The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an “online” format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationships between teachers' stress, teachers' self‐efficacy, and teachers' well‐being during the COVID pandemic. The study presents the results from a quantitative survey undertaken in June and July 2020 with 534 teachers around Australia. While the study found that, overall, most teachers (77.29%) reported that they were not feeling anxious in their teaching role, teachers' responses indicated that they were experiencing high levels of stress and low levels of positive feelings such as joy, positivity, and contentment in their work during the COVID‐19 pandemic negatively impacting their well‐being and self‐efficacy.

No abstract

No abstract

No abstract

No abstract

No abstract

This article is based on the findings of a three-year study on the outcomes of involving students in the cocreation of knowledge and pedagogical design, 2014, 2015, 2016. It involves three cohorts of second year Sociology students at an Australian University. Data came from recording engagement in class discussion, completion of set reading material, performance in assignments as well as student and lecturer perceptions of overall levels of engagement. Findings demonstrate ways in whichco-creationof knowledge and curriculum design assisted students to engage more deeply in the learning process. Authors posit that co-production of knowledge and shared curriculum development aid in promoting deeper teaching and learning practices.

Literature widely acknowledges that women who experience Child Sex Abuse (CSA) have a higher risk of experiencing sexual revictimisation later in life, yet less is known about experiences of revictimisation in non-urban areas. The aim of this review is to examine what is known internationally regarding revictimisation of non-urban women, and to provide future research, practice and policy recommendations. A total of 2414 articles were identified through a comprehensive search across five broad health sciences and humanities databases; 11 articles met inclusion criteria and were included in this review. This review found a general lack of qualitative revictimisation studies, and limited research focusing on non-urban women. While existing studies included non-urban research samples, few articles ( n = 3) explored how non-urban location contextualises revictimisation experiences. Most peer-reviewed articles identified within this paper ( n = 7) examined intimate partner violence (IPV) revictimisation, highlighting a significant lack of research on sexual revictimisation within non-urban settings. Findings from the review indicate that experiences of violence in childhood and adulthood are frequent among non-urban women, and that experiencing child abuse is associated with a heightened likelihood of poor mental health and IPV in adulthood. The review also found that non-urban women faced significant structural disadvantage including low levels of employment and income, limited-service sector resources, unsafe family environments and exposure to community violence. Additional qualitative research is needed to better understand the experiences and needs of non-urban revictimised women, particularly within an Australian context.