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Neil McCallum

“School leadership teams in Western Australian high schools and culturally diverse student populations.”. Neil McCallum. Supervisors: Professor Tom O’Donoghue A/Professor Simon Clarke.

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Neil McCallum

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  1. “School leadership teams in Western Australian high schools and culturally diverse student populations.” Neil McCallum Supervisors: Professor Tom O’Donoghue A/Professor Simon Clarke

  2. It is crucial to understand the issues facing culturally diverse students in schools so that students’ learning opportunities are optimised to enhance their employment prospects and further educational opportunities. • However, very little research in Australia and overseas has focused on the perspectives of the leadership teams in schools.

  3. The proposed qualitative study will investigate the perspectives of the leadership teams in four Western Australian government high schools concerning students from diverse cultural backgrounds in their schools.

  4. Methodology • Grounded theory methods will be used for developing theory. • Simultaneous data collection and analysis. Selections of Schools Four WA government high schools with a high proportion of culturally diverse students. Two with IECs attached, also two from higher SEI areas and two from lower. Leadership teams ~ 11 in each school (IEC- Intensive English Centres)

  5. Data collection methods: • In-depth semi-structured interviews (X 2) • Document analysis • School plans, policies and projects relevant to the study • DET policies Data analysis: • Grounded theory methods of analysis • Use of open coding, axial coding and selective coding • Looking for patterns, categories and concepts in the data to generate theory.

  6. Who are the culturally diverse students? • Migrants (150,000 in Australia in 2007-8) • Skilled migrants • Temporary migrants (up to 5 years) – Some 457 visa holders • Permanent migrants • Family stream migrants • Humanitarian entrants- refugees, asylum seekers • Second generation children • Third-Culture Children (TCC or TCK) • International fee-paying students

  7. Increased diversity • Most migrants still come from New Zealand and the United Kingdom. • Large increase in the number of migrants from different countries over the last 25 years. • Increases in migrants from: China, Vietnam, India, Philippines, South Africa, and refugees from: Sudan, Iraq, Afghanistan, Liberia, Eritrea, Congo • Increased diversity in languages, religions, cultural traditions and values.

  8. Challenges facing culturally diverse students: • Achievement gap • English language proficiency • Age at arrival • Prior education • Parent/Family support • Identity + adolescence • Racism and discrimination • Peer support / Gangs • Teacher/Administrator understanding/curriculum • Socio-economic status

  9. WA provisions for culturally diverse students: • IEC available for permanent migrants/refugees and some fee paying students for 12 months. Not available for most temporary visitors- (e.g. 457 visas) • ESL teachers and Ethnic Aides in schools with high numbers of ESL students • No DET ESL policy- other states do • No DET multicultural education policy- other states do • Interpreter service available to schools

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