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Helen J . Boon

James Cook University, School of Arts, Social Science and Education, Faculty Member

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Research is my passion. I have published in and have keen research interests in a number of distinct areas such as individual and community resilience to disasters, professional ethics, climate change education and advocacy, parenting and its influences on development, at risk student trajectories and mobility and culturally responsive pedagogies. My educational background is in chemistry, physiology and psychology but my research has straddled public health, medicine, environmental science, psychology, teacher education and ethics. I use mixed research methods but lean towards quantitative methodologies such as Rasch analysis and Structural Equation Modelling (SEM).
Address: Townsville , Queensland, Australia

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University of Central Florida

Benjamin Isakhan

Deakin University

Johannes Preiser-Kapeller

Austrian Academy of Sciences

SFS Qatar (Georgetown University)

Heidi Jane Smith

Universidad Iberoamericana - Mexico

Carmen Gonzalez

Loyola University Chicago

LUISS Guido Carli

UFMG - The Federal University of Minas Gerais

Universidad de Sevilla

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Papers by Helen J . Boon

Applications of codes of teacher ethics in the context of anthropogenic climate change

Teachers and Teaching

Disasters and Social Resilience

Everyday Science for Building Schoolchildren’s Informed Agency for Action

Springer eBooks, 2023

Disasters and Social Resilience: A bioecological approach

ISBN 9781315678726 (ebook) Subjects: LCSH: Natural disasters-Social aspects. I Human ecology. I H... more

An Australian validation study using Rasch analysis to measure preservice teachers' views of ethical behaviour

The importance of teachers as moral agents and values' educators has led Australian universit... more The importance of teachers as moral agents and values' educators has led Australian universities to institute a selection process for initial teacher education candidates based on dispositional as well as academic qualifications. Further, in order for any university teacher-training program to gain professional accreditation, they must ensure that their courses develop and assess preservice teachers' understanding of the ethical dimensions of their professional role. It has now become an imperative that universities must provide suitable instruction courses for prospective teachers; courses either directly centred on ethics or the exploration of the legal and professional codes of conduct. In preparation for this instruction and grounded on constructivist pedagogical tenets, a previously validated survey instrument was used to assess baseline beliefs and understanding of 139 first year preservice teachers and to determine the instrument's utility for differentiating preservice teachers' understanding of professional ethical behaviour. The "Professional Interactions and Behaviours Scale" (PIBS) was initially developed to assess the degree to which preservice teachers understand appropriate professional interactions with students. The survey was based on the "Victorian Institute of Teachers Profession Code of Conduct" (2008) which states teachers are required to maintain professional relationships with students centred on learning at all times, whether at school or not. Results of the application of the PIBS in this study revealed that novice preservice teachers had well informed ideas about appropriate interactions with their students. However, Rasch analyses of the survey instrument showed that it did not provide a sufficiently nuanced measurement scale to separate students along a continuum of acceptable ethical and professional behaviour. A more sensitive instrument must be developed to assess preservice teachers' understanding of ethical teacher behaviour.

What Queensland Indigenous students and parents say about effective teaching practices: a Catholic Education intiative

Despite the often quoted characteristics of Culturally Responsive Pedagogy and the plethora of un... more Despite the often quoted characteristics of Culturally Responsive Pedagogy and the plethora of untested 'good ideas' in the Australian literature, no systematic and empirically-based research provides any conclusive indication of ‘what works' in influencing Indigenous students' learning (Price & Hughes, 2009). As Rowe (2003) laments, there is a growing uneasiness related to how little is known about teacher quality from Indigenous students' own perspectives. This is echoed by Price and Hughes (2009) who claim that there is [still] astoundingly little known about what Aboriginal and Torres Strait Islander students see as the qualities of effective teachers, and the impact this has on educational outcomes. Considering the significant contribution in Canada and New Zealand made by government-funded, evidence-based studies in culturally responsive teaching grounded in Indigenous communities and their students' voiced identification of influences upon their learning (for example, Lewthwaite et al in Canada and Bishop et al in Aotearoa-New Zealand), it is disturbing that no similar empirically-based research exists in the Australian context. As Craven asserts (2007, p. 4) "there is astoundingly little known about what Aboriginal students see as the qualities of effective teachers and the impact this has on educational outcomes." As well, she states, "There is a need to critically validate the generalisability of the commonly cited claims [for example, by Hattie and Rowe] to Aboriginal students to tease out facets of quality teaching that are salient to Aboriginal students; elucidate their perspectives of teacher quality; and test the influence of specific facets of quality teaching on academic outcomes and the consequences of the findings for developing interventions for Aboriginal school students." The research described herewith focuses on addressing this imperative. This study presents the outcomes of the first phase of a three phase Australian Research Council research initiative which focuses on identifying through the voices of Aboriginal students, teachers and community members, the teaching practices that influence Aboriginal student engagement and learning. The study is associated with the Diocese of Townsville Catholic Education schools in northern Queensland, primarily in the Mount Isa area, a small rural city in northern Queensland, Australia. Through phenomenological aligned interviews, students, teachers and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national discourse in Australia is monopolised by discussion on teaching quality, we problematize this discourse based upon what the Aboriginal community asserts as characteristics of such practice.

What Aboriginal and Torres Strait Islander Students in North Queensland say about effective teaching practices: measuring teacher cultural competence

This paper summarizes the findings from the first and second phase of a three part Australian Res... more This paper summarizes the findings from the first and second phase of a three part Australian Research Council funded project conducted by James Cook University in partnership with the Diocese of Catholic Education, Townsville, Queensland. Overall the project investigates what Aboriginal¹ students perceive as the qualities of effective teachers and the impact these identified qualities have on educational outcomes. As part of the research we sought to empirically validate the generalisability of commonly cited characteristics of effective teaching by Aboriginal students. In the first phase we gathered accounts of effective teaching practice from students, parents and their teachers from phenomenologically aligned interviews. Similar and contrasting themes from these three groups are presented, for the purpose of exposing potential mismatch between teacher, student and parent views of 'effective' teaching practice. This phase led to the development of a qualitatively informed Effective Teaching Profile for Aboriginal students. The second phase involved quantitative analyses using Latent Trait Theory to refine and validate the constructed instrument to be used to measure teachers' cultural competence. As a result of the validation processes the variability of teachers' cultural pedagogical competence across schools was exposed. Finally, the forthcoming third phase of the study which will investigate the impact of these identified qualities on educational outcomes is described.

Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

Springer eBooks, 2023

An Australian validation study using Rasch analysis to measure preservice teachers' views of ethical behaviour

The importance of teachers as moral agents and values' educators has led Australian universit... more The importance of teachers as moral agents and values' educators has led Australian universities to institute a selection process for initial teacher education candidates based on dispositional as well as academic qualifications. Further, in order for any university teacher-training program to gain professional accreditation, they must ensure that their courses develop and assess preservice teachers' understanding of the ethical dimensions of their professional role. It has now become an imperative that universities must provide suitable instruction courses for prospective teachers; courses either directly centred on ethics or the exploration of the legal and professional codes of conduct. In preparation for this instruction and grounded on constructivist pedagogical tenets, a previously validated survey instrument was used to assess baseline beliefs and understanding of 139 first year preservice teachers and to determine the instrument's utility for differentiating pres...

Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century

by Treesa Heath and Helen J . Boon

Educational Philosophy and Theory, 2021

Effects of self-regulated learning training on foundation bioscience students

Proceedings of The Australian Conference on Science and Mathematics Education, Sep 25, 2021

BACKGROUND The study of biosciences has been an area of particular difficulty for students studyi... more BACKGROUND The study of biosciences has been an area of particular difficulty for students studying Nursing and Allied Health programs. Achievement within biosciences subjects can often be a stumbling block to advancement within their chosen degree (McVicar, Andrew & Kemble, 2015). Here we investigate whether it is possible to assist and support these students by incorporating self-regulated learning (SRL) skills training within foundation bioscience subjects. DESCRIPTION OF INTERVENTION Training in cognitive and metacognitive SRL skills were embedded in the weekly content of a foundation bioscience subject. The subject forms part of an enabling program, which provides a pathway for students to nursing and allied health degrees. The aim was to improve students' selfregulated learning strategy use. DESIGN AND METHODS The study was a pre/post design using the Motivated Strategies for Learning Questionnaire (MSLQ) and achievement as measures. Sampling was undertaken at the start and end of Semester 2, 2019. Students were also invited to participate in post-intervention semi-structured interviews. RESULTS Of the 15 subscales measured by the MSLQ, only critical thinking showed a significant increase in the post-survey.

Responding to Indigenous students and their community's voiced experiences regarding effective teaching practices

This study presents the outcomes of the first phase of a three phase research initiative which be... more This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying through the voices of Aboriginal¹ students and community members the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national education discourse in Australia is monopolised by discussion on teaching and teacher quality, we problematize this discourse based upon what members of the local Aboriginal community assert as characteristics of effective teachers and their practice. Further phases of this research initiative which investigate the effect of adjusted practice based upon what community members' assertions are also presen...

Recovery From Natural Disasters: community experiences with bushfires in North East Victoria from 2003 to 2009

This report presents findings from key informant and focus group interviews conducted in the Beec... more This report presents findings from key informant and focus group interviews conducted in the Beechworth region in North East Victoria in late 2010 and early 2011 to explore community experiences with bushfire events. The case study is part of a larger research project funded by the Commonwealth Department of Climate Change and Energy Efficiency and led by James Cook University titled "Recovery from disaster experience: its effect on perceptions of climate change risk and on adaptive behaviours to prevent, prepare, and respond to future climate contingencies. "The project is aimed at 'identifying private and public sector groups' beliefs, behaviours and policies that have supported community resilience to a disaster event. Beechworth and its district lies within the Shire of Indigo, a predominantly rural area, including the townships of Beechworth and Yackandandah, and localities of Eldorado, Stanley, Bruarong and Wooragee (Figure 1). Settlement of the area dates fr...

Emergency planning for students with disabilities: a survey of Australian schools

Cook University) outline recent research into the inclusiveness of school emergency management pl... more Cook University) outline recent research into the inclusiveness of school emergency management plans for children with disability. • ABSTRACT Children with disabilities and special needs are among the most vulnerable when disaster strikes. Schools can play an effective role in mitigating the effects of natural disasters on students and their families through disaster preparedness and community-based risk reduction. However, recent research indicates that insufficient consideration is being given to the needs of students with disabilities in disaster management plans and policies of Australian education departments. This study involved a postal survey of schools in Western Australia (n= 45) and South Australia (n=35) to review the emergency management policies and plans in place with respect to students with disabilities. The results indicated that most schools had disaster management plans but not all plans made provision for students with disabilities, although the results varied according to the disability and the disaster envisaged. Moreover, most schools were not represented at Local Disaster Management Groups. This paper advocates for better preparedness in schools to support their students with disabilities and their families during natural disasters.

Emergency planning for students with disabilities: a survey of Australian schools

Cook University) outline recent research into the inclusiveness of school emergency management pl... more Cook University) outline recent research into the inclusiveness of school emergency management plans for children with disability. • ABSTRACT Children with disabilities and special needs are among the most vulnerable when disaster strikes. Schools can play an effective role in mitigating the effects of natural disasters on students and their families through disaster preparedness and community-based risk reduction. However, recent research indicates that insufficient consideration is being given to the needs of students with disabilities in disaster management plans and policies of Australian education departments. This study involved a postal survey of schools in Western Australia (n= 45) and South Australia (n=35) to review the emergency management policies and plans in place with respect to students with disabilities. The results indicated that most schools had disaster management plans but not all plans made provision for students with disabilities, although the results varied according to the disability and the disaster envisaged. Moreover, most schools were not represented at Local Disaster Management Groups. This paper advocates for better preparedness in schools to support their students with disabilities and their families during natural disasters.

SCHOOL DISASTER PLANNING FOR CHILDREN WITH DISABILITIES A CRITICAL REVIEW OF THE LITERATURE

by Helen J . Boon and kim usher

Human systems have to adapt to climate change and the natural disasters predicted to increase in ... more Human systems have to adapt to climate change and the natural disasters predicted to increase in frequency as a result. These disasters have both direct and indirect health effects. Certain groups, the poor, the elderly, children and those with disabilities are set to be more seriously impacted by disasters because of their greater inherent vulnerability. Adaptation to the health impacts of disasters requires the cooperation and input from all sectors of government and civil society, including schools. This critical literature review examined the body of peer reviewed literature published in English addressing school disaster planning policies with a particular focus on children with disabilities. Results show that children and youth with disabilities are especially vulnerable to disasters because of socioeconomic and health factors inherent to disabilities. While schools in the U.S. have policies to deal with disasters, these policies are neither comprehensive nor inclusive. The empirical evidence base from which they are developed is severely limited. No publications were identified that represent the current disaster planning of schools in countries like Australia, the UK or Canada. Recommendations for future research are outlined to bridge knowledge gaps and help establish appropriate and inclusive school disaster policies for children with disabilities. The objective of this paper is to present the results of a critical review of literature published in English about schools' preparedness to respond to emergen cy events or disasters arising from climate change. In particular, this review focuses on school preparedness to protect children with disabilities during disasters. The aim of the review was to identify and evaluate the evidence base for school emergency plans and policies. Further, we wish to highlight issues that, when addressed, will promote the safe and equal participation of children and adolescents with disabilities in s chools in a context of climate change.

Investigation rural community communication for flood and bushfire preparedness

Communicating risk is vital so that communities can prepare to meet approaching natural hazards. ... more Communicating risk is vital so that communities can prepare to meet approaching natural hazards. This study examined access to emergency communications and subsequent levels of preparedness in two rural Australian communities, Ingham in Queensland and Beechworth in Victoria. In 2009 these towns experienced a flood and fire disaster respectively. Focus interview data were used to design a survey which was completed by 546 respondents across the two communities. Results showed that preparedness was most strongly predicted when emergency communications were received from neighbourhood and community member sources rather than the media or other organisations. Findings also highlighted that communities are inherently different and need targeted emergency communications, tailored to the disaster type and community composition. In particular, the elderly and the unemployed reported social isolation and less access to mobile phone and internet communications. The findings show that emergency communications need to be two-way so that those at risk in an emergency can access specific advice about their household and what action to take to protect themselves and their property. Neighbourhood influences appear to be important in mobilising preparedness actions in the two communities studied.

PLEASE SCROLL DOWN FOR ARTICLE Low-and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement

The achievement goals and parenting of a sample of 879 grade 8 – 10 Australian students were exam... more The achievement goals and parenting of a sample of 879 grade 8 – 10 Australian students were examined to distinguish
differences between low- and high-achieving students. Structural equation modelling was used to test a theoretical model
linking parental warmth and strictness/supervision via mastery goals, self-efficacy, and self-handicapping to achievement.
Results validated and extended previous findings concerning achievement goal theory, self-efficacy, self-handicapping and
parenting style, supporting the role of self-efficacy in mediating the effects of parental style through a mastery goal orientation
to achievement. Low achievement was significantly linked to neglectful parenting perceptions, higher self-handicapping and
lower mastery goals and self-efficacy. An authoritative parenting style was found to predict higher achievement via enhanced
mastery goals and self-efficacy while protecting against self-handicapping.

Bronfenbrenner's bioecological theory for modelling community resilience to natural disasters

by Alison Cottrell and Helen J . Boon

This paper advocates the use of Bronfenbrenner's bioecological theory as a framework to analyse r... more This paper advocates the use of Bronfenbrenner's bioecological theory as a framework to analyse resilience at diverse scales. Bronfenbrenner's bioecological theory can be employed to (a) benchmark social resilience, (b) target the priority interventions required and (c) measure progress arising from these interventions to enhance resilience to natural disasters. First, the paper explores resilience to natural disasters in the context of climatic change as building resilience is seen as a way to mitigate impacts of natural disasters. Second, concepts of resilience are systematically examined and documented, outlining resilience as a trait and resilience as a process. Third, issues arising in relation to the measurement of resilience are discussed. Fourth, Bronfenbrenner's bioecological systems theory is described and proffered to model and assess resilience at different scales. Fifth, studies are described which have supported the use of the bioecological systems theory for the study of resilience. Sixth, an example of the use of Bronfenbrenner's theory is offered and the paper concludes with suggestions for future research using Bronfenbrenner's theory.

An Assessment of Policies Guiding School Emergency Disaster Management for Students With Disabilities in Australiaj ppi_331 17..26

Recent weather-related disasters (i.e., floods, fires) impacting Australia may potentially increa... more Recent weather-related disasters (i.e., floods, fires) impacting Australia may potentially increase in frequency and severity as a result of predicted climate variability. The dearth of literature pertaining to school emergency response planning for vulnerable students with disabilities (including those with intellectual disabilities) when such disasters occur and the lack of evidence-based support for school guidelines addressing the needs of such students led the authors to investigate the presence and extent of governmental policies and guidelines underpinning disaster management in schools in Australia. In the absence of routine policies and procedures, students with disabilities may be placed at risk to ill-advised evacuation efforts or neglected during severe emergencies. The study's results indicate that insufficient consideration has been given to the emergency preparedness planning and management with respect to meeting needs of vulnerable students with disabilities. The findings suggest that disaster preparedness is underresourced and possibly neglected. Although the particular needs of vulnerable students with disabilities are briefly noted in the various state governments' education policies, they have not been systematically considered in the context of overall disaster planning for Australian schools, with the ambiguity of student characterization terms such as " special needs " adding to the problem. The study also scrutinized the terms with respect how they might impact school plans that relate to emergency management. The authors conclude that processes already embedded in local schools for students with disabilities may be possible vehicles to appropriate statewide emergency management planning. They recommend that education authorities worldwide review current emergency management policies in a consultative manner with schools, researchers, first responders, and carers so as to minimize risk for students with disabilities in natural disaster emergencies.

Applications of codes of teacher ethics in the context of anthropogenic climate change

Teachers and Teaching

Disasters and Social Resilience

Everyday Science for Building Schoolchildren’s Informed Agency for Action

Springer eBooks, 2023

Disasters and Social Resilience: A bioecological approach

ISBN 9781315678726 (ebook) Subjects: LCSH: Natural disasters-Social aspects. I Human ecology. I H... more

An Australian validation study using Rasch analysis to measure preservice teachers' views of ethical behaviour

The importance of teachers as moral agents and values' educators has led Australian universit... more The importance of teachers as moral agents and values' educators has led Australian universities to institute a selection process for initial teacher education candidates based on dispositional as well as academic qualifications. Further, in order for any university teacher-training program to gain professional accreditation, they must ensure that their courses develop and assess preservice teachers' understanding of the ethical dimensions of their professional role. It has now become an imperative that universities must provide suitable instruction courses for prospective teachers; courses either directly centred on ethics or the exploration of the legal and professional codes of conduct. In preparation for this instruction and grounded on constructivist pedagogical tenets, a previously validated survey instrument was used to assess baseline beliefs and understanding of 139 first year preservice teachers and to determine the instrument's utility for differentiating preservice teachers' understanding of professional ethical behaviour. The "Professional Interactions and Behaviours Scale" (PIBS) was initially developed to assess the degree to which preservice teachers understand appropriate professional interactions with students. The survey was based on the "Victorian Institute of Teachers Profession Code of Conduct" (2008) which states teachers are required to maintain professional relationships with students centred on learning at all times, whether at school or not. Results of the application of the PIBS in this study revealed that novice preservice teachers had well informed ideas about appropriate interactions with their students. However, Rasch analyses of the survey instrument showed that it did not provide a sufficiently nuanced measurement scale to separate students along a continuum of acceptable ethical and professional behaviour. A more sensitive instrument must be developed to assess preservice teachers' understanding of ethical teacher behaviour.

What Queensland Indigenous students and parents say about effective teaching practices: a Catholic Education intiative

Despite the often quoted characteristics of Culturally Responsive Pedagogy and the plethora of un... more Despite the often quoted characteristics of Culturally Responsive Pedagogy and the plethora of untested 'good ideas' in the Australian literature, no systematic and empirically-based research provides any conclusive indication of ‘what works' in influencing Indigenous students' learning (Price & Hughes, 2009). As Rowe (2003) laments, there is a growing uneasiness related to how little is known about teacher quality from Indigenous students' own perspectives. This is echoed by Price and Hughes (2009) who claim that there is [still] astoundingly little known about what Aboriginal and Torres Strait Islander students see as the qualities of effective teachers, and the impact this has on educational outcomes. Considering the significant contribution in Canada and New Zealand made by government-funded, evidence-based studies in culturally responsive teaching grounded in Indigenous communities and their students' voiced identification of influences upon their learning (for example, Lewthwaite et al in Canada and Bishop et al in Aotearoa-New Zealand), it is disturbing that no similar empirically-based research exists in the Australian context. As Craven asserts (2007, p. 4) "there is astoundingly little known about what Aboriginal students see as the qualities of effective teachers and the impact this has on educational outcomes." As well, she states, "There is a need to critically validate the generalisability of the commonly cited claims [for example, by Hattie and Rowe] to Aboriginal students to tease out facets of quality teaching that are salient to Aboriginal students; elucidate their perspectives of teacher quality; and test the influence of specific facets of quality teaching on academic outcomes and the consequences of the findings for developing interventions for Aboriginal school students." The research described herewith focuses on addressing this imperative. This study presents the outcomes of the first phase of a three phase Australian Research Council research initiative which focuses on identifying through the voices of Aboriginal students, teachers and community members, the teaching practices that influence Aboriginal student engagement and learning. The study is associated with the Diocese of Townsville Catholic Education schools in northern Queensland, primarily in the Mount Isa area, a small rural city in northern Queensland, Australia. Through phenomenological aligned interviews, students, teachers and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national discourse in Australia is monopolised by discussion on teaching quality, we problematize this discourse based upon what the Aboriginal community asserts as characteristics of such practice.

What Aboriginal and Torres Strait Islander Students in North Queensland say about effective teaching practices: measuring teacher cultural competence

This paper summarizes the findings from the first and second phase of a three part Australian Res... more This paper summarizes the findings from the first and second phase of a three part Australian Research Council funded project conducted by James Cook University in partnership with the Diocese of Catholic Education, Townsville, Queensland. Overall the project investigates what Aboriginal¹ students perceive as the qualities of effective teachers and the impact these identified qualities have on educational outcomes. As part of the research we sought to empirically validate the generalisability of commonly cited characteristics of effective teaching by Aboriginal students. In the first phase we gathered accounts of effective teaching practice from students, parents and their teachers from phenomenologically aligned interviews. Similar and contrasting themes from these three groups are presented, for the purpose of exposing potential mismatch between teacher, student and parent views of 'effective' teaching practice. This phase led to the development of a qualitatively informed Effective Teaching Profile for Aboriginal students. The second phase involved quantitative analyses using Latent Trait Theory to refine and validate the constructed instrument to be used to measure teachers' cultural competence. As a result of the validation processes the variability of teachers' cultural pedagogical competence across schools was exposed. Finally, the forthcoming third phase of the study which will investigate the impact of these identified qualities on educational outcomes is described.

Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

Springer eBooks, 2023

An Australian validation study using Rasch analysis to measure preservice teachers' views of ethical behaviour

The importance of teachers as moral agents and values' educators has led Australian universit... more The importance of teachers as moral agents and values' educators has led Australian universities to institute a selection process for initial teacher education candidates based on dispositional as well as academic qualifications. Further, in order for any university teacher-training program to gain professional accreditation, they must ensure that their courses develop and assess preservice teachers' understanding of the ethical dimensions of their professional role. It has now become an imperative that universities must provide suitable instruction courses for prospective teachers; courses either directly centred on ethics or the exploration of the legal and professional codes of conduct. In preparation for this instruction and grounded on constructivist pedagogical tenets, a previously validated survey instrument was used to assess baseline beliefs and understanding of 139 first year preservice teachers and to determine the instrument's utility for differentiating pres...

Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century

by Treesa Heath and Helen J . Boon

Educational Philosophy and Theory, 2021

Effects of self-regulated learning training on foundation bioscience students

Proceedings of The Australian Conference on Science and Mathematics Education, Sep 25, 2021

BACKGROUND The study of biosciences has been an area of particular difficulty for students studyi... more BACKGROUND The study of biosciences has been an area of particular difficulty for students studying Nursing and Allied Health programs. Achievement within biosciences subjects can often be a stumbling block to advancement within their chosen degree (McVicar, Andrew & Kemble, 2015). Here we investigate whether it is possible to assist and support these students by incorporating self-regulated learning (SRL) skills training within foundation bioscience subjects. DESCRIPTION OF INTERVENTION Training in cognitive and metacognitive SRL skills were embedded in the weekly content of a foundation bioscience subject. The subject forms part of an enabling program, which provides a pathway for students to nursing and allied health degrees. The aim was to improve students' selfregulated learning strategy use. DESIGN AND METHODS The study was a pre/post design using the Motivated Strategies for Learning Questionnaire (MSLQ) and achievement as measures. Sampling was undertaken at the start and end of Semester 2, 2019. Students were also invited to participate in post-intervention semi-structured interviews. RESULTS Of the 15 subscales measured by the MSLQ, only critical thinking showed a significant increase in the post-survey.

Responding to Indigenous students and their community's voiced experiences regarding effective teaching practices

This study presents the outcomes of the first phase of a three phase research initiative which be... more This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying through the voices of Aboriginal¹ students and community members the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national education discourse in Australia is monopolised by discussion on teaching and teacher quality, we problematize this discourse based upon what members of the local Aboriginal community assert as characteristics of effective teachers and their practice. Further phases of this research initiative which investigate the effect of adjusted practice based upon what community members' assertions are also presen...

Recovery From Natural Disasters: community experiences with bushfires in North East Victoria from 2003 to 2009

This report presents findings from key informant and focus group interviews conducted in the Beec... more This report presents findings from key informant and focus group interviews conducted in the Beechworth region in North East Victoria in late 2010 and early 2011 to explore community experiences with bushfire events. The case study is part of a larger research project funded by the Commonwealth Department of Climate Change and Energy Efficiency and led by James Cook University titled "Recovery from disaster experience: its effect on perceptions of climate change risk and on adaptive behaviours to prevent, prepare, and respond to future climate contingencies. "The project is aimed at 'identifying private and public sector groups' beliefs, behaviours and policies that have supported community resilience to a disaster event. Beechworth and its district lies within the Shire of Indigo, a predominantly rural area, including the townships of Beechworth and Yackandandah, and localities of Eldorado, Stanley, Bruarong and Wooragee (Figure 1). Settlement of the area dates fr...

Emergency planning for students with disabilities: a survey of Australian schools

Cook University) outline recent research into the inclusiveness of school emergency management pl... more Cook University) outline recent research into the inclusiveness of school emergency management plans for children with disability. • ABSTRACT Children with disabilities and special needs are among the most vulnerable when disaster strikes. Schools can play an effective role in mitigating the effects of natural disasters on students and their families through disaster preparedness and community-based risk reduction. However, recent research indicates that insufficient consideration is being given to the needs of students with disabilities in disaster management plans and policies of Australian education departments. This study involved a postal survey of schools in Western Australia (n= 45) and South Australia (n=35) to review the emergency management policies and plans in place with respect to students with disabilities. The results indicated that most schools had disaster management plans but not all plans made provision for students with disabilities, although the results varied according to the disability and the disaster envisaged. Moreover, most schools were not represented at Local Disaster Management Groups. This paper advocates for better preparedness in schools to support their students with disabilities and their families during natural disasters.

Emergency planning for students with disabilities: a survey of Australian schools

Cook University) outline recent research into the inclusiveness of school emergency management pl... more Cook University) outline recent research into the inclusiveness of school emergency management plans for children with disability. • ABSTRACT Children with disabilities and special needs are among the most vulnerable when disaster strikes. Schools can play an effective role in mitigating the effects of natural disasters on students and their families through disaster preparedness and community-based risk reduction. However, recent research indicates that insufficient consideration is being given to the needs of students with disabilities in disaster management plans and policies of Australian education departments. This study involved a postal survey of schools in Western Australia (n= 45) and South Australia (n=35) to review the emergency management policies and plans in place with respect to students with disabilities. The results indicated that most schools had disaster management plans but not all plans made provision for students with disabilities, although the results varied according to the disability and the disaster envisaged. Moreover, most schools were not represented at Local Disaster Management Groups. This paper advocates for better preparedness in schools to support their students with disabilities and their families during natural disasters.

SCHOOL DISASTER PLANNING FOR CHILDREN WITH DISABILITIES A CRITICAL REVIEW OF THE LITERATURE

by Helen J . Boon and kim usher

Human systems have to adapt to climate change and the natural disasters predicted to increase in ... more Human systems have to adapt to climate change and the natural disasters predicted to increase in frequency as a result. These disasters have both direct and indirect health effects. Certain groups, the poor, the elderly, children and those with disabilities are set to be more seriously impacted by disasters because of their greater inherent vulnerability. Adaptation to the health impacts of disasters requires the cooperation and input from all sectors of government and civil society, including schools. This critical literature review examined the body of peer reviewed literature published in English addressing school disaster planning policies with a particular focus on children with disabilities. Results show that children and youth with disabilities are especially vulnerable to disasters because of socioeconomic and health factors inherent to disabilities. While schools in the U.S. have policies to deal with disasters, these policies are neither comprehensive nor inclusive. The empirical evidence base from which they are developed is severely limited. No publications were identified that represent the current disaster planning of schools in countries like Australia, the UK or Canada. Recommendations for future research are outlined to bridge knowledge gaps and help establish appropriate and inclusive school disaster policies for children with disabilities. The objective of this paper is to present the results of a critical review of literature published in English about schools' preparedness to respond to emergen cy events or disasters arising from climate change. In particular, this review focuses on school preparedness to protect children with disabilities during disasters. The aim of the review was to identify and evaluate the evidence base for school emergency plans and policies. Further, we wish to highlight issues that, when addressed, will promote the safe and equal participation of children and adolescents with disabilities in s chools in a context of climate change.

Investigation rural community communication for flood and bushfire preparedness

Communicating risk is vital so that communities can prepare to meet approaching natural hazards. ... more Communicating risk is vital so that communities can prepare to meet approaching natural hazards. This study examined access to emergency communications and subsequent levels of preparedness in two rural Australian communities, Ingham in Queensland and Beechworth in Victoria. In 2009 these towns experienced a flood and fire disaster respectively. Focus interview data were used to design a survey which was completed by 546 respondents across the two communities. Results showed that preparedness was most strongly predicted when emergency communications were received from neighbourhood and community member sources rather than the media or other organisations. Findings also highlighted that communities are inherently different and need targeted emergency communications, tailored to the disaster type and community composition. In particular, the elderly and the unemployed reported social isolation and less access to mobile phone and internet communications. The findings show that emergency communications need to be two-way so that those at risk in an emergency can access specific advice about their household and what action to take to protect themselves and their property. Neighbourhood influences appear to be important in mobilising preparedness actions in the two communities studied.

PLEASE SCROLL DOWN FOR ARTICLE Low-and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement

The achievement goals and parenting of a sample of 879 grade 8 – 10 Australian students were exam... more The achievement goals and parenting of a sample of 879 grade 8 – 10 Australian students were examined to distinguish
differences between low- and high-achieving students. Structural equation modelling was used to test a theoretical model
linking parental warmth and strictness/supervision via mastery goals, self-efficacy, and self-handicapping to achievement.
Results validated and extended previous findings concerning achievement goal theory, self-efficacy, self-handicapping and
parenting style, supporting the role of self-efficacy in mediating the effects of parental style through a mastery goal orientation
to achievement. Low achievement was significantly linked to neglectful parenting perceptions, higher self-handicapping and
lower mastery goals and self-efficacy. An authoritative parenting style was found to predict higher achievement via enhanced
mastery goals and self-efficacy while protecting against self-handicapping.

Bronfenbrenner's bioecological theory for modelling community resilience to natural disasters

by Alison Cottrell and Helen J . Boon

This paper advocates the use of Bronfenbrenner's bioecological theory as a framework to analyse r... more This paper advocates the use of Bronfenbrenner's bioecological theory as a framework to analyse resilience at diverse scales. Bronfenbrenner's bioecological theory can be employed to (a) benchmark social resilience, (b) target the priority interventions required and (c) measure progress arising from these interventions to enhance resilience to natural disasters. First, the paper explores resilience to natural disasters in the context of climatic change as building resilience is seen as a way to mitigate impacts of natural disasters. Second, concepts of resilience are systematically examined and documented, outlining resilience as a trait and resilience as a process. Third, issues arising in relation to the measurement of resilience are discussed. Fourth, Bronfenbrenner's bioecological systems theory is described and proffered to model and assess resilience at different scales. Fifth, studies are described which have supported the use of the bioecological systems theory for the study of resilience. Sixth, an example of the use of Bronfenbrenner's theory is offered and the paper concludes with suggestions for future research using Bronfenbrenner's theory.

An Assessment of Policies Guiding School Emergency Disaster Management for Students With Disabilities in Australiaj ppi_331 17..26

Recent weather-related disasters (i.e., floods, fires) impacting Australia may potentially increa... more Recent weather-related disasters (i.e., floods, fires) impacting Australia may potentially increase in frequency and severity as a result of predicted climate variability. The dearth of literature pertaining to school emergency response planning for vulnerable students with disabilities (including those with intellectual disabilities) when such disasters occur and the lack of evidence-based support for school guidelines addressing the needs of such students led the authors to investigate the presence and extent of governmental policies and guidelines underpinning disaster management in schools in Australia. In the absence of routine policies and procedures, students with disabilities may be placed at risk to ill-advised evacuation efforts or neglected during severe emergencies. The study's results indicate that insufficient consideration has been given to the emergency preparedness planning and management with respect to meeting needs of vulnerable students with disabilities. The findings suggest that disaster preparedness is underresourced and possibly neglected. Although the particular needs of vulnerable students with disabilities are briefly noted in the various state governments' education policies, they have not been systematically considered in the context of overall disaster planning for Australian schools, with the ambiguity of student characterization terms such as " special needs " adding to the problem. The study also scrutinized the terms with respect how they might impact school plans that relate to emergency management. The authors conclude that processes already embedded in local schools for students with disabilities may be possible vehicles to appropriate statewide emergency management planning. They recommend that education authorities worldwide review current emergency management policies in a consultative manner with schools, researchers, first responders, and carers so as to minimize risk for students with disabilities in natural disaster emergencies.

Adaptation and validation of a test of ethical sensitivity in teaching

by Bruce Maxwell and Helen J . Boon

Journal of Moral Education, 2020

This article documents the adaptation, piloting and validation of a measure of teachers’ ethical ... more This article documents the adaptation, piloting and validation of a measure of teachers’ ethical sensitivity. To create the test, we modified a measure from dentistry drawing on literature in teacher professional ethics and drew on the expertise of professional ethics scholars and practitioners. Based on the results of Rasch analysis combined with traditional approaches to psychometric validation, the instrument was found to be a valid and reliable means of discerning levels of ethical sensitivity within the group of participants. However, participants’ lack of ethical sensitivity as revealed by overall low scores, we contend, lends credence to concerns that teacher education programs may not be adequately preparing future teachers to meet expectations in connection with the ethical dimensions of the profession. In conclusion, we call for further research on pre- and in-service teachers’ capacity to perceive, reason about and react appropriately to ethical situations encountered at work.

Probe Questions and Instructions

by Bruce Maxwell and Helen J . Boon