This article reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending Years 9–12 ( N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make a career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics, such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with their own academic abilities and self-efficacy.

Demographics

Cross-sectional study

Self-Efficacy

Survey data collection

10.1017/jgc.2015.7

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Special Educational Needs and Inclusive Practices

SensePublishers eBooks (2017)

Roger Slee Mel Ainscow Felicity Armstrong Len Barton Suzanne Carrington

ScopeThis series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students.In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability.Traditionally schools have not been pressed to deal with exclusion and failure.Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market.The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation.This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms.Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

Special Educational Needs

10.1007/978-94-6300-857-0

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Supporting first year transitions to learning at university: materials by students for students

Linda J. Graham

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Reading instruction and support

Routledge eBooks (2021)

Pamela Snow Kate de Bruin Linda J. Graham

Strong reading skills are critical for academic success. Exposure to effective reading instruction is important for students of all ages and is particularly critical in the first three years of school in order to prevent gaps in student achievement and progress. This policy highlights the key components of reading that should be taught, as well as the instructional approaches that research shows are most effective. Also outlined are recommendations that research suggests are key to providing timely and equitable interventions on the basis of need. The purpose of this policy is to enable schools to provide high-quality evidence-based reading instruction and support to every student. The policy is designed to assist schools in developing and implementing a consistent whole-school approach that ensures all children receive optimal instruction using practices and programs that are supported by scientific evidence in lieu of those that have been found to be ineffective or for which there is insufficient supporting evidence. It also supports schools in using data to ensure that their resources are deployed on the basis of need to provide evidence-based and appropriately targeted interventions on an equitable and timely basis.

10.4324/9781003025955-16

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New Ion Source Filament for Prolonged Ion Source Operation on A Medical Cyclotron

Instruments (2019)

Dave Prevost K. Jayamanna Linda J. Graham S. Varah Cornelia Hoehr

Cyclotrons are an important tool for accelerator sciences including the production of medical isotopes for imaging and therapy. For their successful and cost-efficient operation, the planned and unplanned down time of the cyclotron needs to be kept at a minimum without compromising reliability. One of the often required maintenance activities is the replacement of the filament in the ion source. Here, we are reporting on a new ion source filament tested on a medical cyclotron and its prolonging effect on the ion source operation.

10.3390/instruments3010005

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Context and Implications Document for: A Scoping Review of 20 Years of Research on Differentiation: Investigating Conceptualisation, Characteristics and Methods Used

Review of Education (2020)

Linda J. Graham Kate de Bruin Carly Lassig Ilektra Spandagou

10.1002/rev3.3240

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Inclusive education as a human right

Routledge eBooks (2023)

Cátia Malaquias Juliet Davis Jenna Gillett-Swan Linda J. Graham

This chapter explores the historical context that led to the development of inclusive education as a right of people with disability under international human-rights law. The authors trace the historical events that led to the emergence of human rights norms and institutions, the recognition of education as a means of realising other rights and achieving equality and social justice and the adoption of the UN Convention on the Rights of Persons with Disabilities (CRPD) as the formal expression of the human rights of people with disability and a legally binding treaty under international law. The chapter examines Article 24 of the CRPD which outlines the right to inclusive education, as well as General Comment No. 4, the interpretative guidance issued in 2016 by the Committee on the Rights of Persons with Disabilities that explains the requirements of Article 24 and distinguishes inclusive education from the practices of 'segregation', 'integration', and 'exclusion'. Additionally, the Chapter highlights the right to education of First Nations people with disability and the interplay between their rights under the CRDP and their rights under the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) as a national and linguistic minority to access culturally appropriate education in their own languages.

10.4324/9781003350897-4

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(De)Constructing ADHD: Critical Guidance for Teachers and Teacher Educators. Disability Studies in Education, Volume 9.

Peter Lang New York (2010)

Linda J. Graham

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