The Rise and Fall of the Australian Women's Bureau

Policy textbooks often overlook the importance of international borrowing in their accounts of the policy process. Analysis of feminist policy influence also tends to neglect the international dimension of the opportunity structure and the leverage provided by international agendas. In this article we tell the story of how the Women's Bureau, the first women's unit in Australian government, came into being in the 1960s. This story encompasses the overseas modelling of such bureaux and the promotion of such models through international women's organisations and their national affiliates. The international dimension has been inseparable from the development of women's policy machinery in Australian government; the current disengagement from international standard setting coincides with the dismantling of domestic machinery, including the Women's Bureau.     

A Participant Evaluation of the U.S. Navy Parent Support Program

This study reports on the results of a program evaluation of the U.S. Navy New Parent Support Program (NPSP). NPSP is composed of two components: center-based parenting classes and home-based visits. Data are presented on: (a) satisfaction with program quality, (b) how well the program met its primary objectives (e.g., helps reduce parenting stress), (c) how well the NPSP met its Reasons for Being (RFBs; e.g., Helps service members concentrate on their job), and (d) program impact on mission-related outcomes (i.e., quality of life (QOL), readiness, and program impact on their decision to remain in the military). Results indicate that parents who take part in both the parenting classes and home-based visits report that the program exceeded their expectations, the program improved their perceptions of their parenting and coping skills, they perceived that the program demonstrated the Navy's concern for Sailors and their families, and the program enhanced the family's quality of life. Implications of study findings are discussed.

Teacher Turnover in the Context of Teacher-Directed Violence: An Empowerment Lens

ABSTRACT

Teacher turnover is a significant issue in education that negatively affects students’ academic performance and instructional continuity. While multiple factors impact turnover, the effects of violence directed against teachers on turnover have rarely been explored. The current study examines the extent to which (dis)empowerment applies to teachers who experienced incidents of violence and related intentions to leave their positions. The study includes 403 teachers from a national survey examining teacher-directed violence and teachers’ most upsetting experiences with violence. Using content analysis, results indicated teachers endorsed low levels of empowerment dimensions including status, autonomy and decision-making, and impact. Further, disempowerment was associated with turnover intentions and decisions. Future directions for research, practice, and policy are considered to increase empowerment and prevent turnover following incidents of violence.