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This paper discusses issues that relate to student mobility and implications for teachers and guidance officers. Whilst there has been a tendency to locate problems associated with mobility in the children themselves or in their families, it is argued that this is not a particularly productive approach. Taking lessons from recent literacy understandings and using data from a study about the children of itinerant fruit pickers, this paper takes a broader perspective, recommending that school personnel widen their focus to include an examination of school practices and to consider equity implications for mobile students. (1999) show that the Australian population is highly mobile. Although information about the numbers of children changing schools is not readily available, the ABS reported that in 1999 alone 358,401 people moved interstate and 12.6 per cent (45,327) of these were school age children between the ages of five and 14 years (ABS, 1999). If students who move schools intrastate and those over 14 years of age were added to these figures, it would appear that student mobility is a significant issue for schools and educational systems. Mobility and educational implications Australian Bureau of Statistics [ABS] internal migration dataDespite the evidence of the mobility of Australian school students, educational itinerancy has not been widely researched. However, in much of the research that is available, mobility has been perceived as having a negative impact on children and their school experiences. Research in Australia and the United States, for example, has argued that, for students, itinerancy may result in disrupted social and academic development
This paper discusses issues that relate to student mobility and implications for teachers and guidance officers. Whilst there has been a tendency to locate problems associated with mobility in the children themselves or in their families, it is argued that this is not a particularly productive approach. Taking lessons from recent literacy understandings and using data from a study about the children of itinerant fruit pickers, this paper takes a broader perspective, recommending that school personnel widen their focus to include an examination of school practices and to consider equity implications for mobile students. (1999) show that the Australian population is highly mobile. Although information about the numbers of children changing schools is not readily available, the ABS reported that in 1999 alone 358,401 people moved interstate and 12.6 per cent (45,327) of these were school age children between the ages of five and 14 years (ABS, 1999). If students who move schools intrastate and those over 14 years of age were added to these figures, it would appear that student mobility is a significant issue for schools and educational systems. Mobility and educational implications Australian Bureau of Statistics [ABS] internal migration dataDespite the evidence of the mobility of Australian school students, educational itinerancy has not been widely researched. However, in much of the research that is available, mobility has been perceived as having a negative impact on children and their school experiences. Research in Australia and the United States, for example, has argued that, for students, itinerancy may result in disrupted social and academic development
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