Multiculturalism : (re) intellectualising teaching
- Authors: Edmonds, George
- Date: 2007
- Type: Text , Thesis , PhD
- Full Text:
- Description: Doctor of Philosphy
- Authors: Edmonds, George
- Date: 2007
- Type: Text , Thesis , PhD
- Full Text:
- Description: Doctor of Philosphy
The primacy of philosophy for effective learning
- Edmondson, Elizabeth, Manning, Debra
- Authors: Edmondson, Elizabeth , Manning, Debra
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 16, no. 10 (2009), p. 553-568
- Full Text:
- Reviewed:
- Description: This paper argues that philosophy matters more than platforms - and even learning object design - in effective online education. Much of the literature concerning quality, experiential learning and associated pedagogical issues for online learning falls short of examining the fundamental role of educational philosophy. While questions of platform and design are also relevant, they represent second order considerations in the overall scheme of effective learning. It seems likely that this gap helps to explain why meaningful online and e-learning pedagogies have not flourished or matured alongside the growth of online learning. [ABSTRACT FROM AUTHOR]
- Authors: Edmondson, Elizabeth , Manning, Debra
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 16, no. 10 (2009), p. 553-568
- Full Text:
- Reviewed:
- Description: This paper argues that philosophy matters more than platforms - and even learning object design - in effective online education. Much of the literature concerning quality, experiential learning and associated pedagogical issues for online learning falls short of examining the fundamental role of educational philosophy. While questions of platform and design are also relevant, they represent second order considerations in the overall scheme of effective learning. It seems likely that this gap helps to explain why meaningful online and e-learning pedagogies have not flourished or matured alongside the growth of online learning. [ABSTRACT FROM AUTHOR]
Understanding the contexts of adolescent female participation in sport and physical activity
- Eime, Rochelle, Harvey, Jack, Sawyer, Neroli, Craike, Melinda, Symons, Caroline, Polman, Remco, Payne, Warren
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
- Full Text:
- Reviewed:
- Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
- Full Text:
- Reviewed:
- Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.
A descriptive study of health, lifestyle and sociodemographic characteristics and their relationship to known dementia risk factors in rural Victorian communities
- Ervin, Kaye, Pallant, Julie, Terry, Daniel, Bourke, Lisa, Pierce, David, Glenister, Kristen
- Authors: Ervin, Kaye , Pallant, Julie , Terry, Daniel , Bourke, Lisa , Pierce, David , Glenister, Kristen
- Date: 2015
- Type: Text , Journal article
- Relation: Aims Medical Science Vol. 2, no. 3 (2015), p. 246-260
- Full Text:
- Reviewed:
- Description: It is essential to determine the key health risk factors among populations to specifically plan future services and explore interventions that modify risk factors for communities. This aims to reduce risks and delay the onset of chronic conditions, which frequently results in dementia, particularly for small rural communities which experience health workforce shortages, a higher proportion of those in the chronic conditions age group, and reduced access to care. The aim of the study was to determine existing rates of chronic disease, and current lifestyle and sociodemographic factors which may predispose the population to higher risk of dementia. Residents from three shires in rural Victoria, Australia were recruited by random and non-random sampling techniques to complete a survey regarding health perceptions, pre-existing illnesses, health behaviors and social activity in their community. A total of 1474 people completed the survey. Positive factors reported were social participation and low rates of smoking. Negative factors included low rates of physical activity, high rates of obesity and high rates of chronic conditions that indicate significant risk factors for dementia in these communities. Although some factors are modifiable, these communities also have a large population of older residents. This study suggests that community interventions could modify lifestyle risk factors in these rural communities. These lifestyle factors, age of residents and the current chronic conditions are also important for rural service planning to increase preventive actions, and warn of the likely increase in the number of people developing chronic conditions with predispositon to dementia.
- Authors: Ervin, Kaye , Pallant, Julie , Terry, Daniel , Bourke, Lisa , Pierce, David , Glenister, Kristen
- Date: 2015
- Type: Text , Journal article
- Relation: Aims Medical Science Vol. 2, no. 3 (2015), p. 246-260
- Full Text:
- Reviewed:
- Description: It is essential to determine the key health risk factors among populations to specifically plan future services and explore interventions that modify risk factors for communities. This aims to reduce risks and delay the onset of chronic conditions, which frequently results in dementia, particularly for small rural communities which experience health workforce shortages, a higher proportion of those in the chronic conditions age group, and reduced access to care. The aim of the study was to determine existing rates of chronic disease, and current lifestyle and sociodemographic factors which may predispose the population to higher risk of dementia. Residents from three shires in rural Victoria, Australia were recruited by random and non-random sampling techniques to complete a survey regarding health perceptions, pre-existing illnesses, health behaviors and social activity in their community. A total of 1474 people completed the survey. Positive factors reported were social participation and low rates of smoking. Negative factors included low rates of physical activity, high rates of obesity and high rates of chronic conditions that indicate significant risk factors for dementia in these communities. Although some factors are modifiable, these communities also have a large population of older residents. This study suggests that community interventions could modify lifestyle risk factors in these rural communities. These lifestyle factors, age of residents and the current chronic conditions are also important for rural service planning to increase preventive actions, and warn of the likely increase in the number of people developing chronic conditions with predispositon to dementia.
From digital literacy to digital competence: the teacher digital competency (TDC) framework
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Journal article
- Relation: Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
- Full Text:
- Reviewed:
- Description: Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Journal article
- Relation: Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
- Full Text:
- Reviewed:
- Description: Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.
Positionality of disengaged students in a rural town
- Authors: Fish, Tim
- Date: 2012
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis critically analyses the way disengaged youth participating in an alternative education program are positioned within a small rural town, New Goldfields (a pseudonym), a town of 2,300 people in the Wimmera region of Victoria.
- Description: Doctor of Philosophy
- Authors: Fish, Tim
- Date: 2012
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis critically analyses the way disengaged youth participating in an alternative education program are positioned within a small rural town, New Goldfields (a pseudonym), a town of 2,300 people in the Wimmera region of Victoria.
- Description: Doctor of Philosophy
Developing a spiritual health and life-orientation measure for secondary school students
- Authors: Fisher, John
- Date: 1999
- Type: Text , Conference paper
- Relation: Paper presented at Research with a regional/rural focus : proceedings of the University of Ballarat inaugural annual conference, Mt. Helen: Victoria 15th October, 1999 p. 57-63
- Full Text:
- Description: The problem posed in this project was the development of an instrument to give a balanced assessment of young people’s spiritual health. Spiritual health is a dynamic state of being, which can be reflected in how well people relate in up to four domains of human existence, namely with themselves; with others; with the environment; and/or with a Transcendent Other. A convenience sample of 850 secondary students in State, Catholic, Christian Community and other independent schools in Ballarat and western suburbs of Melbourne were surveyed during 1999 to determine how important they considered each of the four sets of relationships to be for an ideal state of spiritual health (called Life-Orientation). They also expressed how each area reflected their personal experience most of the time (called Spiritual Health). Extensive factor analysis enabled the original 60-item instrument to be reduced to a reliable, compact 25-item Spiritual Health And Life-Orientation Measure (SHALOM for short). Analysis of variance and t-tests revealed significant variations between students’ views when compared by school type, gender, and year level. SHALOM has advantages over previous instruments in that it is balanced across the four domains of spiritual well-being, is more sensitive, and it compares people’s stated ideal position, with their lived experience, not others’, in determining the quality of relationships which constitute their spiritual well-being.
- Authors: Fisher, John
- Date: 1999
- Type: Text , Conference paper
- Relation: Paper presented at Research with a regional/rural focus : proceedings of the University of Ballarat inaugural annual conference, Mt. Helen: Victoria 15th October, 1999 p. 57-63
- Full Text:
- Description: The problem posed in this project was the development of an instrument to give a balanced assessment of young people’s spiritual health. Spiritual health is a dynamic state of being, which can be reflected in how well people relate in up to four domains of human existence, namely with themselves; with others; with the environment; and/or with a Transcendent Other. A convenience sample of 850 secondary students in State, Catholic, Christian Community and other independent schools in Ballarat and western suburbs of Melbourne were surveyed during 1999 to determine how important they considered each of the four sets of relationships to be for an ideal state of spiritual health (called Life-Orientation). They also expressed how each area reflected their personal experience most of the time (called Spiritual Health). Extensive factor analysis enabled the original 60-item instrument to be reduced to a reliable, compact 25-item Spiritual Health And Life-Orientation Measure (SHALOM for short). Analysis of variance and t-tests revealed significant variations between students’ views when compared by school type, gender, and year level. SHALOM has advantages over previous instruments in that it is balanced across the four domains of spiritual well-being, is more sensitive, and it compares people’s stated ideal position, with their lived experience, not others’, in determining the quality of relationships which constitute their spiritual well-being.
Listening to men learning
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Journal article
- Relation: The international journal of learning Vol. 12, no. 9 (2006), p. 265-272
- Full Text:
- Reviewed:
- Description: This paper reports on the results of a study of the learning preferences of adult males in small, rural Australian towns. The researcher employed a survey of men in each of ten towns in 2004 to explore and compare their learning experiences and preferences-in adult and community education (ACE) programs on one hand, and in community-based volunteer organisations (fire services, landcare senior citizens and football clubs) on the other. The research confirms the considerable importance for men of regular learning experienced in less formal learning contexts as community volunteers, and highlights the barriers ICT poses for older men.
- Description: 2003002093
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Journal article
- Relation: The international journal of learning Vol. 12, no. 9 (2006), p. 265-272
- Full Text:
- Reviewed:
- Description: This paper reports on the results of a study of the learning preferences of adult males in small, rural Australian towns. The researcher employed a survey of men in each of ten towns in 2004 to explore and compare their learning experiences and preferences-in adult and community education (ACE) programs on one hand, and in community-based volunteer organisations (fire services, landcare senior citizens and football clubs) on the other. The research confirms the considerable importance for men of regular learning experienced in less formal learning contexts as community volunteers, and highlights the barriers ICT poses for older men.
- Description: 2003002093
A profile of men's sheds in Australia: Patterns, purposes, profiles and experiences of participants: Some implications for ACE and VET about engaging older men
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Global VET: Challenges at the global, national and local levels Conference 2006, Wollongong, New South Wales : 19th April, 2006
- Full Text:
- Reviewed:
- Description: This paper uses literature and survey results to explore several issues associated with the emergence and development of community-based men’s sheds in Australia and their relationship to both community and further education and the training system. It develops a series of questions about these developments and their relationship to the development of men as learners as well as the nature of education and voluntary organisations. The confirms for the first time, using compelling and rigorously collected survey data from participants, the critical value of men’s sheds in community settings in Australia to older men’s well being: particularly to their health, social enjoyment, ongoing learning capacity and ability to contribute to the community. The sheds, relatively recently created, now provide a valuable and critically important place for a wide range of mainly older men within safe, supervised settings in where approximately 150 such sheds are now found in southern Australia. They allow men to regularly meet and happily socialise, mainly with other men with tools, in a safe, familiar, shared workspace in a wide range of communities, situations and organisational types. The men who use men’s sheds respond positively to environments that allow them to feel at home and learn by doing, in practical, group situations with other men. This paper confirms the high potential of men’s sheds, if carefully configured and managed, to include and support men experiencing issues associated with retirement, health, social isolation, aging and significant change.
- Description: E1
- Description: 2003002043
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Global VET: Challenges at the global, national and local levels Conference 2006, Wollongong, New South Wales : 19th April, 2006
- Full Text:
- Reviewed:
- Description: This paper uses literature and survey results to explore several issues associated with the emergence and development of community-based men’s sheds in Australia and their relationship to both community and further education and the training system. It develops a series of questions about these developments and their relationship to the development of men as learners as well as the nature of education and voluntary organisations. The confirms for the first time, using compelling and rigorously collected survey data from participants, the critical value of men’s sheds in community settings in Australia to older men’s well being: particularly to their health, social enjoyment, ongoing learning capacity and ability to contribute to the community. The sheds, relatively recently created, now provide a valuable and critically important place for a wide range of mainly older men within safe, supervised settings in where approximately 150 such sheds are now found in southern Australia. They allow men to regularly meet and happily socialise, mainly with other men with tools, in a safe, familiar, shared workspace in a wide range of communities, situations and organisational types. The men who use men’s sheds respond positively to environments that allow them to feel at home and learn by doing, in practical, group situations with other men. This paper confirms the high potential of men’s sheds, if carefully configured and managed, to include and support men experiencing issues associated with retirement, health, social isolation, aging and significant change.
- Description: E1
- Description: 2003002043
Who's doing the hunting and gathering? : An exploration of gender segmentation in adult learning in small and remote Australian communities
- Authors: Golding, Barry
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at 2003 AVETRA Conference, Sydney : 10th -11th April, 2003
- Full Text:
- Reviewed:
- Description: Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
- Description: E1
- Description: 2003000498
- Authors: Golding, Barry
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at 2003 AVETRA Conference, Sydney : 10th -11th April, 2003
- Full Text:
- Reviewed:
- Description: Adults in Australia have tended to return relatively recently to learning in patterns that are significantly different by gender. These patterns of gender segmentation for adults are particularly noticeable in the findings of recent research by the author into adult, community and vocational learning in small and remote towns in Victoria. The issues associated with such patterns form the basis of this exploratory paper.
- Description: E1
- Description: 2003000498
Houses and sheds in Australia : an exploration of the genesis and growth of neighbourhood houses and men's sheds in community settings
- Golding, Barry, Kimberley, Helen, Foley, Annette, Brown, Michael
- Authors: Golding, Barry , Kimberley, Helen , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 48, no. 2 (Jul 2008), p. 237-262
- Full Text:
- Reviewed:
- Description: This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men's sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house 'sector', and those associated with the very recent and developing community-based men's sheds 'sector'. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors,for women and men, albeit in very different circumstances, along with some obvious differences.
- Description: C1
- Authors: Golding, Barry , Kimberley, Helen , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 48, no. 2 (Jul 2008), p. 237-262
- Full Text:
- Reviewed:
- Description: This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men's sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house 'sector', and those associated with the very recent and developing community-based men's sheds 'sector'. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors,for women and men, albeit in very different circumstances, along with some obvious differences.
- Description: C1
Learner voice in VET and ACE: What do stakeholders say
- Golding, Barry, Angus, Lawrence, Foley, Annette, Lavender, Peter
- Authors: Golding, Barry , Angus, Lawrence , Foley, Annette , Lavender, Peter
- Date: 2012
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2012 15th Annual Conference Canberra p. 1-10
- Full Text:
- Reviewed:
- Description: Our paper presents some initial findings from research funded by the National VET Equity Advisory Council (NVEAC) and conducted in a range of VET and ACE organisations in three Australian states and the Northern Territory with a view to identifying the mechanisms and systems used to capture learner voice. The paper also draws upon recent research in the UK and Europe that has provided critical insights into the benefits to learners' experiences and successes that result from taking learner voice seriously in the Further Education (FE) setting.
- Description: 2003009274
- Authors: Golding, Barry , Angus, Lawrence , Foley, Annette , Lavender, Peter
- Date: 2012
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2012 15th Annual Conference Canberra p. 1-10
- Full Text:
- Reviewed:
- Description: Our paper presents some initial findings from research funded by the National VET Equity Advisory Council (NVEAC) and conducted in a range of VET and ACE organisations in three Australian states and the Northern Territory with a view to identifying the mechanisms and systems used to capture learner voice. The paper also draws upon recent research in the UK and Europe that has provided critical insights into the benefits to learners' experiences and successes that result from taking learner voice seriously in the Further Education (FE) setting.
- Description: 2003009274
Not exactly rocket science : Replicating good practice in meeting diverse client needs
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Book
- Full Text:
- Reviewed:
- Description: A1
- Description: 2003001325
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Book
- Full Text:
- Reviewed:
- Description: A1
- Description: 2003001325
The applicability of networks in Australian adult and vocational learning research
- Authors: Golding, Barry
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Learns and Practitioners: The Heart of the Matter, Canberra : 17th March, 2004
- Full Text:
- Reviewed:
- Description: Networks have increasingly been recognised by educators as important in adult and vocational learning contexts, in that they have the capacity to help potential learners engage and become better connected with a wide range of learning organisations through their families, jobs and communities and also with opportunities for future learning and work. The importance of ‘being connected’, including through networks to and between learning organisations, has come into higher relief with a recent increase in theorising about aspects of social capital including learning networks, the growth of lifelong learning and an identification of the particular penalties associated with several forms of disengagement from learning for people of all ages. This paper begins with a scan of research literature on networks in adult and vocational learning. The paper identifies some new techniques involving networks, found by experience to assist in the process of adult and vocational learning research: particularly for identifying potential research interviewees within learning organisations and communities, strengthening relationships between learning organisations and identifying opportunities for future collaboration. It also provides some insights from new data on organisational networks derived from a number of recent research studies about learning networks in TAFE, adult and community education and public safety organisations in small and remote towns. The paper finally provides a number of tentative, general findings about the broader applicability of network theory to research and theories about learning in such contexts.
- Description: E1
- Description: 2003000774
- Authors: Golding, Barry
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Learns and Practitioners: The Heart of the Matter, Canberra : 17th March, 2004
- Full Text:
- Reviewed:
- Description: Networks have increasingly been recognised by educators as important in adult and vocational learning contexts, in that they have the capacity to help potential learners engage and become better connected with a wide range of learning organisations through their families, jobs and communities and also with opportunities for future learning and work. The importance of ‘being connected’, including through networks to and between learning organisations, has come into higher relief with a recent increase in theorising about aspects of social capital including learning networks, the growth of lifelong learning and an identification of the particular penalties associated with several forms of disengagement from learning for people of all ages. This paper begins with a scan of research literature on networks in adult and vocational learning. The paper identifies some new techniques involving networks, found by experience to assist in the process of adult and vocational learning research: particularly for identifying potential research interviewees within learning organisations and communities, strengthening relationships between learning organisations and identifying opportunities for future collaboration. It also provides some insights from new data on organisational networks derived from a number of recent research studies about learning networks in TAFE, adult and community education and public safety organisations in small and remote towns. The paper finally provides a number of tentative, general findings about the broader applicability of network theory to research and theories about learning in such contexts.
- Description: E1
- Description: 2003000774
About Face : Implications of research into men's learning preferences in rural towns
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Emerging Futures 2005: recent, responsive and relevant research Conference, Brisbane : 13th -15th April, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001327
- Authors: Golding, Barry
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Emerging Futures 2005: recent, responsive and relevant research Conference, Brisbane : 13th -15th April, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001327
“Undoing” Gender: how the School of Science, Engineering and Information Technology SEIT Women’s group works across university and community lines to promote inclusive STEM
- Goriss-Hunter, Anitra, Echter, Adele, Firmin, Sally, Oseni, Taiwa
- Authors: Goriss-Hunter, Anitra , Echter, Adele , Firmin, Sally , Oseni, Taiwa
- Date: 2018
- Type: Text , Journal article
- Relation: Studies in Adult Education Vol. 24, no. 3 (2018), p. 3-9
- Full Text:
- Reviewed:
- Description: Research on gender and education in industrialised and developing countries suggests that schools and universities are sites of ‘doing’ rather than ‘undoing’ gender. Deutsch (2007) contends that ‘doing gender’ refers to social interactions that reproduce conventional and limiting notions of gender construction and that ‘undoing gender’ refers to social interactions that reduce gender difference and open up other possibilities. In this paper we consider how educational institutions can be strategic sites of influence in undoing gender and we investigate some ways that gender is ‘undone’ through the example of the work of the Science, Engineering and Information Technology Women’s Group (SEITWG) located in the Faculty of Science and Technology at Federation University Australia. For this purpose, a self-study methodology understood as a professional reflection was used. The paper explores how the informal coalition of SEITWG works as ‘wilful subjects’, on the one hand, coming up against some of the ‘brick walls’ of dominant discourse that attempt to limit women’s participation in STEMM (science, technology, engineering, mathematics, and medicine). On the other hand, SEITWG attempts to move beyond the restrictions of conventional gender narratives to encourage more women to participate in STEMM by foregrounding the presence of women already active in the area; mentoring women students and staff; supporting a range of their colleagues’ endeavours to research and teach for inclusion; embedding gender analysis into the curriculum; and promoting workplace cultural change.
- Authors: Goriss-Hunter, Anitra , Echter, Adele , Firmin, Sally , Oseni, Taiwa
- Date: 2018
- Type: Text , Journal article
- Relation: Studies in Adult Education Vol. 24, no. 3 (2018), p. 3-9
- Full Text:
- Reviewed:
- Description: Research on gender and education in industrialised and developing countries suggests that schools and universities are sites of ‘doing’ rather than ‘undoing’ gender. Deutsch (2007) contends that ‘doing gender’ refers to social interactions that reproduce conventional and limiting notions of gender construction and that ‘undoing gender’ refers to social interactions that reduce gender difference and open up other possibilities. In this paper we consider how educational institutions can be strategic sites of influence in undoing gender and we investigate some ways that gender is ‘undone’ through the example of the work of the Science, Engineering and Information Technology Women’s Group (SEITWG) located in the Faculty of Science and Technology at Federation University Australia. For this purpose, a self-study methodology understood as a professional reflection was used. The paper explores how the informal coalition of SEITWG works as ‘wilful subjects’, on the one hand, coming up against some of the ‘brick walls’ of dominant discourse that attempt to limit women’s participation in STEMM (science, technology, engineering, mathematics, and medicine). On the other hand, SEITWG attempts to move beyond the restrictions of conventional gender narratives to encourage more women to participate in STEMM by foregrounding the presence of women already active in the area; mentoring women students and staff; supporting a range of their colleagues’ endeavours to research and teach for inclusion; embedding gender analysis into the curriculum; and promoting workplace cultural change.
Welfare workers' experiences of rural practice - similar but different
- Authors: Green, Rosemary
- Date: 2007
- Type: Text , Journal article
- Relation: Rural Social Work and Community Practice Vol. 12, no. 1 (2007), p. 41-46
- Full Text:
- Reviewed:
- Description: This research project investigated the experiences of six rural welfare professionals living in the Western region of Victoria, Australia. In particular, this paper reports on their experiences of managing dual and multiple roles, confidentiality and their privacy. The six participants, five women and one man, were purposely chosen for in-depth interviews using criterion sampling from 23 survey respondents who participated in a larger rural practice study. Issues of particular interest to participants were managing confidential information gathered from formal and informal sources, providing services that are non-stigmatising, managing complex ethical dilemmas arising from fual and multiple roles, and lack of anonymity and privacy. Participants' experiences of these issues had varied considerably. Some expressed feeling of anxiety and stress, while others expressed strong confidence about their management of these matters in their daily practice. Many participants were anxious about whethr their practice fully met the ethical guidelines of the profession, however they felt their practice appropriate to the context. Most of the participants commented that their pre-service education did not adequately address rural issues or prepare them for their work role in small communities.
- Description: C1
- Description: 2003005771
- Authors: Green, Rosemary
- Date: 2007
- Type: Text , Journal article
- Relation: Rural Social Work and Community Practice Vol. 12, no. 1 (2007), p. 41-46
- Full Text:
- Reviewed:
- Description: This research project investigated the experiences of six rural welfare professionals living in the Western region of Victoria, Australia. In particular, this paper reports on their experiences of managing dual and multiple roles, confidentiality and their privacy. The six participants, five women and one man, were purposely chosen for in-depth interviews using criterion sampling from 23 survey respondents who participated in a larger rural practice study. Issues of particular interest to participants were managing confidential information gathered from formal and informal sources, providing services that are non-stigmatising, managing complex ethical dilemmas arising from fual and multiple roles, and lack of anonymity and privacy. Participants' experiences of these issues had varied considerably. Some expressed feeling of anxiety and stress, while others expressed strong confidence about their management of these matters in their daily practice. Many participants were anxious about whethr their practice fully met the ethical guidelines of the profession, however they felt their practice appropriate to the context. Most of the participants commented that their pre-service education did not adequately address rural issues or prepare them for their work role in small communities.
- Description: C1
- Description: 2003005771
Challenges for social work and welfare education in 21st century: A contextual analysis
- Authors: Green, Rosemary
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Annual International HERDSA Conference 2005, Sydney : 3rd - 6th July, 2005
- Full Text:
- Reviewed:
- Description: The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
- Description: E1
- Description: 2003001260
- Authors: Green, Rosemary
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at the Annual International HERDSA Conference 2005, Sydney : 3rd - 6th July, 2005
- Full Text:
- Reviewed:
- Description: The social work and welfare profession has experienced change and challenge from a number of sources in the late 20th Century. In Western countries, changing government ideology and policy about welfare provision has fundamentally altered the landscape in which social and welfare workers are employed. The role and purpose of the social welfare profession has been interrogated, with a resulting perceived 'crisis' for the profession. Government policies have also affected the provision of education for students, and this, too, has had an impact on the shape and structure of courses, and the work of academics. In addition, broader changes in society have created a challenging environment, for example, there is a general distrust of professionals together with the speaking out by marginalised groups about their place and treatment within society and by professional groups such as social welfare. Such a context affects the profession, and recruitment of students. Within this milieu, social work and welfare education must equip graduates to work effectively in a changing and sometimes hostile world. This paper broadly examines the context affecting provision of education for social work and education in the 21st century. These issues are similar across Western countries, and affect many other professional groups.
- Description: E1
- Description: 2003001260
Nurses, physicians and patients' knowledge and attitudes about nurse prescribing
- Haririan, Hamidreza, Seresht, Deniz Manie, Hassankhani, Hadi, Porter, Joanne E., Wytenbroek, Lydia
- Authors: Haririan, Hamidreza , Seresht, Deniz Manie , Hassankhani, Hadi , Porter, Joanne E. , Wytenbroek, Lydia
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 21, no. 1 (2022), p. 112-112
- Full Text:
- Reviewed:
- Description: One of the roles that nurses have acquired in recent years is the role of prescribing. This study aimed to investigate the knowledge and attitudes of critical care nurses, physicians and patients about nurse prescribing. A descriptive cross-sectional study with the participation of 152 nurses, 53 physicians and 75 patients was carried out. Participants were selected by stratified random sampling from the critical care units of six hospitals in Tabriz, Iran. Demographics and participants' knowledge and attitudes about nurse prescribing questionnaires were used to collect data. The collected data were analyzed using SPSS-22 software. The mean scores of total knowledge about nurse prescribing in nurses, patients and physicians' were 15.41 ± 1.85,16.45 ± 2.31, 14.74 ± 1.7 respectively (from a range of 10 -20), and the mean score of knowledge by physicians was significantly higher than others (P = 0.000) and they had more knowledge about nurse prescribing. The mean scores of the attitudes towards nurse prescribing in nurses, physicians and patients were 40.62 ± 3.68, 37.98 ± 5.92 and 39.38 ± 4.39 respectively (from a range of 10 -50). However, the total mean score of attitudes among nurses was significantly higher than others (P = 0.000) and nurses had more positive attitudes toward prescribing. The results showed that the participants have a good understanding and attitudes toward nurse prescribing. Nurse prescribing as a new duty and authority can be considered in providing more effective care by specialist nurses. The results of this study can also be used in the future planning of health policy for nurses to have the right to prescribe and ultimately improve the quality of patient care.
- Authors: Haririan, Hamidreza , Seresht, Deniz Manie , Hassankhani, Hadi , Porter, Joanne E. , Wytenbroek, Lydia
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 21, no. 1 (2022), p. 112-112
- Full Text:
- Reviewed:
- Description: One of the roles that nurses have acquired in recent years is the role of prescribing. This study aimed to investigate the knowledge and attitudes of critical care nurses, physicians and patients about nurse prescribing. A descriptive cross-sectional study with the participation of 152 nurses, 53 physicians and 75 patients was carried out. Participants were selected by stratified random sampling from the critical care units of six hospitals in Tabriz, Iran. Demographics and participants' knowledge and attitudes about nurse prescribing questionnaires were used to collect data. The collected data were analyzed using SPSS-22 software. The mean scores of total knowledge about nurse prescribing in nurses, patients and physicians' were 15.41 ± 1.85,16.45 ± 2.31, 14.74 ± 1.7 respectively (from a range of 10 -20), and the mean score of knowledge by physicians was significantly higher than others (P = 0.000) and they had more knowledge about nurse prescribing. The mean scores of the attitudes towards nurse prescribing in nurses, physicians and patients were 40.62 ± 3.68, 37.98 ± 5.92 and 39.38 ± 4.39 respectively (from a range of 10 -50). However, the total mean score of attitudes among nurses was significantly higher than others (P = 0.000) and nurses had more positive attitudes toward prescribing. The results showed that the participants have a good understanding and attitudes toward nurse prescribing. Nurse prescribing as a new duty and authority can be considered in providing more effective care by specialist nurses. The results of this study can also be used in the future planning of health policy for nurses to have the right to prescribe and ultimately improve the quality of patient care.
A public want and a public duty [manuscript] : The role of the Mechanics' Institute in the cultural, social and educational development of Ballarat from 1851 to 1880
- Authors: Hazelwood, Jennifer
- Date: 2007
- Type: Text , Thesis , PhD
- Full Text:
- Description: Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.
- Description: Doctor of Philosophy
- Authors: Hazelwood, Jennifer
- Date: 2007
- Type: Text , Thesis , PhD
- Full Text:
- Description: Mechanics’ Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics’ Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics’ Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics’ Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about ‘radical fragments’ and ‘egalitarianism’. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics’ Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute’s School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics’ Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.
- Description: Doctor of Philosophy