Purpose: This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor's…

Short term experimental studies by DiPerna and colleagues have demonstrated the efficacy of the Social Skills Improvement System (SSIS) to measure and improve the social skills and academic functioning of students from Preparatory year to Grade 3 and to decrease problem behaviours. This longitudinal school-led project applied the multi-tiered…

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. However, common challenges to successful implementation of school-based programs include inadequate…

The purpose of this systematic literature review is to examine global perspectives on the role of parental involvement and social/emotional skills in school-age children's academic success. A multistage filtering analysis process provides relevant information in relation to key issues on the topic of parental involvement in different countries and…

After leaving school, young people with autism spectrum disorder often struggle with social, educational and employment participation. A post-school transition programme underpinned by individualised case management, where mentees are guided to complete self-selected projects by mentors with multimedia skills, was evaluated using a qualitative…

Purpose: The purpose of this paper is to consider the influences of family business and exposure to family business ideas upon students and graduates during their transition from higher education (HE) towards career identification of entrepreneurship. It explores influences, values and experiences actively impacting on business start-up following…

In Australian early childhood teacher education programs there is typically a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper…

Adventure-based learning (ABL) is a sequenced curriculum using structured physical and team building activities that create the space for participants to work on group communication, cooperation, trust, and problem solving. Reflection (i.e., debriefing) is an essential aspect of the ABL curriculum (Cosgriff, 2000). A debrief in ABL is the…

Teaching for work-integrated learning (WIL) competency is largely directed at delivering knowledge based cognitive skills with little emphasis on affective skills. This study looks at empirical evidence of WIL students through their understanding of the cognitive and affective domains. The research is based on a validated employability framework,…

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme ("n"?=?10) or a non-programme…