Marginal women, Marginal rights: Impediments to gender-based persecution claims by asylum-seeking women in Australia
- Authors: McPherson, Melinda , Horowitz, Leah , DiGiglio, Sarah , Greenacre, Lucy , Saalmann, Yuri , Lusher, Dean
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Refugee Studies Vol. 24, no. 2 (June 2011 2011), p. 323-347
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- Description: Women’s experiences of violence often remain invisible or discounted in asylum law and practice. Gender is absent as an overt ground for protection under the Refugee Convention and readings of the Convention have commonly excluded it. Although Australia’s Department of Immigration and Citizenship (DIAC) has acknowledged women’s special protection needs with instruments such as the Guidelines on Gender Issues for Decision Makers (DIAC 1996, 2010), the article investigates whether these are translating into practice. It examines ways in which women’s claims for asylum because of gender-based persecution (GBP) may be impeded in Australia. Drawing on feedback from major stakeholder groups, including asylum advocates, asylum seeking women, and DIAC, we suggest that at the time of our fieldwork (2005/2006) appropriate consideration of claims of GBP was generally still not evident within DIAC. We identify barriers to both the emergence and consideration of claims and suggest ways DIAC might improve gender sensitivity in the processing of asylum claims.
Methodological capacity within the field of "educational technology" research : an initial investigation
- Authors: Bulfin, Scott , Henderson, Michael , Johnson, Nicola , Selwyn, Neil
- Date: 2014
- Type: Text , Journal article
- Relation: British Journal of Educational Technology Vol. 45, no. 3 (2014), p. 403-414
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- Description: The academic study of educational technology is often characterised by critics as methodologically limited. In order to test this assumption, the present paper reports on data collected from a survey of 462 "research active" academic researchers working in the broad areas of educational technology and educational media. The paper explores their familiarity and expertise with various methods of data collection and analysis. Data from the survey highlight a preference for relatively basic forms of descriptive research, coupled with a lack of capacity in advanced quantitative data collection and analysis. The paper concludes with some directions for "methodological capacity building" to broaden the use of methods in educational technology research.
Musculoskeletal stiffness during hopping and running does not change following downhill backwards walking
- Authors: Joseph, Corey , Bradshaw, Elizabeth , Kemp, Justin , Clark, Ross
- Date: 2014
- Type: Text , Journal article
- Relation: Sports Biomechanics Vol. 13, no. 3 (2014), p. 241-258
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- Description: Eccentric contractions that provide spring energy can also cause muscle damage. The aim of this study was to explore leg and vertical stiffness following muscle damage induced by an eccentric exercise protocol. Twenty active males completed 60 minutes of backward-walking on a treadmill at 0.67 m/s and a gradient of − 8.5° to induce muscle damage. Tests were performed immediately before; immediately post; and 24, 48, and 168 hours post eccentric exercise. Tests included running at 3.35 m/s and hopping at 2.2 Hz using single- and double-legged actions. Leg and vertical stiffness were measured from kinetic and kinematic data, and electromyography (EMG) of five muscles of the preferred limb were recorded during hopping. Increases in pain scores (over 37%) occurred post-exercise and 24 and 48 hours later (p < 0.001). A 7% decrease in maximal voluntary contraction occurred immediately post-exercise (p = 0.019). Changes in knee kinematics during single-legged hopping were observed 168 hours post (p < 0.05). No significant changes were observed in EMG, creatine kinase activity, leg, or vertical stiffness. Results indicate that knee mechanics may be altered to maintain consistent levels of leg and vertical stiffness when eccentric exercise-induced muscle damage is present in the lower legs. © 2014 Taylor & Francis.
Mushin : learning in technique-intensive sports as a process of uniting mind and body through complex learning theory
- Authors: Light, Richard , Kentel, Jeanne
- Date: 2015
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 20, no. 4 (2015), p. 381-396
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- Description: Background: Interest in the use of learning theory to inform sport and physical-education pedagogy over the past decade beyond games and team sports has been limited. Purpose: Following on from recent interest within the literature in Eastern philosophic traditions, this article draws on the Japanese concept of mushin and complex learning theory (CLT) to propose a CLT-informed pedagogy for coaching the 'technique-intensive' sports of track running and swimming. Method: This article grounds theoretical discussion about learning in specific examples of practice to establish a dialectic relationship between theory and practice. The suggestions we make draw on first hand teaching/coaching experiences and CLT as a broad theoretical framework within which we draw on Eastern concepts of learning expressed in the Japanese concept of mushin as a state in which mind and body are united. Conclusion: The pedagogy we suggest challenges a dualistic view of theory and teaching and the mind/body binary that has long dominated physical education teaching and sport coaching. It offers a means of recognizing and accounting for the body in learning and of offering positive pedagogy for teaching technique-intensive sports. © 2013 Association for Physical Education.
Negotiating the dilemmas of community-based learning in teacher education
- Authors: Johnston, Robbie , Davis, Robert
- Date: 2008
- Type: Text , Journal article
- Relation: Teaching Education Vol. 19, no. 4 (2008), p. 351-360
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- Description: At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organizations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. In this paper, the implementation of community-based teaching and learning programs developed by PSTs is examined for educational and organizational issues that shaped the outcomes for PSTs. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based PST education curricula and pedagogies as an important and emerging area of interest.
New teachers learning in rural and regional Australia
- Authors: Somerville, Margaret , Plunkett, Margaret , Dyson, Michael
- Date: 2010
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 38, no. 1 (2010), p. 39-55
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- Description: This paper reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning to ask: How do new teachers learn to do their work and how do they learn about the places and communities in which they begin teaching? In this paper, we focus on data from the first year of the three-year longitudinal study, using a place-based survey and ethnographic interviews. We found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management. Analysis of these storylines reveals the ways in which the community and classroom are not separate but intertwined, and the process of learning about their communities began through the children in their classes.
Opening up learning theory to social theory in research on sport and physical education through a focus on practice
- Authors: Light, Richard
- Date: 2011
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 16, no. 4 (2011), p. 369-382
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- Description: Background: Research on pedagogy in physical education and sport has increasingly been informed by contemporary learning theory with the socio-cultural perspective being prominent. Over a similar period research on the social dimensions of physical education and youth sport has drawn on a range of social theory yet there has been little systematic integration of them. Purpose: This article identifies the ways in which learning theory can be opened up to some social theory in research on learning and pedagogy in physical education and sport. It provides a specific example of how this can be achieved through integrating the conceptual tools of Bourdieu with those of Lave and Wenger for research on learning in physical education and youth sport. Findings: This article identifies a complementary relationship between the socio-cultural learning theory of Lave and Wenger and the social theory of Bourdieu. It suggests that integrating Bourdieu's work with that of Lave and Wenger provides for a stronger focus on the body and corporeal learning in and through sport and physical education. © 2011 Copyright Association for Physical Education.
Overseas trained nurses working in regional and rural practice settings: do we understand the issues?
- Authors: Wellard, Sally , Stockhausen, Lynette
- Date: 2010
- Type: Journal article
- Relation: Rural and Remote Health Vol. 10, no. 3 (2010), p. 1458
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- Description: Introduction: Issues associated with the employment of overseas trained nurses (OTNs) in regional and rural practice settings have received little professional attention in Australia. The global nursing workforce crisis has dominated discussion about the migration of nurses. This review explored the contemporary understandings of the employment of OTNs in Australian regional and rural practice settings. Methods: An integrative literature review was undertaken to incorporate a range of literature types related to OTN employment. A search of electronic databases and relevant web pages was undertaken for the publication period 1995-2008. Integrative literature reviews incorporate assessment of empirical research as well as theoretical and opinion-based literature to present a broad synthesis of the topic of interest. Following identification of relevant literature, thematic analysis was undertaken to reveal patterns and relationships among concepts facilitating synthesis of findings across the range of literature. Results: There is an abundance of literature exploring the international migration of nurses that demonstrates an imbalance of migration from poorer countries to more affluent countries. This review identified a number of economic and ethical issues, together with risks for potential exploitation of migrant nurses. There was minimal literature specific to the experiences of OTNs working in regional and rural areas. However, there has been some exploration of issues associated with medical recruitment to rural areas. Conclusions: The employment of OTNs is accompanied by complex and varied issues which require resourceful and proactive responses by healthcare employers. Further research is needed to understand the challenges OTNs have in working in rural settings, particularly in Australia. Increased understanding in clinical settings of factors that influence nurses to migrate, as well as the range of barriers they face in working and living in host countries, may assist in the retention of these nurses.
Part-time work of high school students and impact on educational outcomes
- Authors: Patton, Wendy , Smith, Erica
- Date: 2009
- Type: Text , Journal article
- Relation: Australian Journal of Guidance & Counselling Vol. 19, no. 2 (2009), p. 216-224
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- Description: While increasing numbers of young high school students engage in part-time work, there is no consensus about its impact on educational outcomes. Indeed, this field has had a dearth of research. This paper presents a review of recent research, primarily from Australia and the United States, although it is acknowledged that there are considerable contextual differences. Suggestions for school counsellors to harness students' experiences to assist in educational and career decision-making are presented. [ABSTRACT FROM AUTHOR] Copyright of Australian Journal of Guidance & Counselling is the property of Australian Academic Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Description: 2003007927
Part-time working by students : is it a policy issue, and for whom?
- Authors: Smith, Erica , Patton, Wendy
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Education and Work Vol. 26, no. 1 (2013), p. 48-76
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- Description: This paper uses data from interviews with representatives of national and state organisations that have a policy interest in student-working in Australia. The interviewees included representatives from employer bodies and trade unions as well as government organisations. The data are used to discuss these stakeholders' perceptions of the main advantages and disadvantages of working by young full-time students and the ways in which organisations in the business and educational sectors have adapted their policies and practices for student-working. The analysis is then used to inform a discussion about whether this is a legitimate area for public policy formulation and if so, what principles might underpin such policy and what some policies might look like. © 2013 Copyright Taylor and Francis Group, LLC.
Pathway to success : Using students’ insights and perspectives to improve retention and success for university students from low socioeconomic (LSE) backgrounds
- Authors: Sadowski, Christina , Stewart, Margaret , Pediaditis, Mika
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 22, no. 2 (2018), p. 158-175
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- Description: In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and success. Twenty-seven students received intensive one-to-one support from a Faculty-embedded ‘academic advisor’, and reflected on this support, their overall student experience, and strategies to enhance student success. Students identified a range of challenges that they experienced across an academic year (personal circumstances, lack of preparedness for university study, timely access to support, course/programme difficulties) and what worked well for them (academic advisor, University support services, growing confidence in self as competent student, peer support). A range of strategies for enhancing student success were identified by students, namely consistency across teaching design and delivery, transparency of delivery modes, mandatory orientation, access to a dedicated academic advisor, and increased peer connectedness. The applicability and viability of the proposed strategies within current higher education settings are explored. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Physical education curriculum reform in China : a perspective from physical education teachers
- Authors: Jin, Aijing
- Date: 2013
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 18, no. 1 (2013), p. 15-27
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- Description: Background: Among the many changes occurring across Chinese society in the early years of the 21st century has been the construction and implementation of a new national curriculum which includes physical education (PE) as one of the main subject areas. Unlike the old PE curriculum with its sports performance-oriented criteria, the new curriculum puts the emphasis upon health and fitness, which is reflected in the change of name from 'physical education' to 'physical education and health' (HPE). The concept of the new HPE curriculum challenges many aspects of traditional PE theory and practices, and requires PE teachers to change their professional perspectives and pedagogic approaches. As a result, the curriculum reform progresses with difficulty.Purpose: The purpose of this study was to investigate how PE teachers understand, interpret, perceive and respond to the curriculum reform and to identify some key blockers that might prevent PE teachers from actively implementing the new HPE curriculum.Participants: Eighteen primary and secondary school PE teachers participated in the study. They were all full-time teachers with at least ten years' teaching experience. Participants were chosen with a view to establishing a degree of gender balance and providing a diversity of school contexts spanning the different socio-economic strata that exist across the area of China in which the research was conducted.Research design: The research was conducted using a qualitative, case-study research framework. Eighteen practicing PE teachers in a coastal city in the Northeast of China were interviewed. This is one of the designated experimental zones for Chinese curriculum reform.Data collection: Data collection included analysis of government educational reform policies and other curriculum reform documents, as well as a review of the relevant academic literature. Informal talks were held with PE teachers and a series of semi-structured interviews were conducted with the participants. All interviews were audio-taped with the consent of the informants and each interview took approximately 60 to 90 minutes, depending on the interest of the participants and the natural pace with which the interview moved.Data analysis: The key issues and themes were identified from the interview data through a process of coding. The themes emerged from a search for regularities, recurring ideas, experiences and thoughts mentioned and shared by groups of participants.Findings: All eighteen PE teachers expressed their support for the fundamental goal of putting more emphasis upon health promotion in the new HPE curriculum. It is fair to say that the interviewed teachers, viewed as a group, overwhelmingly endorsed the broad direction of the new HPE curriculum. However, the data reveals a number of structural, personal and cultural factors that might prevent PE teachers from actively implementing the new HPE curriculum. © 2013 Copyright Association for Physical Education.
Place and sustainability literacy in schools and teacher education
- Authors: Somerville, Margaret , Green, Monica
- Date: 2012
- Type: Text , Conference paper
- Relation: The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference p. 1-14
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- Description: The development of sustainability literate teachers has been identified as a key challenge for the implementation of education for sustainability in Australian schools (Skamp, 2010)and elsewhere (Nolet, 2009). This paper reports on the first year of a participatory action research project that investigates the learning of school teachers, teacher educators, school children and teacher education students, in relation to the integration of place-based sustainability education across the curriculum of a low SES primary school. The methods of data collection included digital visual and audio recorded observations and reflections by teacher educators; reflective observations, focus groups, and interviews with teachers and principals; and the collection of student artefacts from school and teacher education students. A number of different conceptual and theoretical lenses are brought to the analysis of this data including 'thinking through country'; sustainability literacies and new technologies; and contemporary theories of space, place and body. In this baseline paper, the overall findings are summarised under the categories of the participating groups: - teacher, teacher educator, school student, teacher education student, and the school/place/community nexus.
Place matters: pedagogies of food, ecology and design
- Authors: Green, Monica
- Date: 2013
- Type: Text , Journal article
- Relation: Environmental Education Research Vol. 19, no. 2 (2013), p.
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- Description: This study uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. It assumes that food gardens and their school ground contexts are important ecopedagogical sites for renewing children’s relationships with proximal, everyday places. The study highlights how schools are engaging with socioenvironmental challenges through pedagogical frameworks that support education for sustainability. These frameworks are significant in that they position children as active agents who experience deep levels of embodied learning. A key premise of the thesis is that young learners are experientially capable of developing an ecoethical awareness if they are to become ecologically proactive subjects and citizens. Empirical work drew on case study approaches and arts-based auto-ethnographic methodologies to identify the pedagogical potential of food gardens and school ground ecologies. Fifty-three children aged 8–12 years, three gardening/environmental education teachers and three principals from three Australian primary schools (2×Victoria; 1×Tasmania) worked ethnographically with the researcher during 2007–2009. Data were primarily derived from semi-structured, face-to-face interviews. Other key sources included children’s mapping work, field notes, photos, and the researcher’s journal. Key features of the data collection were: many of the students participated in ‘walking interviews’ that encouraged garden- and school ground-based stories at sites of their choice, coupled with 15 days of participant observation of garden and classroom-based lessons to provide further contextualization. Analysis of interviews and lessons involved a ‘storyline’ approach to interpreting findings. Theoretically informed discussions of the empirical data highlight the following: across the three schools, recognizing the role and significance of teachers’ work and the value of integrated approaches to pedagogy are central requirements for designing, implementing, and evaluating place-oriented curricula. In each case study, relational pedagogies of connection and responsibility afford learning opportunities that can bring children into deepened contact with local places and people. Collectively, the initiatives undertaken by the schools and their wider communities are ‘positive’ and ‘hopeful’, and their examples show how school garden-based ecopedagogies can play a critical role in the renewal of more sustainable people–place relations.
Power, prestige and pedagogic identity : A tale of two programs recontextualizing teacher standards
- Authors: O'Meara, James , MacDonald, Doune
- Date: 2004
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 32, no. 2 (2004), p. 111-129
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- Description: Worldwide there has been a range of initiatives in the area of standards for teachers as part of a discourse of professionalism. In Australia there are a plethora of standards: state and territory frameworks, generic and subject-specific, systemic and cross-systemic, for pre-service, beginning and experienced teachers. Little has been written as to how teacher education programs are responding to the standards agenda. This paper positions standards as integral to the recontextualizing field (Bernstein, 2000) for teacher educators and their programs. Using Bernsteinian concepts of fields, identities and framing, we compare the responses of two physical education teacher education programs to their state's standards imperatives. The authors conclude that the academic orientation of the university, together with the framing of the standards, affect the degree of programmatic change it will undertake in response to the changes in teacher certification standards.
- Description: C1
- Description: 2003000802
Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers
- Authors: Dedousis-Wallace, Anna , Shute, Rosalyn , Varlow, Megan , Murrihy, Rachael , Kidman, Tony
- Date: 2014
- Type: Text , Journal article
- Relation: Educational Psychology Vol. 34, no. 7. (2014), Pages 862-875
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- Description: This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health (Controls). In accord with the model, perceived seriousness of indirect bullying mediated between empathy for victims and likelihood of intervening. Self-efficacy also had a direct effect on likelihood of intervention, though level of knowledge of the impact of indirect bullying made only a small contribution. Compared with Controls, the Experimental Group scored more highly, after the presentation, on perceived seriousness of indirect bullying, empathy for victims, likelihood of intervening and self-efficacy, but not on knowledge of impact. It is concluded that teacher education about indirect bullying may be most effective if it focuses on feelings rather than facts, and provides practical intervention strategies.
Preferences and intention of rural adolescents toward seeking help for mental health problems
- Authors: Boyd, Candice , Hayes, Louise , Nurse, Sarah , Aisbett, Damon , Francis, Kristy , Newnham, Krystal , Sewell, Jessica
- Date: 2011
- Type: Text , Journal article
- Relation: Rural and Remote Health Vol. 11, no. 1 (2011), p. 1-13
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- Description: Introduction: In Australia, rural adolescents still face barriers to obtaining professional psychological help due to poor availability and accessibility of services in rural areas when delay in seeking help for mental health problems can lead to poorer treatment outcomes. The aims of this study were to: investigate the preferences and intentions of rural Australian youth towards seeking help for mental health problems; determine predictors of help-seeking intention among rural adolescents; and verify results from previous qualitative research on the barriers to help-seeking in a rural context. Method: Participants were 201 adolescents recruited from 8 rural schools in the state of Victoria, Australia. Participants ranged in age from 11 to 18 years. Using the Accessibility and Remoteness Index of Australia (ARIA+), approximately 149 participants were classified as currently living in an inner regional area of Victoria, whereas 52 participants lived in an outer regional area. Participants completed an open-ended survey of help-seeking intention. Results: Overall, 55.7% of the sample indicated that they would seek help for a mental health problem. The majority of participants, regardless of subgroup, indicated that they would seek help for a mental health problem from a school counsellor as their first choice. Gender differences were observed such that males had a higher preference for seeking help from a psychologist than females. Furthermore, older adolescents were more likely to prefer seeking help from a GP than younger participants. A multivariate analysis of help-seeking intentions revealed that ARIA was the only predictor of help-seeking intention; however, when extreme scores of depression and anxiety were also taken into account, these also predicted help-seeking intention. A content analysis of the barriers to help-seeking nominated by participants revealed that perceived limited availability of professional services in towns, perceived social proximity and fear of rural gossip, and difficulties associated with travelling to obtain help were the most significant concerns for these youth. Conclusions: These findings verify previous research on help-seeking among rural youth and reinforce that these young people face additional barriers to help-seeking by virtue of living in a rural environment. The availability of services for rural youth needs to be improved, as do young people's knowledge of service availability and access (especially travel options). It must be taken into account that rural adolescents of different ages and sex may differ in their help-seeking preferences. Finally, mental health promotion work with rural youth should consider the influence of rural culture on help-seeking intentions.
Preparing student nurses for healthcare reform
- Authors: Barnett, Tony , Sellick, Kenneth , Cross, Merylin , Walker, Lorraine , James, Ainsley , Henderson, Tamie
- Date: 2012
- Type: Text , Journal article
- Relation: Focus on Health Professional Education Vol. 14, no. 1 (2012), p. 23-24
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- Description: This research aimed to determine how clinical agencies and universities can best prepare student nurses to develop the capability to contribute to healthcare reform. A list of desirable reform capabilities (graduate attributes) was developed and validated. A case study approach was used and interviews conducted with personnel at six clinical agencies in Victoria and South Australia to assess the extent to which student nurses achieved or were likely to achieve these capabilities and to identify strategies that would assist their development. As a significant component of the healthcare workforce, nurses are positioned to play a critical role in healthcare reform. A major challenge facing the profession is how best to prepare nurses and equip them with the skills and attributes necessary to contribute to the reform agenda. Nine reform capabilities were identified. Some were more likely to be achieved than others during undergraduate preparation. Strategies were identified to assist the development of each capability though a number of challenges were also identified by participants. These related to: university–agency relationships, the clinical learning environment, student–graduate transition, curriculum and organisational culture. The research concluded that graduate nurses are unlikely to demonstrate all nine capabilities on initial entry into the workforce. If these are regarded as desirable attributes for beginning practitioners, universities and clinical agencies need to develop and implement more effective strategies to support their development during undergraduate preparation. [Author abstract]
Promoting the development of children's emotional and social wellbeing in early childhood settings : How can we enhance the capability of educators to fulfil role expectations?
- Authors: Temple, Elizabeth , Emmett, Susan
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Early Childhood Vol. 38, no. 1 (2013), p. 66-72
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- Description: This article discusses the expectations implicit in both Early Years Learning and National Quality Frameworks regarding the role of early childhood educators in promoting the development of children's social and emotional wellbeing. There is a specific focus on factors that may impact on the ability of early childhood educators to successfully adjust their practice to meet these expectations. Suggestions are made in relation to the training and education of pre-service teachers and the professional development of the current early childhood workforce to ensure that all early childhood educators are able to promote the development of social and emotional wellbeing in children. Copyright 2013. All rights reserved by Early Childhood Australia Inc.
- Description: 2003011108
Rage against the machine? Symbolic violence in E-learning supported tertiary education
- Authors: Johnson, Nicola , MacDonald, David , Brabazon, Tara
- Date: 2008
- Type: Text , Journal article
- Relation: E-Learning and Digital Media Vol. 5, no. 3 (2008 2008), p. 275-283
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- Description: The move toward online course facilitation in tertiary education has the intent of providing education at any time in any place to any person. However, the advent of blended learning and e-learning innovations has ostracised, marginalised or ignored those who cannot afford or who are unable to access the latest hardware and software to take advantage of these opportunities. The Web 2.0 age is an era of assumptions: assumptions of participation, literacy and democracy. Yet such inferences are based on the need for high-speed Internet connections, and the latest computers are standard requirements. Those without the ability to access these necessities are being indirectly marginalised by the universities, which is particularly ironic in an era of ‘widening participation’. This article reveals a few tears in the fabric of wiki-enabled democratic education. The authors argue that there is a community of students that are subjected to what Bourdieu termed symbolic violence. Digitisation in tertiary education is reinforcing what it has always been through its history – a haven of the wealthy and the advantaged.