Abstract
This issue of the AJE starts with two articles which focus on teachers and their pivotal role in the education process. In a structural equation analysis of data from the Longitudinal Study of Australian Children (LSAC) Laura McFarland, Elizabeth Murray and Sivanes Phillipson examine the relationship between student and teacher gender, qualities of the student–teacher relationship and students’ self-concept. While results show a negative effect of conflict with the teacher on the self-concept of both girls and boys, closeness with their teachers has a positive effect on girls' self-concept only.
The importance of strengthening the internal locus of control and reducing teaching anxiety to increase the efficacy of pre-service teachers is one of the main findings of a study reported by Burcu Senler. Results of the path analysis reported in the article entitled Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control show that pre-service teachers' belief that they can help each student to succeed and guide their learning leads to higher effectiveness, through improved attitudes towards teaching and reduced teaching anxiety.
A review of the international literature on the effect of streaming in secondary school on students' academic, social and psychological outcomes is reported by Olivia Johnston and Helen Wildy. While the evidence tends to confirm the general negative effect of streaming, this effect can be mediated where teachers have high expectations and challenge all students, regardless of how they are grouped.
In their article Digging deeper: Understanding the power of ‘student voice’, Sarah Quinn and Susanne Owen report on an approach to student leadership in an Australian primary school that is very different to a traditional student council. In this approach, on a daily basis, teachers and school leaders listen to student views, make decisions with them about their learning and encourage students to act as equal partners with teachers in their education. While associated with some challenges, this involvement offers students opportunities and learning experiences which they otherwise would not have.
The extent to which schools use newsletters to promote health messages is the subject of a study by Margaret Merga and Qi Mei Hu. In their study, the authors analyse the content of 72 newsletters of 46 purposely heterogeneous primary and secondary schools in terms of location, sector, socio-economic status and student enrolment. In total, 48 health messages could be identified, covering the following topics, in decreasing frequency: mental health initiatives; healthy consumption and weight; prevention of physical illness; road safety (parent and/or child); safe and healthy online and screen time; fitness and physical activity; anti-bullying; smoking, alcohol and substance abuse and sun safety.
Next, an article by Hannah Young, Marilyn Campbell, Barbara Spears, Des Butler, Donna Cross and Phillip Slee explores the views of senior officials regarding cyber bullying and the role of the law in Australian schools. In their study, key stakeholders from three Australian jurisdictions are interviewed regarding their thoughts about cyber bullying, the law, policy and its management in schools and the community. Like other studies, findings highlight inherent complexities and that stakeholders are divided regarding the benefits of introducing a specific cyber bullying law. Still, there tends to be agreement that greater cooperation between current educational and legal systems as well as the strengthening of adults in terms of their ability to support young people to navigate the digital world may be more effective than introducing new laws.
The last contribution in this issue is a review by Tony Dreise of the book entitled Rac(e)ing to class: Confronting poverty and race in schools and classrooms, by Dr. H. Richard Milner IV. In his review, Tony emphasises that the book describes the skills and mindsets that teachers and school leaders need to deal with the complexity of economically marginalised schools and disadvantaged neighbourhoods and says that while the observations are made in the US, many aspects of what Milner discusses are equally relevant to Australia.
Happy reading!