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- Lankshear, Colin, Knobel, Michele

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
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  • 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

I integrate, therefore I am: Contesting the normalizing discourse of integration through conversations with refugee women

- McPherson, Melinda

  • Authors: McPherson, Melinda
  • Date: 2010
  • Type: Text , Journal article
  • Relation: Journal of Refugee Studies Vol. 23, no. 4 (2010), p. 547-570
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  • Description: The discourse of integration has been ascendant in migration policy internationally, particularly after western concerns linking terrorism with cultural separatism. Retreats from multiculturalism signal a view that conformance by outsiders with a normative, universal, and static national citizen subject will facilitate social cohesion. The discourse of integrationism, perpetuated through the practice of UnSpeak (Poole 2006), represents resettled refugees as innately problematic against dominant, normative values (Marston 2004). I explore these representations in Australian settlement education policy and suggest an appeal to marginal voices (Foucault 1980; Spivak 1988) as a means for contesting them. Rejecting an engagement driven by policy categories (Bakewell 2008), I interview nine, long settled Melbourne refugee women about education’s purposes. I make sense of the women’s feedback through Foucault’s (1990) Care of the Self, which provides an account of agency in the subject. The interviewees emphasize education’s role in facilitating self actualization, informed by a ‘knowledge of the self’. In contrast to their dominant representation as the problematic subjects of a policy encouraging conformity, refugees should be regarded as agents with potential.

ICT educational (dis)advantage : Cultural resources and the digital divide

- Angus, Lawrence, Sutherland-Smith, Wendy, Snyder, Ilana

Ideals and realities in Chinese immigrant parenting: Tiger mother versus others

- Guo, Karen

  • Authors: Guo, Karen
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Journal of Family Studies Vol. 19, no. 1 (2013), p. 44-52
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  • Description: This paper is about Chinese immigrant parenting. Drawing on discourses of cultural ideals and living realities of Chinese immigrants, it sketches the complex cultural and contextual web of Chinese immigrant parenting, and explains why the tiger mother practice illustrated in one of the 2011 bestselling books Battle Hymn of the Tiger Mother was a story of a mother's pursuit of cultural ideals in her parenting. The paper proposes that traditions and contexts both play an important role in the constitution of parental expectations and practices of Chinese immigrants.

Identifying maternal deterioration in a simulated environment

- Cooper, Simon J.

IES 4 - Ethics education revisited

- Dellaportas, Steven, Leung, Philomena, Cooper, Barry, Jackling, Beverley

  • Authors: Dellaportas, Steven , Leung, Philomena , Cooper, Barry , Jackling, Beverley
  • Date: 2006
  • Type: Text , Journal article
  • Relation: Australian accounting review Vol. 16, no. 38/1 (2006), p. 4-12
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  • Description: In 2003, the International Federation of Accountants (IFAC) issued a set of International Education Standards (IES). IES 4 Professional Values, Ethics and Attitudes aims to equip candidates for membership of an IFAC member body with the appropriate professional values, ethics and attitudes to function as professional accountants. This paper explores the implications of IES 4 and analyses some of the challenges arising from an international professional accounting body prescribing ethics education. It concludes with an overview of considerations to be addressed to ensure that the implementation of IES 4 is successful.
  • Description: C1
  • Description: 2003001769

Inclusive school leadership strategies based on student and community voice : Implications for Australian education policy

- Smyth, John

Integrated project-based curriculum: A case study in a Victorian School.

- Bendall, Derek

  • Authors: Bendall, Derek
  • Date: 2015
  • Type: Text , Thesis , Masters
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  • Description: Leaders of research in the field of effective education have recognised that in the late twentieth century traditional styles of teaching were no longer sustaining student interest, nor helping students achieve their fullest potential. Sir Ken Robinson, a leading commentator, has spoken about the problems with the current Western educational system that was designed during the Industrial Revolution to accommodate the needs of that time. Education reform has been broadly researched and discussed and a wide range of strategies and theories have been developed, including integrated Project-Based Curriculum. This study investigates the development of an integrated Project-Based Curriculum program, what this type of program involves, the implementation of the program and an analysis of qualitative and quantitative data collected throughout the program highlighting its potential benefits. Making use of a mixed method approach, this project examined the outcomes of an integrated Project-Based Curriculum program case study consisting of six teachers and fifty Year 7 students. The context of the study involves a private Christian school located in a suburban outer fringe area of Melbourne, Victoria, Australia. The study investigated the overarching question of whether integrated Project-Based Curriculum programs are constructive and beneficial to today’s schools. The research showed three key findings: that integrated Project-Based Curriculum programs are set up to allow students to make choices in their own education, which creates an appreciation of each discipline and a connection to the ‘real world’; that integrated Project- Based Curriculum involves a great deal of group work which develops a number of ‘lifelong’ 21st century work related skills, including collaboration, communication and creative and critical thinking; and most significantly, that integrated Project-Based Curriculum programs engage students to self-learn and come to class with a greater prior knowledge, enabling teachers to teach a more in-depth content that creates a deeper learning.
  • Description: Masters in Education

Interprofessional simulation of birth in a non-maternity setting for pre-professional students

- McLelland, Gayle, Perera, Chantal, Morphet, Julia, McKenna, Lisa, Hall, Helen, Williams, Brett, Cant, Robyn, Stow, Jill

  • Authors: McLelland, Gayle , Perera, Chantal , Morphet, Julia , McKenna, Lisa , Hall, Helen , Williams, Brett , Cant, Robyn , Stow, Jill
  • Date: 2017
  • Type: Text , Journal article
  • Relation: Nurse Education Today Vol. 58, no. (2017), p. 25-31
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  • Description: Background Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. Objectives The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Design Quasi-experimental descriptive study with repeated measures. Setting Simulated hospital emergency department. Participants Final year undergraduate paramedic, nursing, and midwifery students. Methods Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Results Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (p < 0.001) with a magnitude of increase (effect) of 40% (r = 0.71) and remained so after a further three months. Clinical knowledge was significantly increased in only one of three student groups: nursing (p = 0.04; r = 0.311). Students' satisfaction with the simulation experience was high (M = 4.65 / 5). Conclusions Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation. © 2017 Elsevier Ltd

Introduction : Critical theory and the human condition: past, present, and future

- Lankshear, Colin, Peters, Michael, Olssen, Mark

Introduction : Futures of critical literacy

- Lankshear, Colin, Olssen, Mark, Peters, Michael

Introduction to themed issue new pedagogies for school and community 'capacity building' in disadvantaged schools and communities

- Smyth, John

  • Authors: Smyth, John
  • Date: 2006
  • Type: Text , Journal article
  • Relation: Learning communities Vol. 3, no. (2006), p. 3-6
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  • Description: The educational landscape is changing dramatically and profoundly for schools and communities across Australia and other western countries. It is no longer the case that children automatically do not attend their local neighbourhood school, nor can it be assumed that within public schools that there is a heterogenous social mix. What we have is an increasingly segregated, stratified and residualised system of education in Australia as neo-liberal policies of so-called 'choice' do their pock-marking with those who can afford it 'opting out' to private education, leaving behind those without the resources to exercise choice.
  • Description: C1
  • Description: 2003001904

Investigating the importance of relating with God for school students' spiritual well-being

- Fisher, John

  • Authors: Fisher, John
  • Date: 2010
  • Type: Text , Journal article
  • Relation: Journal of Beliefs & Values-studies in religion & education Vol. 31, no. 3 (2010), p. 323-332
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  • Description: Fisher's spiritual well-being (SWB) questionnaires assessed students' levels of relationship in four domains, namely with themselves, others, the environment and with a Transcendent Other (commonly called God). Students also reported the extent to which different entities helped them develop relationships in the four domains of SWB. However, emphasis here will be on the transcendental domain of SWB, i.e., relation with God. Levels of perceived help for relating with God (from mothers, friends, themselves, teachers, RE teachers and God) varied significantly between schools, in line with students' self reports of relationship with God, i.e. Christian Catholic independent ( government) schools. Contrary to the students' claims that teachers, especially RE teachers, provided major help for them in relating with God, other factors provided greater explanation of observed statistical variance. The 'importance of religion' and direct 'help from God' were key factors, together with how well students 'help themselves'. It is not surprising, therefore, that school ethos, which is influenced by teachers and religious affiliation of students, plays a vital role in fostering students' relationship with God, for their spiritual well-being.

Investing in sustainable and resilient rural social space: Lessons for teacher education

- White, Simone, Lock, Graeme, Hastings, Wendy, Cooper, Maxine, Reid, Jo-Anne, Green, Bill

Language, ideology and identity : education implications for Afghanistan

- Terry, Daniel, Yeoh, Joanne, Terry, Melissa

  • Authors: Terry, Daniel , Yeoh, Joanne , Terry, Melissa
  • Date: 2015
  • Type: Text , Book chapter
  • Relation: Linguistics and Language Education in New Horizons: The Link between Theory, Research and Pedagogy 9 p. 101-111
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  • Description: War and conflict have been widespread in Afghanistan for more than three decades, with insurmountable atrocities, human suffering and population displacement. Over one and half million Afghans have died and eight million have become refugees or internally displaced people because of conflict. Afghans continue to be the world's largest refugee population, the majority being women, children and the elderly. The political and sociocultural background to the conflict and how it has influenced population displacement throughout the region will be outlined in detail. The psychosocial and psychological effects of trauma will be discussed, including how these situations impact both male and female Afghanis. The examination will discuss young male refugees, a vulnerable population who are recruited and trained as resistance fighters to further expand Jihad and maintain control of Afghanistan. The examination will also identify an increase in post war antagonism, domestic violence and domination of women within Afghan communities. Overall, the chapter will discuss how lingering and new world ideologies are impacted by education, language and identity. The discussion will conclude with recommendations for policy, practice and interventions to effectively respond to the educational needs of those who remain physically and psychologically displaced by conflict and those who now live in post war Afghanistan. © 2015 by Nova Science Publishers, Inc. All rights reserved.

Leadership and management of quality in higher education

- Nair, Sid, Webster, Len, Mertova, Patricie

  • Authors: Nair, Sid , Webster, Len , Mertova, Patricie
  • Date: 2010
  • Type: Text , Book
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  • Description: Part 1 Overview: Growth of the quality movement in higher education. Part 2 Leadership of quality in higher education: Initiative-based quality development and the role of distributed leadership; A leadership model for higher education quality; A framework for engaging leadership in higher education quality systems. Part 3 Approaches of managers to quality in higher education: Quality management in higher education: A comparative study of the United Kingdom, The Netherlands and Finland; Towards a culture of quality in South African higher education. Part 4 Auditing quality in higher education: Auditors’ perspectives on quality in higher education. Part 5 Academic development and quality in higher education: Academic development as change leadership in higher education; Quality in the transitional process of establishing political science as a new discipline in Czech higher education (post 1989)

Leadership and teamwork in medical emergencies: Performance of nursing students and registered nurses in simulated patient scenarios

- Endacott, Ruth, Bogossian, Fiona, Cooper, Simon J., Forbes, Helen, Kain, Victoria, Young, Susan, Porter, Joanne, First2Act Team

  • Authors: Endacott, Ruth , Bogossian, Fiona , Cooper, Simon J. , Forbes, Helen , Kain, Victoria , Young, Susan , Porter, Joanne , First2Act Team
  • Date: 2015
  • Type: Text , Journal article
  • Relation: Journal of Clinical Nursing Vol. 24, no. 1-2 (2015), p. 90-100
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  • Description: Aims and objectivesTo examine nursing students' and registered nurses' teamwork skills whilst managing simulated deteriorating patients.Background Studies continue to show the lack of timely recognition of patient deterioration. Management of deteriorating patients can be influenced by education and experience.DesignMixed methods study conducted in two universities and a rural hospital in Victoria, and one university in Queensland, Australia.Methods Three simulation scenarios (chest pain, hypovolaemic shock and respiratory distress) were completed in teams of three by 97 nursing students and 44 registered nurses, equating to a total of 32 student and 15 registered nurse teams. Data were obtained from (1) Objective Structured Clinical Examination rating to assess performance; (2) Team Emergency Assessment Measure scores to assess teamwork; (3) simulation video footage; (4) reflective interview during participants' review of video footage. Qualitative thematic analysis of video and interview data was undertaken.ResultsObjective structured clinical examination performance was similar across registered nurses and students (mean 54% and 49%); however, Team Emergency Assessment Measure scores differed significantly between the two groups (57% vs 38%, t = 6·841, p < 0·01). In both groups, there was a correlation between technical (Objective Structured Clinical Examination) and nontechnical (Team Emergency Assessment Measure) scores for the respiratory distress scenario (student teams: r = 0·530, p = 0·004, registered nurse teams r = 0·903, p < 0·01) and hypovolaemia scenario (student teams: r = 0·534, p = 0·02, registered nurse teams: r = 0·535, p = 0·049). Themes generated from the analysis of the combined quantitative and qualitative data were as follows: (1) leadership and followership behaviours; (2) help-seeking behaviours; (3) reliance on previous experience; (4) fixation on a single detail; and (5) team support.Conclusions There is scope to improve leadership, team work and task management skills for registered nurses and nursing students. Simulation appears to be beneficial in enabling less experienced staff to assess their teamwork skills.Relevance to clinical practiceThere is a need to encourage less experienced staff to become leaders and for all staff to develop improved teamwork skills for medical emergencies.

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
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  • 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

Learning to think like a teacher educator

- McDonough, Sharon

  • Authors: McDonough, Sharon
  • Date: 2013
  • Type: Text , Book chapter
  • Relation: Pedagogies for the future p. 61-72
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  • Description: The rapid pace of change and reform in education requires teachers to be both the subjects and implementers of change (Main, 2012). For those working in higher education the challenge can be twofold as they attempt to develop their own teaching and learning, while also preparing students for the future world of work beyond university. This dual challenge is present for teacher-educators who seek to provide students with opportunities to think pedagogically and to discover ways in which experience, theory and practice come together (Hedges, 2012).