Laura B. Perry

Bio: Laura B. Perry is an academic researcher from Murdoch University. The author has contributed to research in topics: Socioeconomic status & Academic achievement. The author has an hindex of 18, co-authored 64 publications receiving 1569 citations. Previous affiliations of Laura B. Perry include University of Western Australia & Loyola University Chicago.

Developing intercultural understanding and skills: models and approaches

Abstract: Researchers from a range of disciplines have been theorising and empirically examining intercultural competence and intercultural education for decades. This review article synthesises the research literature about these concepts around three questions: What is intercultural competence? How can it be developed? And how can it be measured? Our aim is to provide an overview of current theories and empirical findings, as well as to show gaps in the literature.

Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003

Abstract: Background/Context: It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study: This study examines the relationship between school SES and student outcomes in more detail by asking two research questions. First, how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for students from higher SES backgrounds ? Second, how does the association vary across schools with different socioeconomic compositions? In other words, are increases in school socioeconomic composition consistently associated with increases in student academic achievement? Population/Participants/Subjects: This study uses data from the Australian 2003 Programme for International Student Assessment (PISA). The sample includes over 320 secondary schools and more than 12,000 students from Australia. Research Design: This study is a secondary analysis of data from the Australian 2003 PISA. Descriptive statistics are used to compare the average reading mathematics, and science achievement of secondary school students from different SES backgrounds in a variety of school SES contexts. Conclusions: The two main findings of the study are that increases in the mean SES of a school are associated with consistent increases in students' academic achievement, and that this relationship is similar for all students regardless of their individual SES. In the Australian case, the socio-economic composition of the school matters greatly in terms of students' academic performance.

School Socio-Economic Composition and Student Outcomes in Australia: Implications for Educational Policy

Abstract: It is established that the socio-economic status (SES) of individual students is strongly associated with academic achievement but less is known about this relationship when both student and school socio-economic status are considered. To examine these associations at a finer grain, with the intent of informing educational funding policy, we subjected Australia's 2003 PISA data set to secondary analysis to better understand the reading and mathematics achievement of students with varying SES, across a range of school SES groupings. Our descriptive analyses show that increases in school SES are consistently associated with increases in students' academic performance, and that this relationship holds regardless of individual students' SES. In Australia, the socio-economic profile of the school matters substantially in terms of academic achievement We discuss the implications of these findings in the context of the current discussion around federal school funding policies, with particular attention given to the association of school composition with student achievement.

Science and mathematics achievement in Australia: The role of school socioeconomic composition in educational equity and effectiveness

Abstract: In this study, we systematically unpack relationships among student socioeconomic status (SES), science and mathematics achievement, and student interest in science in the context of varying school socioeconomic composition. Using the most recent Programme for International Student Assessment dataset for Australia, we found that increases in school SES are consistently associated with substantial increases in science and mathematics performance. This pattern of association held for all groups regardless of their individual SES. However, our findings also show that students’ interest in science was not associated with varying school SES, and only marginally and inconsistently associated with individual SES. We discuss policy implications and strategies for mitigating the influence of school socioeconomic composition on science and mathematics performance, and for the achievement of more equitable and effective educational outcomes generally.

Examining the characteristics of workplace violence in one non-tertiary hospital.

Abstract: Aim. This study sought to determine the prevalence and characteristics of workplace violence directed at a volunteer sample of nurses at one non-tertiary hospital. Respondents' reasons for not reporting these incidents were also investigated. Background. Incidents of workplace violence are increasing worldwide. However, no studies have investigated this phenomenon from the perspective of nurses in Western Australian non-tertiary hospitals. Design. Survey. Method. A survey was distributed to all 332 nurses working in several areas of one non-tertiary hospital in Western Australia to determine their experiences of workplace violence over a 12 month period. Findings. Of the 113 nurses who agreed to participate in this study, 75% reported experiencing workplace violence in the previous twelve months. When asked about their most recent incident, 50% of the nurses said they had reported it verbally, mostly to more senior staff. Only 16% of the nurses completed an official incident report. Reasons for not reporting included the view that WPV is just part of the job and the perception that management would not be responsive. Conclusion. This study showed that for this sample of nurses violent events are occurring at a rate that is similar to those reported in other studies. This finding should be of great concern to the organisation and the community in general. Relevance to clinical practice. Organisations are obliged to improve the safety of the workplace environment for both staff and patients. The findings of our study may be of help to healthcare institutions in developing education programmes for nurses, patients and their friends and relatives to reduce the impact and frequency of workplace violence.

Educational Research: Competencies for Analysis and Application:

Abstract: to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Habits of the Heart: Individualism and Commitment in American Life

Abstract: Meanwhile, the authors' antidote to the American sicknessa quest for democratic community that draws on our diverse civic and religious traditionshas contributed to a vigorous scholarly and popular debate. Attention has been focused on forms of social organization, be it civil society, democratic communitarianism, or associative democracy, that can humanize the market and the administrative state. In their new Introduction the authors relate the argument of their book both to the current realities of American society and to the growing debate about the country's future. With this new edition one of the most influential books of recent times takes on a new immediacy.\

Teaching for quality learning at university

Abstract: by J. Biggs and C. Tang, Maidenhead, England, Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4