Janet Mooney
Biographic Data
| ID | 3794449 |
|---|---|
| NAME | Janet Mooney |
| GIVEN NAMES | Janet |
| FAMILY NAME | Mooney |
| SIGNATURE | MOONEY J |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0002-6208-9974 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Indigenous youth wellbeing in higher education
Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher education youth (18–25 years) wellbeing. This systematic literature review aimed to explore the nature and scope of international research that engages with Indigenous youth to identify the enablers of and barriers to youth’s wellbeing when undertaking …
Enabling Indigenous wellbeing in higher education
Indigenous youth comprise over half of the Indigenous Australian population; however, there is a scarcity of research that focuses on improving Indigenous Australians’ wellbeing in higher education. The purpose of this study was to identify Indigenous-devised strategies to support wellbeing of salience to Indigenous Australian higher education students. Using Indigenous methodology, Indigenous youth ( N = 7; aged between 18 and 25 years) studying…
The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees
We investigated how satisfaction of the basic psychological needs at work was associated with the psychological and physical wellbeing of Indigenous and non-Indigenous employees both within and outside of the workplace. Participants included 1,146 Indigenous ( n = 559) and non-Indigenous Australians (60.9% female), aged 18 to 81 years ( Mage = 43.54) who were recruited through their employer or online advertisements. Structural equation modelling…
High-ability Aboriginal Australian students’ reasoning about source of effort
This study investigated how high-ability Australian Aboriginal adolescents reasoned about sources of effort in their transition to secondary schools. High-ability Year 7 Aboriginal adolescents (n = 4) participated in interviews on three occasions: Term 1 Year 6 (primary); Term 1 Year 7 (secondary); and Term 4 Year 7 (post-transition). Parents (n = 5) and staff (n = 20) were interviewed on one or two occasions. The longitudinal, mixed-methods desi…
A Cross-Cultural Investigation of Basic Psychological Need Satisfaction at Work in an Indigenous and Non-Indigenous Australian Sample Across Occupation Types
Self-determination theory (SDT) posits universality without cross-cultural uniformity of the three basic psychological needs (autonomy, competence, and relatedness) which have been associated with desirable job outcomes. Yet these promising directions in theory and research have not been extended to Indigenous samples and different occupational types. This is unfortunate as Indigenous peoples globally remain the most disadvantaged on all socio-ec…
The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion
Internationally, there is a gap in high‐school completion rates for Indigenous and non‐Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high‐school completion between Australian Indigenous and non‐Indigenous rates, and whether the gap varies for students of similar aca…
Boarding schools
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well‐intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non‐Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living…
Empowering the voices and agency of Indigenous Australian youth and their wellbeing in higher education✰
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
In Australia's most populous state, New South Wales (NSW), children born between January and July have the choice to start school in the year they turn five, or delay entry until the year they turn six. We used linked administrative data for children who started school in NSW in 2009 or 2012 (N = 162,878) to identify child, family and area characteristics associated with delayed entry, and to explore the relationship between school starting age a…
Kinship Online
The article describes the teaching and learning framework that underpins a Kinship Online Module aimed at delivering online cross-cultural training at the university level. It is based on an existing workshop designed and presented to non-Aboriginal staff and students by Lynette Riley, a Wiradjuri and Gamilaroi woman from Dubbo and Moree. In doing so, this article reflects on the pedagogical framework and adopted learning environment, and describ…
Seeding Success in Indigenous Australian Higher Education
Shifting the emphasis
Purpose This chapter outlines an audit process that led to a group of non-Aboriginal academics, and professional staff embarking on a journey to explore insights into Aboriginal knowledge and culture. It presents a compelling account of the benefits of a project devised by a creative Aboriginal teacher and community arts practitioner, The Embedding Diversity: Towards a Culturally Inclusive Pedagogy. Findings The Embedding Diversity project allowe…
Experiencing Indigenous Knowledge Online as a Community Narrative
This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled 'Indigenous On-Line Cultural Teaching and Sharing'. One of the team members (Kutay) was also a project team member on the ALTC-funded project 'Exploring PBL in Indigenous Australian Studies', which has developed a teaching and learning process (PEARL) for Indigenous Australian studies. In this ar…
Taking Our Place
Linking Learning to Community for Indigenous Computing Courses
Since its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, Fo…
Boarding schools
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well‐intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non‐Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living…
Kinship Online
The article describes the teaching and learning framework that underpins a Kinship Online Module aimed at delivering online cross-cultural training at the university level. It is based on an existing workshop designed and presented to non-Aboriginal staff and students by Lynette Riley, a Wiradjuri and Gamilaroi woman from Dubbo and Moree. In doing so, this article reflects on the pedagogical framework and adopted learning environment, and describ…
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
In Australia's most populous state, New South Wales (NSW), children born between January and July have the choice to start school in the year they turn five, or delay entry until the year they turn six. We used linked administrative data for children who started school in NSW in 2009 or 2012 (N = 162,878) to identify child, family and area characteristics associated with delayed entry, and to explore the relationship between school starting age a…
The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees
We investigated how satisfaction of the basic psychological needs at work was associated with the psychological and physical wellbeing of Indigenous and non-Indigenous employees both within and outside of the workplace. Participants included 1,146 Indigenous ( n = 559) and non-Indigenous Australians (60.9% female), aged 18 to 81 years ( Mage = 43.54) who were recruited through their employer or online advertisements. Structural equation modelling…
The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion
Internationally, there is a gap in high‐school completion rates for Indigenous and non‐Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high‐school completion between Australian Indigenous and non‐Indigenous rates, and whether the gap varies for students of similar aca…
Experiencing Indigenous Knowledge Online as a Community Narrative
This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled 'Indigenous On-Line Cultural Teaching and Sharing'. One of the team members (Kutay) was also a project team member on the ALTC-funded project 'Exploring PBL in Indigenous Australian Studies', which has developed a teaching and learning process (PEARL) for Indigenous Australian studies. In this ar…
Linking Learning to Community for Indigenous Computing Courses
Since its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, Fo…
Linking Learning to Community for Indigenous Computing Courses
Since its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, Fo…
Taking Our Place
Experiencing Indigenous Knowledge Online as a Community Narrative
This article explores a project at the Koori Centre, University of Sydney, funded by the Australian Learning and Teaching Council (ALTC) in 2011, titled 'Indigenous On-Line Cultural Teaching and Sharing'. One of the team members (Kutay) was also a project team member on the ALTC-funded project 'Exploring PBL in Indigenous Australian Studies', which has developed a teaching and learning process (PEARL) for Indigenous Australian studies. In this ar…
Seeding Success in Indigenous Australian Higher Education
Shifting the emphasis
Purpose This chapter outlines an audit process that led to a group of non-Aboriginal academics, and professional staff embarking on a journey to explore insights into Aboriginal knowledge and culture. It presents a compelling account of the benefits of a project devised by a creative Aboriginal teacher and community arts practitioner, The Embedding Diversity: Towards a Culturally Inclusive Pedagogy. Findings The Embedding Diversity project allowe…
Kinship Online
The article describes the teaching and learning framework that underpins a Kinship Online Module aimed at delivering online cross-cultural training at the university level. It is based on an existing workshop designed and presented to non-Aboriginal staff and students by Lynette Riley, a Wiradjuri and Gamilaroi woman from Dubbo and Moree. In doing so, this article reflects on the pedagogical framework and adopted learning environment, and describ…
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
In Australia's most populous state, New South Wales (NSW), children born between January and July have the choice to start school in the year they turn five, or delay entry until the year they turn six. We used linked administrative data for children who started school in NSW in 2009 or 2012 (N = 162,878) to identify child, family and area characteristics associated with delayed entry, and to explore the relationship between school starting age a…
Empowering the voices and agency of Indigenous Australian youth and their wellbeing in higher education✰
A Cross-Cultural Investigation of Basic Psychological Need Satisfaction at Work in an Indigenous and Non-Indigenous Australian Sample Across Occupation Types
Self-determination theory (SDT) posits universality without cross-cultural uniformity of the three basic psychological needs (autonomy, competence, and relatedness) which have been associated with desirable job outcomes. Yet these promising directions in theory and research have not been extended to Indigenous samples and different occupational types. This is unfortunate as Indigenous peoples globally remain the most disadvantaged on all socio-ec…
The role of achievement, gender, SES, location and policy in explaining the Indigenous gap in high‐school completion
Internationally, there is a gap in high‐school completion rates for Indigenous and non‐Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high‐school completion between Australian Indigenous and non‐Indigenous rates, and whether the gap varies for students of similar aca…
Boarding schools
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well‐intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non‐Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living…
High-ability Aboriginal Australian students’ reasoning about source of effort
This study investigated how high-ability Australian Aboriginal adolescents reasoned about sources of effort in their transition to secondary schools. High-ability Year 7 Aboriginal adolescents (n = 4) participated in interviews on three occasions: Term 1 Year 6 (primary); Term 1 Year 7 (secondary); and Term 4 Year 7 (post-transition). Parents (n = 5) and staff (n = 20) were interviewed on one or two occasions. The longitudinal, mixed-methods desi…
Indigenous youth wellbeing in higher education
Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher education youth (18–25 years) wellbeing. This systematic literature review aimed to explore the nature and scope of international research that engages with Indigenous youth to identify the enablers of and barriers to youth’s wellbeing when undertaking …
Enabling Indigenous wellbeing in higher education
Indigenous youth comprise over half of the Indigenous Australian population; however, there is a scarcity of research that focuses on improving Indigenous Australians’ wellbeing in higher education. The purpose of this study was to identify Indigenous-devised strategies to support wellbeing of salience to Indigenous Australian higher education students. Using Indigenous methodology, Indigenous youth ( N = 7; aged between 18 and 25 years) studying…
The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees
We investigated how satisfaction of the basic psychological needs at work was associated with the psychological and physical wellbeing of Indigenous and non-Indigenous employees both within and outside of the workplace. Participants included 1,146 Indigenous ( n = 559) and non-Indigenous Australians (60.9% female), aged 18 to 81 years ( Mage = 43.54) who were recruited through their employer or online advertisements. Structural equation modelling…
Indigenous (10 works) · Psychology (10 works) · Sociology (10 works) · Political science (7 works) · Indigenous Health, Education, and Rights (6 works) · Pedagogy (5 works) · Computer Science (4 works) · Geography (4 works) · Indigenous and Place-Based Education (4 works) · Medicine (4 works)