Neil Tippett

University of South Australia | UniSA · School of Education

Education is increasingly infiltrated by technology and datafication. This techno-data amplification is entangled with neoliberalism and the emphasis on calculation and measurement it brings, often through metrics. This article critically examines how metrics are shaping discipline practices in schools through ClassDojo, a popular platform for mana...

This article reports on a critical policy analysis of discourses related to school exclusions. The management of problematic student behaviour is one of the intractable problems facing education systems today. Despite being ineffective, school suspensions and exclusions are commonly used in many countries as a discipline strategy to manage student...

With increasing numbers of students from refugee backgrounds, many Australian schools are struggling to minimise the educational disparity between refugee students and their same age peers. Faced with diverse needs and limited resources, educators must decide whether to distribute targeted resources equally, ensuring all students are given equality...

This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of school improvement efforts, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to per...

Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language Technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention’ at the University of South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to addres...

Australian schools are struggling to recruit and keep teachers. Low wages, overwork, difficult student behaviour, lack of support and stress are some of the reasons teachers leave the profession or have periods of sick leave. More than half of teachers with a current teaching qualification are not working in education. States such as New South Wal...

This article provides a critical analysis of policies from two education systems that support the education of students from migrant backgrounds. This analysis examines the highly political policy context of multiculturalism to reveal how education systems acquiesce to or resist social and political forces. In making this case, the article presents...

School exclusions, suspensions, expulsions, legislation, policy, Australia

International research shows that school exclusions tend to disproportionately affect vulnerable and marginalised groups of students, that is, particular groups of students are over-represented in the number of fixed-term and permanent exclusions they receive relative to their size in the general student population. Comparative research in Australi...

This Key Issues paper presents an overview of the publicly available data concerning the use of fixed-term and permanent exclusions in four states: Queensland, South Australia, Victoria and Western Australia.

Australian schools are guided by state and territory legislation in the use of exclusionary practices. The way in which legislative polices are framed is important because research shows that it influences practices (Graham 2018, McCluskey, Cole et al. 2019). Legislation and policy related to school exclusions can be framed in ways that provide gui...

Definitions of school exclusions Terms used for school exclusions Grounds for using exclusionary practices Duration of exclusionary practices The authority to exclude

Explainer: Understanding Legislation and School Exclusions in Australia

Early career teachers are increasingly required to be ‘classroom ready’ upon graduation and to demonstrate capabilities that match their more experienced colleagues. They are also joining a profession that is characterised by increased scrutiny and accountability driven by standards that seek to identify the hallmarks of good teaching. This agenda,...

This paper reports on a critical policy study which examined education legislation guiding the use of exclusionary discipline practices across four Australian jurisdictions. Schools in many countries commonly use exclusionary practices, such as suspensions and exclusions, to help ‘manage’ unwanted student behaviour. These disciplinary practices are...

This book challenges the dominant ‘employability skills’ discourse by exploring socially connected and networked perspectives to learning and teaching in higher education. Both learning and career development happen naturally and optimally in ecologies, informal communities and partnerships. In the digital age, they are also highly networked. This...

This chapter considers the role that higher education can play in fostering learners’ connectedness capabilities, examining the online and face-to-face learning experiences that can support professional connectedness. While transmissive pedagogic approaches continue to be dominant in many disciplinary areas, highly connected and networked learning...

This chapter reviews and discusses the key findings that emerged from the ten case studies of connectedness learning practice, considering the current connectedness capabilities of higher education students and recent graduates, the potential for using existing pedagogic strategies to integrate connectedness into higher education curricula, and the...

This chapter introduces the concept of connectedness learning in higher education. Connecting with others through collaboration and networking has long been central to learners’ capacities to engage productively in life and career, but the development of the professional relationships and the capabilities supporting connectedness has often remained...

University structures and processes often militate against the promotion of connectedness learning. From the outside, they are often seen as walled gardens, restricting the flow of people and information between themselves and the outside world, while on the inside, the often-used metaphor is a series of siloes, where staff, programs, and organisat...

It is widely agreed that upon leaving university, students should be equipped with the foundational capabilities to enable them to build and manage their careers, add economic and social value through their work, and continue learning. One critical and yet often under-recognised sub-set of these activities is the student’s ability to build, maintai...

Sibling relationships have a substantial and lasting effect on children's development. Many siblings experience some occasional conflict, however, up to 40% are exposed to sibling bullying every week, a repeated and harmful form of intrafamilial aggression. We review evidence on the precursors, factors relating to peer bullying, and mental health c...

Sibling aggression is a common form of intra-familial aggression, yet has been largely neglected by research. Using an inclusive measure of sibling aggression, this study investigated, firstly, prevalence of sibling aggression and associations with family and household characteristics, and secondly, the relationship between sibling aggression and p...

We examined whether socioeconomic status (SES) could be used to identify which schools or children are at greatest risk of bullying, which can adversely affect children’s health and life. We conducted a review of published literature on school bullying and SES. We identified 28 studies that reported an association between roles in school bullying (...

This study investigated ethnic differences in bullying involvement (as victim and bully) among a UK wide sample of adolescents, controlling for potential confounders, including age, gender, economic situation, family structure and parent–adolescent relationships. 4668 youths, aged 10 to 15, who participate in the UK Household Longitudinal Study wer...

Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three diffe...

Method ResultsDiscussionConclusion References

The personal usage of social networking sites by teachers has become a topic of increasing concern over recent years, fuelled by headlines such as ‘Teachers warned against accepting students as Facebook friends’, ‘Open slather on websites as teachers targeted’, ‘Teacher subjected to cyberbullying’ and ‘Students and teachers are now both becoming ta...

Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Two surveys with pupils aged 11-16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the firs...