Secondary school teachers and other staff can assist students by inducting students to increase familiarity with the new school environment ( Graham and Hill, 2003). Successful school transitions are facilitated by situational variables such as having a supportive home environment ( Rice, 1997), accessible teachers in high school, a strong peer network, and an older sibling ( Anderson et al., 2000). Hence the primary to secondary transition is a social and academic turning point for children ( Smith et al., 2008 Langenkamp, 2009) and has been shown to be a stressful event for many ( Rice et al., 2011 Hanewald, 2013). Ability is more highly valued than effort ( Jackson and Warin, 2000). The secondary school environment is considerably different to the primary school environment schools are larger and more competitive ( Demetriou et al., 2000) and more demands are placed on students with greater emphasis placed on evaluation ( Wigfield et al., 1991 Anderson et al., 2000 Howard and Johnson, 2004 Benner and Graham, 2009). Students confront the important challenges of social acceptance, including making friends, “fitting in,” and possibly dealing with bullying ( Howard and Johnson, 2004 Gerner and Wilson, 2005). The transition from primary to secondary school brings changes in social interactions, academic expectations, and school environments, all of which occur concurrently ( Anderson et al., 2000). The few publications available to review were exclusively descriptive in nature, highlighting a clear need for well-executed evaluation research. All of the research was descriptive, with only two original research publications.Ĭonclusion: Despite a variety of approaches being described in brief, we found no high quality research that focused exclusively on staff capacity building approaches in the Indigenous boarding school context. Only one publication focused specifically on the support of education staff, others were centred on improving educational, behavioral, and emotional outcomes for Indigenous boarding school students. Staff capacity building initiatives encompassed a range of approaches, including training, feedback, reflective practice, mentoring, networking, and supervision. Seven publications were eligible for review.
#THE SIMS 3 BOARDING SCHOOL FULL#
Results: Seven hundred thirty-six citations were identified 51 full text publications met inclusion criteria for assessment.
The resultant publications were screened to identify (a) their nature and quality and (b) their characteristics in terms of aims, strategies, and outputs. Methods: Five databases were searched using database-specific search strings, considering peer-reviewed articles and gray literature, published between 20. This systematic review reports on international and Australian capacity development initiatives for education and boarding staff that support these students. In response, adequate academic and emotional well-being support needs to be provided by school and residential staff. As these students transition to boarding schools, they face several challenges that are additional to those faced by their non-Indigenous peers.
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