suggest that the intense early stress of childhood maltreatment is associated with lasting alterations to frontolimbic circuitry.
A transactional approach to preventing early childhood neglect: The Family Check-Up as a public health strategy
Authors: Dishion Thomas J. , Mun Chung Jung , Drake Emily C. , Tein Jenn-Yun , Shaw Daniel S. , Wilson Melvin 
Published: November 2015

AbstractThis study examined the hypothesis that a brief, strengths-based home visiting strategy can promote positive engagement between caregiver and child and thereby reduce various forms of early childhood neglect. A total of 731 low-income families receiving services through the Women, Infants, and Children nutritional supplement program were randomized to the Women, Infants, and Children as usual or the Family Check-Up intervention. Assessments and intervention services were delivered in the home environment at ages 2, 3, 4, and 5. During the assessments, staff videotaped caregiver–child interactions and rated various features of the home environment, including the physical appropriateness of the home setting for children. Trained observers later coded the videotapes, unaware of the family's intervention condition. Specific caregiver–child interaction patterns were coded and macroratings were made of the caregiver's affection, monitoring, and involvement with the child. An intention to treat design revealed that randomization to the Family Check-Up increased duration of positive engagement between caregivers and children by age 3, which in turn was prognostic of less neglect of the child at age 4, controlling for family adversity. It was also found that family adversity moderated the impact of the intervention, such that the families with the most adverse circumstances were highly responsive to the intervention. Families with the highest levels of adversity exhibited the strongest mediation between positive engagement and reduction of neglect. Findings are discussed with respect to developmental theory and their potential implications for a public health approach to the prevention of early childhood maltreatment.