Caution regarding exergames : A skill acquisition perspective
- Pedersen, Scott, Cooley, Dean, Cruickshank, Vaughan
- Authors: Pedersen, Scott , Cooley, Dean , Cruickshank, Vaughan
- Date: 2017
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 22, no. 3 (2017), p. 246-256
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- Description: Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys=15, girls=15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30min and one 30min treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n=10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30min treatment session.Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus-response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).Data analysis: A 3 (treatment group)x2 (age group)x2 (test)x3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.
- Authors: Pedersen, Scott , Cooley, Dean , Cruickshank, Vaughan
- Date: 2017
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 22, no. 3 (2017), p. 246-256
- Full Text:
- Reviewed:
- Description: Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys=15, girls=15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30min and one 30min treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n=10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30min treatment session.Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus-response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).Data analysis: A 3 (treatment group)x2 (age group)x2 (test)x3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.
Learning in place: Pedagogical pathways for place-making
- Authors: Green, Monica
- Date: 2009
- Type: Text , Conference paper
- Relation: AARE 2008 p. 1-19
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- Description: Abstract: This paper examines the position and role of 'place' in primary school curriculum. Drawing on the research literature and preliminary data the paper analyses a re-imagined environmental education program at a primary school. Innovative and collaborative processes that depict children as integral designers of a new garden place are discussed. Focus is given to the school ground as an important site for teaching and learning. The role of an ecological centre designed to teach children about sustainable building principles is discussed. Attention is drawn to the importance of children as place makers via endeavours that encourage and support children's fascination and affinity with outdoor places in the school ground. Tending a food garden is proposed as a significant pedagogical pathway for nurturing children's sense of wonder and enabling familiarity and a love of the natural world. Keywords: place, place makers, children, school ground, natural world, gardening
- Authors: Green, Monica
- Date: 2009
- Type: Text , Conference paper
- Relation: AARE 2008 p. 1-19
- Full Text:
- Reviewed:
- Description: Abstract: This paper examines the position and role of 'place' in primary school curriculum. Drawing on the research literature and preliminary data the paper analyses a re-imagined environmental education program at a primary school. Innovative and collaborative processes that depict children as integral designers of a new garden place are discussed. Focus is given to the school ground as an important site for teaching and learning. The role of an ecological centre designed to teach children about sustainable building principles is discussed. Attention is drawn to the importance of children as place makers via endeavours that encourage and support children's fascination and affinity with outdoor places in the school ground. Tending a food garden is proposed as a significant pedagogical pathway for nurturing children's sense of wonder and enabling familiarity and a love of the natural world. Keywords: place, place makers, children, school ground, natural world, gardening
Effective strategies adopted by migrants to improve food security in Tasmania
- Terry, Daniel, Yeoh, Joanne Sin Wei, Le, Quynh, McManamey, Rosa
- Authors: Terry, Daniel , Yeoh, Joanne Sin Wei , Le, Quynh , McManamey, Rosa
- Date: 2015
- Type: Text , Journal article
- Relation: Food Studies: An Interdisciplinary Journal Vol. 4, no. 3-4 (2015), p. 1-13
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- Description: Accessibility, affordability, availability, and sustainability of food are vital for all to achieve food security. Specifically, attention should be given to people of culturally and linguistically diverse (CALD) communities such as migrants who settle in a new country. When migrants first reach the host country, they may encounter different food security challenges. Thus, various strategies are required to promote greater food security among migrants. This study aims to investigate the acculturation strategies adopted by migrants to improve their food security in Tasmania. A mixed methods approach using questionnaires and semi-structured interviews was used to gather data from 301 questionnaire participants and 33 interviewees. The data indicated that 42.2% of migrants replaced cultural ingredients with other locally sourced items and 25.8% of migrants went without, while, 46.0% of the participants received ongoing support from friends in terms of food access. These were three strategies that were utilised by many migrants in this study. Loglinear analysis and chi-square tests showed that region of origin and length of stay in Tasmania were factors that influenced migrants’ attitudes in coping with food security issues. Interview data revealed six main acculturation strategies: access from other places; adaptation; home gardening; equipping self with food knowledge; support from social networks; and access to technology. In addition, social and cultural capital was also vital in improving migrants’ food security. Overall, migrants employed different strategies for food security while acculturating into the new environment. These strategies employed may guide policy among various government or private sector organisations that seek to address food security issues and enhance migrants’ food security.
- Authors: Terry, Daniel , Yeoh, Joanne Sin Wei , Le, Quynh , McManamey, Rosa
- Date: 2015
- Type: Text , Journal article
- Relation: Food Studies: An Interdisciplinary Journal Vol. 4, no. 3-4 (2015), p. 1-13
- Full Text:
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- Description: Accessibility, affordability, availability, and sustainability of food are vital for all to achieve food security. Specifically, attention should be given to people of culturally and linguistically diverse (CALD) communities such as migrants who settle in a new country. When migrants first reach the host country, they may encounter different food security challenges. Thus, various strategies are required to promote greater food security among migrants. This study aims to investigate the acculturation strategies adopted by migrants to improve their food security in Tasmania. A mixed methods approach using questionnaires and semi-structured interviews was used to gather data from 301 questionnaire participants and 33 interviewees. The data indicated that 42.2% of migrants replaced cultural ingredients with other locally sourced items and 25.8% of migrants went without, while, 46.0% of the participants received ongoing support from friends in terms of food access. These were three strategies that were utilised by many migrants in this study. Loglinear analysis and chi-square tests showed that region of origin and length of stay in Tasmania were factors that influenced migrants’ attitudes in coping with food security issues. Interview data revealed six main acculturation strategies: access from other places; adaptation; home gardening; equipping self with food knowledge; support from social networks; and access to technology. In addition, social and cultural capital was also vital in improving migrants’ food security. Overall, migrants employed different strategies for food security while acculturating into the new environment. These strategies employed may guide policy among various government or private sector organisations that seek to address food security issues and enhance migrants’ food security.
Exploration of the perceptual-cognitive processes that contribute to in-game decision-making of Australian football umpires
- Larkin, Paul, Mesagno, Chrisopher, Berry, Jason, Spittle, Michael
- Authors: Larkin, Paul , Mesagno, Chrisopher , Berry, Jason , Spittle, Michael
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. 16, no. 2 (2018), p. 112-124
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- Description: Decision-making is fundamental to officiating in all sports. It is well established in contemporary research that decision-making skills underpin umpire expertise; however, there is little understanding of the cognitive processes that contribute to in-game decision-making. This research implemented an in-depth case study approach, using qualitative methods, to explore the in-game decision-making process of three Australian football umpires. Concurrent and retrospective verbalisation methods were used to obtain verbal reports of the cognitive processes associated with decision-making. Findings identified three salient themes related to both in-game decision-making processes (i.e. decision evaluation, player intention during game-play) and umpire performance (i.e. knowledge of game-play). These themes contributed to the development of decision-making heuristics for Australian football umpires. This study provides initial evidence of the factors that may contribute to and/or affect in-game decision-making processes; however, additional exploration is necessary to further inform training programmes aimed to develop domain-specific decision-making skills and subsequent in-game performance. © 2016 International Society of Sport Psychology.
- Authors: Larkin, Paul , Mesagno, Chrisopher , Berry, Jason , Spittle, Michael
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. 16, no. 2 (2018), p. 112-124
- Full Text:
- Reviewed:
- Description: Decision-making is fundamental to officiating in all sports. It is well established in contemporary research that decision-making skills underpin umpire expertise; however, there is little understanding of the cognitive processes that contribute to in-game decision-making. This research implemented an in-depth case study approach, using qualitative methods, to explore the in-game decision-making process of three Australian football umpires. Concurrent and retrospective verbalisation methods were used to obtain verbal reports of the cognitive processes associated with decision-making. Findings identified three salient themes related to both in-game decision-making processes (i.e. decision evaluation, player intention during game-play) and umpire performance (i.e. knowledge of game-play). These themes contributed to the development of decision-making heuristics for Australian football umpires. This study provides initial evidence of the factors that may contribute to and/or affect in-game decision-making processes; however, additional exploration is necessary to further inform training programmes aimed to develop domain-specific decision-making skills and subsequent in-game performance. © 2016 International Society of Sport Psychology.
Accountability and oversight of state functions : use of volunteers to monitor equality and diversity in prisons in England and Wales
- Authors: Roffee, James
- Date: 2017
- Type: Text , Journal article
- Relation: SAGE Open Vol. 7, no. 1 (2017), p.
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- Description: This article offers an evaluation of the use of volunteers in providing accountability of state detention in the prison system of England and Wales through a review of their efforts to monitor the humane and just treatment of those held in custody. A content and dialogical analysis was conducted on 280 reports submitted to the Secretary of State to analyze their practice of reporting and monitoring of equality and diversity. The article argues that the use of volunteers is appropriate to performing monitoring functions that act to enhance intelligent accountability, but volunteers are ineffective for the purposes of improving technical accountability. Evidence suggests some role confusion and use of volunteers for the achievement of both intelligent and technical accountability. The use of volunteers for the latter may result in poor quality repetition of other reporting mechanisms. In addition, it is argued that members require better training, and clearer communications concerning expectations from their reporting functions, which in turn is linked to the quality of their monitoring. The volunteers’ monitoring and surveillance of the detention estate can be more than symbolic and may act as a crucial antidote to technical accountability, furthering the humane and just treatment of some of the state’s most vulnerable citizens. © The Author(s) 2017.
- Authors: Roffee, James
- Date: 2017
- Type: Text , Journal article
- Relation: SAGE Open Vol. 7, no. 1 (2017), p.
- Full Text:
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- Description: This article offers an evaluation of the use of volunteers in providing accountability of state detention in the prison system of England and Wales through a review of their efforts to monitor the humane and just treatment of those held in custody. A content and dialogical analysis was conducted on 280 reports submitted to the Secretary of State to analyze their practice of reporting and monitoring of equality and diversity. The article argues that the use of volunteers is appropriate to performing monitoring functions that act to enhance intelligent accountability, but volunteers are ineffective for the purposes of improving technical accountability. Evidence suggests some role confusion and use of volunteers for the achievement of both intelligent and technical accountability. The use of volunteers for the latter may result in poor quality repetition of other reporting mechanisms. In addition, it is argued that members require better training, and clearer communications concerning expectations from their reporting functions, which in turn is linked to the quality of their monitoring. The volunteers’ monitoring and surveillance of the detention estate can be more than symbolic and may act as a crucial antidote to technical accountability, furthering the humane and just treatment of some of the state’s most vulnerable citizens. © The Author(s) 2017.
Imagery training for reactive agility : performance improvements for decision time but not overall reactive agility
- McNeil, Dominic, Spittle, Michael, Mesagno, Christopher
- Authors: McNeil, Dominic , Spittle, Michael , Mesagno, Christopher
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. , no. (2019), p. 1-17
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- Description: This study investigated the effects of imagery training on reactive agility and whether reacting to unpredictable stimuli could be improved using imagery. Forty-seven female athletes (Mage = 21.51, SD = 2.32) were randomly assigned to either a three-week physical training, imagery training, or control condition. Physical training condition involved physically rehearsing the reactive agility task, whereas the imagery training condition involved imagining the presenting stimulus and performing the reactive agility task. The control condition did no reactive agility training. A 3 (training conditions) x 7 (reactive agility performance components) mixed-model MANOVA was conducted to examine changes in reactive agility performance from the training interventions. Physical training improved decision time components and overall reactive agility performance. Imagery training improved Stimulus-Decision Time and Stimulus-Foot performance, but not overall reactive agility performance. No performance improvements occurred for the control condition. Findings support imagery use for the decision time variables associated with lightstimulus reactive agility performance. The lack of overall reactive performance improvement may indicate that imagery training is not effective for all components of perceptual-motor performance. Performance change inconsistencies appear to indicate that participants may not have generated unpredictable stimuli during imagery. Future investigation as to whether imagery improvements translate to sport-specific reactive tasks is needed.
- Authors: McNeil, Dominic , Spittle, Michael , Mesagno, Christopher
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. , no. (2019), p. 1-17
- Full Text:
- Reviewed:
- Description: This study investigated the effects of imagery training on reactive agility and whether reacting to unpredictable stimuli could be improved using imagery. Forty-seven female athletes (Mage = 21.51, SD = 2.32) were randomly assigned to either a three-week physical training, imagery training, or control condition. Physical training condition involved physically rehearsing the reactive agility task, whereas the imagery training condition involved imagining the presenting stimulus and performing the reactive agility task. The control condition did no reactive agility training. A 3 (training conditions) x 7 (reactive agility performance components) mixed-model MANOVA was conducted to examine changes in reactive agility performance from the training interventions. Physical training improved decision time components and overall reactive agility performance. Imagery training improved Stimulus-Decision Time and Stimulus-Foot performance, but not overall reactive agility performance. No performance improvements occurred for the control condition. Findings support imagery use for the decision time variables associated with lightstimulus reactive agility performance. The lack of overall reactive performance improvement may indicate that imagery training is not effective for all components of perceptual-motor performance. Performance change inconsistencies appear to indicate that participants may not have generated unpredictable stimuli during imagery. Future investigation as to whether imagery improvements translate to sport-specific reactive tasks is needed.
Modelling the effect of worship attendance and personal prayer on spiritual well-being among 9- to 11-year-old students attending Anglican church schools in Wales
- Francis, Leslie, Fisher, John, Lankshear, David, Eccles, Emma
- Authors: Francis, Leslie , Fisher, John , Lankshear, David , Eccles, Emma
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Children's Spirituality Vol. 23, no. 1 (2018), p. 30-44
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- Description: This study employs a modified form of the Fisher 16-item Feeling Good, Living Life measure of spiritual well-being (assessing quality of relationships across four domains: self, family, nature and God) among a sample of 1,328 students drawn from year five and year six classes within Church in Wales primary schools, alongside measures of frequency of worship attendance and frequency of personal prayer. The data demonstrate frequency of personal prayer is a much stronger predictor than frequency of worship attendance in respect of spiritual well-being. This finding is consistent with the view that personal prayer is a key factor in the formation of individual spirituality.
- Authors: Francis, Leslie , Fisher, John , Lankshear, David , Eccles, Emma
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Children's Spirituality Vol. 23, no. 1 (2018), p. 30-44
- Full Text:
- Reviewed:
- Description: This study employs a modified form of the Fisher 16-item Feeling Good, Living Life measure of spiritual well-being (assessing quality of relationships across four domains: self, family, nature and God) among a sample of 1,328 students drawn from year five and year six classes within Church in Wales primary schools, alongside measures of frequency of worship attendance and frequency of personal prayer. The data demonstrate frequency of personal prayer is a much stronger predictor than frequency of worship attendance in respect of spiritual well-being. This finding is consistent with the view that personal prayer is a key factor in the formation of individual spirituality.
The expansion and contraction of the apprenticeship system in Australia, 1985-2020
- Authors: Smith, Erica
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 73, no. 2 (2021), p. 336-365
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- Description: This paper chronicles and analyses the expansion and contraction of the Australian apprenticeship system from 1985 to 2020. The system expanded from a small number of occupations, mainly in craft and manufacturing areas, to include many other occupations, notably in the different types of service sectors. The expansion was achieved primarily through a new type of apprenticeship, known as a traineeship, to augment the existing more traditional apprenticeships. Since 2012, the system has contracted considerably, and the participation rate of women has been affected disproportionately. The period of expansion of the system was book-ended by two major government-instigated documents, in 1985 and 2011. In 1985 a Parliamentary Committee of Inquiry into Labour Market Programs proposed the introduction of traineeships, and in 2011 an Expert Panel on Apprenticeships sought to reduce numbers through the application of specific criteria for government support, which primarily affected the occupations served by traineeships. Two sources of evidence are used to examine the expansion and contraction of the apprenticeship system: data from the national apprenticeship statistics collection maintained by the National Centre for Vocational Education Research (NCVER) and key government reports over the 35 years. A brief overview of COVID-19-related developments in 2020 is included. © 2021 The Vocational Aspect of Education Ltd.
- Authors: Smith, Erica
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 73, no. 2 (2021), p. 336-365
- Full Text:
- Reviewed:
- Description: This paper chronicles and analyses the expansion and contraction of the Australian apprenticeship system from 1985 to 2020. The system expanded from a small number of occupations, mainly in craft and manufacturing areas, to include many other occupations, notably in the different types of service sectors. The expansion was achieved primarily through a new type of apprenticeship, known as a traineeship, to augment the existing more traditional apprenticeships. Since 2012, the system has contracted considerably, and the participation rate of women has been affected disproportionately. The period of expansion of the system was book-ended by two major government-instigated documents, in 1985 and 2011. In 1985 a Parliamentary Committee of Inquiry into Labour Market Programs proposed the introduction of traineeships, and in 2011 an Expert Panel on Apprenticeships sought to reduce numbers through the application of specific criteria for government support, which primarily affected the occupations served by traineeships. Two sources of evidence are used to examine the expansion and contraction of the apprenticeship system: data from the national apprenticeship statistics collection maintained by the National Centre for Vocational Education Research (NCVER) and key government reports over the 35 years. A brief overview of COVID-19-related developments in 2020 is included. © 2021 The Vocational Aspect of Education Ltd.
Academic and clinical performance among nursing students : what's grit go to do with it?
- Authors: Terry, Daniel , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 88, no. (2020), p.
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- Description: Background: Nursing is both a science and an art and requires students to develop sound scientific foundations for artful application. The at times binary nature of how the way in which the knowledge and skills of nursing are delivered in higher education can be difficult for students to comprehend initially and synchronise for practice and can lead to feelings of being overwhelmed, withdrawal or failure. Understanding what influences student performance in bachelor level nursing studies is imperative so educators can develop programs that straddle the art and science conundrum and lead to graduate success. Grit is a non-cognitive trait, a drive that keeps an individual on task through difficult circumstances for sustained periods of time. Grit might well represent a key factor in our understanding of why one student succeeds while another withdraws. Objectives: To examine measures of grit in the context of demographic characteristics of nursing students and their impact on student self-perceived academic and clinical performance. Design: A cross-sectional design. Setting: A single School of Nursing at a multi-campus, regional, peri-urban Australian University. Participants: All nursing students (n = 2349) studying a three-year bachelor of nursing degree were invited to participate. Methods: Data were collected using a questionnaire that included several demographic items, questions relating to the student's perceived level of academic and clinical performance, and the eight-item Short Grit Scale (Grit-S) used to measure trait-level perseverance and passion for long-term goals. Results: Students, regardless of their year of study or any other demographic factor, showed grit was the only significant predictor of clinical and academic performance. Conclusions: The strength between grit and perceived performance both academically and clinically, makes grit a valuable factor for development in students as a vehicle for success in nursing programs of study. This paper culminates in suggestions for creative approaches to grit development. © 2020 Elsevier Ltd
- Authors: Terry, Daniel , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 88, no. (2020), p.
- Full Text:
- Reviewed:
- Description: Background: Nursing is both a science and an art and requires students to develop sound scientific foundations for artful application. The at times binary nature of how the way in which the knowledge and skills of nursing are delivered in higher education can be difficult for students to comprehend initially and synchronise for practice and can lead to feelings of being overwhelmed, withdrawal or failure. Understanding what influences student performance in bachelor level nursing studies is imperative so educators can develop programs that straddle the art and science conundrum and lead to graduate success. Grit is a non-cognitive trait, a drive that keeps an individual on task through difficult circumstances for sustained periods of time. Grit might well represent a key factor in our understanding of why one student succeeds while another withdraws. Objectives: To examine measures of grit in the context of demographic characteristics of nursing students and their impact on student self-perceived academic and clinical performance. Design: A cross-sectional design. Setting: A single School of Nursing at a multi-campus, regional, peri-urban Australian University. Participants: All nursing students (n = 2349) studying a three-year bachelor of nursing degree were invited to participate. Methods: Data were collected using a questionnaire that included several demographic items, questions relating to the student's perceived level of academic and clinical performance, and the eight-item Short Grit Scale (Grit-S) used to measure trait-level perseverance and passion for long-term goals. Results: Students, regardless of their year of study or any other demographic factor, showed grit was the only significant predictor of clinical and academic performance. Conclusions: The strength between grit and perceived performance both academically and clinically, makes grit a valuable factor for development in students as a vehicle for success in nursing programs of study. This paper culminates in suggestions for creative approaches to grit development. © 2020 Elsevier Ltd
Surveying the landscape five years on : An examination of how teachers, and the teaching of Australia's shared-history, is constructed within Australian academic literature
- Authors: Weuffen, Sara
- Date: 2019
- Type: Text , Journal article
- Relation: Teaching and Teacher Education Vol. 78, no. (2019), p. 117-124
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- Description: The purpose of this paper is to conduct a literature review of academic debates relating to the Australian Curriculum: History (ACH), in particular subjective constructions of teachers, and the teaching of Australian History and Aboriginal peoples' and Torres Strait Islanders’ histories. The literature reviewed from a socio-political lens, examines functions of power/knowledge operating in discourses of education to illuminate how teachers, Aboriginal peoples, and Torres Strait Islanders, take up and/or resist subjectivities constructing them. Drawing from the toolbox of post-structuralism, this literature review troubles the notion of the non-Indigenous perspective as dominant, and the teacher as an active, non-critical participant in the process.
- Authors: Weuffen, Sara
- Date: 2019
- Type: Text , Journal article
- Relation: Teaching and Teacher Education Vol. 78, no. (2019), p. 117-124
- Full Text:
- Reviewed:
- Description: The purpose of this paper is to conduct a literature review of academic debates relating to the Australian Curriculum: History (ACH), in particular subjective constructions of teachers, and the teaching of Australian History and Aboriginal peoples' and Torres Strait Islanders’ histories. The literature reviewed from a socio-political lens, examines functions of power/knowledge operating in discourses of education to illuminate how teachers, Aboriginal peoples, and Torres Strait Islanders, take up and/or resist subjectivities constructing them. Drawing from the toolbox of post-structuralism, this literature review troubles the notion of the non-Indigenous perspective as dominant, and the teacher as an active, non-critical participant in the process.
Nordic walking for overweight and obese people : a systematic review and meta-analysis
- Sanchez-Lastra, Miguel, Miller, Kyle, Martínez-Lemos, Rodolfo, Giráldez, Antón, Ayán, Carlos
- Authors: Sanchez-Lastra, Miguel , Miller, Kyle , Martínez-Lemos, Rodolfo , Giráldez, Antón , Ayán, Carlos
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 17, no. 7 (2020), p. 762-772
- Full Text:
- Reviewed:
- Description: Background: Nordic walking (NW) is a potentially beneficial exercise strategy for overweight and obese people. To date, no reviews have synthesized the existing scientific evidence regarding the effects of NW on this population. This systematic review and meta-analysis aimed to identify the characteristics, methodological quality, and results of the investigations that have studied the effects of NW in overweight and obese individuals. Methods: Six electronic databases were searched up to June 2019 for studies that examined the effects of NW on people with a body mass index ≥ 25 kg/m2. The methodological quality of the included randomized controlled trials was retrieved from the physiotherapy evidence database or evaluated using the physiotherapy evidence database scale. Results: Twelve studies were included in the review. The investigations were mostly good-to-fair methodological quality. NW groups had a significant improvement on parameters such as fasting plasma glucose, abdominal adiposity, and body fat compared with the baseline, but no significant improvements were found when compared with control groups. Conclusions: NW can potentially lead to improvements in parameters related to major health outcomes in overweight and obese people. The lack of control for confounding variables in the analyzed studies prevents further elaboration on its potential benefits. © 2020 Human Kinetics, Inc.
- Authors: Sanchez-Lastra, Miguel , Miller, Kyle , Martínez-Lemos, Rodolfo , Giráldez, Antón , Ayán, Carlos
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 17, no. 7 (2020), p. 762-772
- Full Text:
- Reviewed:
- Description: Background: Nordic walking (NW) is a potentially beneficial exercise strategy for overweight and obese people. To date, no reviews have synthesized the existing scientific evidence regarding the effects of NW on this population. This systematic review and meta-analysis aimed to identify the characteristics, methodological quality, and results of the investigations that have studied the effects of NW in overweight and obese individuals. Methods: Six electronic databases were searched up to June 2019 for studies that examined the effects of NW on people with a body mass index ≥ 25 kg/m2. The methodological quality of the included randomized controlled trials was retrieved from the physiotherapy evidence database or evaluated using the physiotherapy evidence database scale. Results: Twelve studies were included in the review. The investigations were mostly good-to-fair methodological quality. NW groups had a significant improvement on parameters such as fasting plasma glucose, abdominal adiposity, and body fat compared with the baseline, but no significant improvements were found when compared with control groups. Conclusions: NW can potentially lead to improvements in parameters related to major health outcomes in overweight and obese people. The lack of control for confounding variables in the analyzed studies prevents further elaboration on its potential benefits. © 2020 Human Kinetics, Inc.
The women’s shed movement : scoping the field internationally
- Golding, Barry, Carragher, Lucia, Foley, Annette
- Authors: Golding, Barry , Carragher, Lucia , Foley, Annette
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 61, no. 2 (2021), p. 150-174
- Full Text:
- Reviewed:
- Description: Our paper focuses on delineating and scoping international Women’s Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women’s Sheds internationally to March 2021? Secondly, how might Women’s Sheds be located within a typology inclusive of Men’s Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women’s Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women’s Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women’s Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women’s and Men’s Sheds. We propose a typology that accounts not only for the different ways in which Women’s Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men’s Sheds in different countries. We conclude that Women’s Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women’s hands-on practice. © 2021, Adult Learning Australia. All rights reserved.
- Authors: Golding, Barry , Carragher, Lucia , Foley, Annette
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 61, no. 2 (2021), p. 150-174
- Full Text:
- Reviewed:
- Description: Our paper focuses on delineating and scoping international Women’s Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women’s Sheds internationally to March 2021? Secondly, how might Women’s Sheds be located within a typology inclusive of Men’s Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women’s Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women’s Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women’s Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women’s and Men’s Sheds. We propose a typology that accounts not only for the different ways in which Women’s Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men’s Sheds in different countries. We conclude that Women’s Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women’s hands-on practice. © 2021, Adult Learning Australia. All rights reserved.
Water safety education programs in culturally and linguistically diverse seattle communities : program design and pilot evaluation
- Koon, William, Bennett, Elizabeth, Stempski, Sarah, Blitvich, Jennifer
- Authors: Koon, William , Bennett, Elizabeth , Stempski, Sarah , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
- Full Text:
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- Description: Drowning is a public health concern that disproportionally affects children and minorities in Washington State. Community health educators from Seattle Children's Hospital designed a Water Safety Education and Lifejacket Giveaway Program for low-income parents of preschool-aged children from culturally and linguistically diverse backgrounds. The program was interpreted into multiple languages and parents and children in attendance received free lifejackets. The mixed-methods pilot evaluation of this program found statistically significant relationships between language and self-reported parent swim skill level (English-speaker OR 4.6; 95%CI: 1.84 - 11.54); and confidence of keeping one's child safe (English-speaker OR 3.34; 95%CI: 1.10 - 10.4). Additionally, parents who self-reported that they could swim had four times the odds of feeling confident in keeping their children safe around the water (95% CI: 1.21 - 13.28). Qualitative data from follow-up interviews identified that the program boosted parent knowledge and confidence in safe water practices. Multi-lingual delivery and the role of partner preschools was critical to this program's success. Specific programmatic focus on adult parent/caregiver skills and knowledge that reduce risk around the water should be a priority for future efforts to reduce drowning. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
- Authors: Koon, William , Bennett, Elizabeth , Stempski, Sarah , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
- Full Text:
- Reviewed:
- Description: Drowning is a public health concern that disproportionally affects children and minorities in Washington State. Community health educators from Seattle Children's Hospital designed a Water Safety Education and Lifejacket Giveaway Program for low-income parents of preschool-aged children from culturally and linguistically diverse backgrounds. The program was interpreted into multiple languages and parents and children in attendance received free lifejackets. The mixed-methods pilot evaluation of this program found statistically significant relationships between language and self-reported parent swim skill level (English-speaker OR 4.6; 95%CI: 1.84 - 11.54); and confidence of keeping one's child safe (English-speaker OR 3.34; 95%CI: 1.10 - 10.4). Additionally, parents who self-reported that they could swim had four times the odds of feeling confident in keeping their children safe around the water (95% CI: 1.21 - 13.28). Qualitative data from follow-up interviews identified that the program boosted parent knowledge and confidence in safe water practices. Multi-lingual delivery and the role of partner preschools was critical to this program's success. Specific programmatic focus on adult parent/caregiver skills and knowledge that reduce risk around the water should be a priority for future efforts to reduce drowning. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
Getting in : safe water entry competencies
- Moran, Kevin, Blitvich, Jennifer, Petrass, Lauren, McElroy, Keith
- Authors: Moran, Kevin , Blitvich, Jennifer , Petrass, Lauren , McElroy, Keith
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
- Full Text:
- Reviewed:
- Description: In high income countries, jumping and diving into water are a small but persistent cause of death and serious injury especially among male youth and young adults. Although water entries maintain a high media profile, little is known about what entry competencies and underlying water safety knowledge youth bring to this practice. Undergraduates enrolled in aquatics (N= 76) completed a survey before attempting 7 entry jumping and diving tasks. While safety attitudes and self-reported behaviours were generally good, considerable variation in practical entry competence was evident. Most completed a deep-water compact jump (87%) and PFD jump (88%) with ease. Many completed a crouch dive (57%) and standing dive (53%) into deep water with ease, but only 33% completed a standing dive from a block/bulkhead (<1m height) with ease. Ways of addressing weaknesses in knowledge, attitudes, and behaviours are discussed and recommendations made to enhance the teaching of safe water entry. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
- Authors: Moran, Kevin , Blitvich, Jennifer , Petrass, Lauren , McElroy, Keith
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
- Full Text:
- Reviewed:
- Description: In high income countries, jumping and diving into water are a small but persistent cause of death and serious injury especially among male youth and young adults. Although water entries maintain a high media profile, little is known about what entry competencies and underlying water safety knowledge youth bring to this practice. Undergraduates enrolled in aquatics (N= 76) completed a survey before attempting 7 entry jumping and diving tasks. While safety attitudes and self-reported behaviours were generally good, considerable variation in practical entry competence was evident. Most completed a deep-water compact jump (87%) and PFD jump (88%) with ease. Many completed a crouch dive (57%) and standing dive (53%) into deep water with ease, but only 33% completed a standing dive from a block/bulkhead (<1m height) with ease. Ways of addressing weaknesses in knowledge, attitudes, and behaviours are discussed and recommendations made to enhance the teaching of safe water entry. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
The digital divide : Differences in computer use between home and school in low socio-economic households
- Angus, Lawrence, Sutherland-Smith, Wendy, Snyder, Ilana
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2003
- Type: Text , Journal article
- Relation: Educational Studies in Language and Literature Vol. 3, no. (2003), p. 5-19
- Full Text:
- Reviewed:
- Description: This article examines information and communication technologies (ICTs) practices in the home and school settings of four disadvantaged families. It reports the findings of a year-long study that investigated the nexus between computer-mediated literacy practices at home and at school and whether this inter-connectivity could make a difference in school success. The findings indicate that there was disjunction between home and school use. The ``digital divide'' exists for the families of this study, not in terms of access but in the gap between ICT practices at home and school. Schools in this study did not integrate ICT skills learned and demonstrated in the home environment into ICT practices at school. The study concludes that constructing pedagogical connections between home and school ICT practices may begin to bridge the ``digital divide''.
- Description: C1
- Description: 2003000427
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2003
- Type: Text , Journal article
- Relation: Educational Studies in Language and Literature Vol. 3, no. (2003), p. 5-19
- Full Text:
- Reviewed:
- Description: This article examines information and communication technologies (ICTs) practices in the home and school settings of four disadvantaged families. It reports the findings of a year-long study that investigated the nexus between computer-mediated literacy practices at home and at school and whether this inter-connectivity could make a difference in school success. The findings indicate that there was disjunction between home and school use. The ``digital divide'' exists for the families of this study, not in terms of access but in the gap between ICT practices at home and school. Schools in this study did not integrate ICT skills learned and demonstrated in the home environment into ICT practices at school. The study concludes that constructing pedagogical connections between home and school ICT practices may begin to bridge the ``digital divide''.
- Description: C1
- Description: 2003000427
How are we progressing with academic numeracy at regional universities? Perspectives from first-year undergraduate studies
- Woolcott, Geoff, Galligan, Linda, Whannell, Robert, Marshman, Margaret, Sultanova, Nargiz
- Authors: Woolcott, Geoff , Galligan, Linda , Whannell, Robert , Marshman, Margaret , Sultanova, Nargiz
- Date: 2021
- Type: Text , Journal article
- Relation: Mathematics Education Research Journal Vol. 33, no. 3 (2021), p. 451-468
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- Description: This study provides an overview of the support provided for academic numeracy for first-year students across six Australian regional universities. Survey analysis of university academics provided an overview of the approaches used in academic numeracy in diverse cohorts. Further investigations via semi-structured interviews and secondary data were performed, providing details of the level of academic numeracy required in the subjects offered, identification of at-risk students and strategies for student support, and student responses to service provision. A case study at one university provided a more detailed view of the factors influencing attrition in first-year academic numeracy subjects. This case study highlighted issues related to a one-size-fits-all approach and findings argue for a more nuanced cohort-based approach that combines conventional statistical analysis with analysis that provides a more detailed view of complex scenarios. The study suggests that while support services are not responding well to the issue of attrition, better targeting individual student support may lead to improvements. © 2020, Mathematics Education Research Group of Australasia, Inc. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Nargiz Sultanova ” is provided in this record** Sultanova, Nargiz
- Authors: Woolcott, Geoff , Galligan, Linda , Whannell, Robert , Marshman, Margaret , Sultanova, Nargiz
- Date: 2021
- Type: Text , Journal article
- Relation: Mathematics Education Research Journal Vol. 33, no. 3 (2021), p. 451-468
- Full Text:
- Reviewed:
- Description: This study provides an overview of the support provided for academic numeracy for first-year students across six Australian regional universities. Survey analysis of university academics provided an overview of the approaches used in academic numeracy in diverse cohorts. Further investigations via semi-structured interviews and secondary data were performed, providing details of the level of academic numeracy required in the subjects offered, identification of at-risk students and strategies for student support, and student responses to service provision. A case study at one university provided a more detailed view of the factors influencing attrition in first-year academic numeracy subjects. This case study highlighted issues related to a one-size-fits-all approach and findings argue for a more nuanced cohort-based approach that combines conventional statistical analysis with analysis that provides a more detailed view of complex scenarios. The study suggests that while support services are not responding well to the issue of attrition, better targeting individual student support may lead to improvements. © 2020, Mathematics Education Research Group of Australasia, Inc. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Nargiz Sultanova ” is provided in this record** Sultanova, Nargiz
A student-centred approach : the english language support service for international students
- Authors: Pantelich, Melania
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Academic Language and Learning Vol. 15, no. 1 (2021), p. 72-84
- Full Text:
- Reviewed:
- Description: This article outlines the purpose, development and delivery of the English Language Support Service (ELSS), which is offered to international students in their first year of study at a medium-sized university in regional Victoria, Australia. Additionally, this article explains how the support provided is contextualised, timely and appropriate to student needs, allowing students to take on new concepts with meaning and immediate application, in conjunction with their degree coursework. ELSS has been specifically designed to aid international students with their initial exposure and transition to studying in an Australian context. It aims to help international students become more assured in their place at university, and acclimatise to the Australian academic language, culture and landscape enough in order to subsequently engage confidently with their assignments and the remainder of their degree.
- Authors: Pantelich, Melania
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Academic Language and Learning Vol. 15, no. 1 (2021), p. 72-84
- Full Text:
- Reviewed:
- Description: This article outlines the purpose, development and delivery of the English Language Support Service (ELSS), which is offered to international students in their first year of study at a medium-sized university in regional Victoria, Australia. Additionally, this article explains how the support provided is contextualised, timely and appropriate to student needs, allowing students to take on new concepts with meaning and immediate application, in conjunction with their degree coursework. ELSS has been specifically designed to aid international students with their initial exposure and transition to studying in an Australian context. It aims to help international students become more assured in their place at university, and acclimatise to the Australian academic language, culture and landscape enough in order to subsequently engage confidently with their assignments and the remainder of their degree.
Different version, similar result? A critical analysis of the multiplicity of shortened versions of the zimbardo time perspective inventory
- Perry, John, Temple, Elizabeth, Worrell, Frank, Zivkovic, Urska, Mello, Zena
- Authors: Perry, John , Temple, Elizabeth , Worrell, Frank , Zivkovic, Urska , Mello, Zena
- Date: 2020
- Type: Text , Journal article
- Relation: Sage Open Vol. 10, no. 2 (APR 2020), p.
- Full Text:
- Reviewed:
- Description: The Zimbardo Time Perspective Inventory (ZTPI) has been extensively used, with more than 1,400 citations in Scopus alone. After identifying psychometric problems however, several authors have attempted to overcome limitations by shortening the scale. As such, there now exist multiple. shortened versions of the ZTPI, all using some of the original 56 items. Although each shorter version reports various broadly acceptable validity parameters using the group with which it was developed, these are often sample specific and at the cost of reliability, generalizability, and ability to detect individual differences in the construct. To examine this more closely, we reviewed the psychometric properties of the ZTPI and some of its derivatives, and found that data-driven approaches to creating these shortened versions of the scale prioritized improved model fit over internal reliability and sensitivity. In conclusion, we suggest that it is time for a new collaborative strategy to address conceptual and measurement concerns with the ZTPI, and discourage data-driven and sample-specific solutions to the psychometric concerns of the scale's scores. More broadly, we recommend that researchers consider the impact on reliability, generalizability, and ability to detect individual differences when developing short psychometric scales. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elizabeth Temple” is provided in this record**
- Authors: Perry, John , Temple, Elizabeth , Worrell, Frank , Zivkovic, Urska , Mello, Zena
- Date: 2020
- Type: Text , Journal article
- Relation: Sage Open Vol. 10, no. 2 (APR 2020), p.
- Full Text:
- Reviewed:
- Description: The Zimbardo Time Perspective Inventory (ZTPI) has been extensively used, with more than 1,400 citations in Scopus alone. After identifying psychometric problems however, several authors have attempted to overcome limitations by shortening the scale. As such, there now exist multiple. shortened versions of the ZTPI, all using some of the original 56 items. Although each shorter version reports various broadly acceptable validity parameters using the group with which it was developed, these are often sample specific and at the cost of reliability, generalizability, and ability to detect individual differences in the construct. To examine this more closely, we reviewed the psychometric properties of the ZTPI and some of its derivatives, and found that data-driven approaches to creating these shortened versions of the scale prioritized improved model fit over internal reliability and sensitivity. In conclusion, we suggest that it is time for a new collaborative strategy to address conceptual and measurement concerns with the ZTPI, and discourage data-driven and sample-specific solutions to the psychometric concerns of the scale's scores. More broadly, we recommend that researchers consider the impact on reliability, generalizability, and ability to detect individual differences when developing short psychometric scales. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elizabeth Temple” is provided in this record**
Influence of the interplay of habitual affective attributes and classroom learning environments on learners’ situational affective experiences in learning science : the narratives of primary pre-service teachers
- Authors: Ma, Hongming
- Date: 2021
- Type: Text , Journal article
- Relation: Research in Science Education Vol. 51, no. 2 (2021), p. 399-417
- Full Text:
- Reviewed:
- Description: Science education researchers have found that instructional design focusing more on learners’ affective needs can be powerful in nurturing effective and exciting science learning. This paper reports a qualitative study exploring how learners’ situational affective experiences are influenced by the interplay of their habitual affective attributes and classroom learning environment. The research method adopted was semi-structured in-depth interview. The study is descriptive and retrospective in nature. Nine pre-service teachers who were taking a science method course at an Australian university took part in the study voluntarily. Each interview lasted about 1 h. Six types of interplay were identified: Self-sustained, Beyond expectation, Resonant, Adversely Overpowered, Below expectation and Irresponsive. Implications for science teaching and science teacher education are discussed in terms of the identified types of interplay. © 2018, Springer Nature B.V.
- Authors: Ma, Hongming
- Date: 2021
- Type: Text , Journal article
- Relation: Research in Science Education Vol. 51, no. 2 (2021), p. 399-417
- Full Text:
- Reviewed:
- Description: Science education researchers have found that instructional design focusing more on learners’ affective needs can be powerful in nurturing effective and exciting science learning. This paper reports a qualitative study exploring how learners’ situational affective experiences are influenced by the interplay of their habitual affective attributes and classroom learning environment. The research method adopted was semi-structured in-depth interview. The study is descriptive and retrospective in nature. Nine pre-service teachers who were taking a science method course at an Australian university took part in the study voluntarily. Each interview lasted about 1 h. Six types of interplay were identified: Self-sustained, Beyond expectation, Resonant, Adversely Overpowered, Below expectation and Irresponsive. Implications for science teaching and science teacher education are discussed in terms of the identified types of interplay. © 2018, Springer Nature B.V.
The affordance of place in developing place-responsive science teaching pedagogy : reflections from pre-service teachers
- Authors: Ma, Hongming , Green, Monica
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Science Teacher Education Vol. 32, no. 8 (2021), p. 890-910
- Full Text:
- Reviewed:
- Description: Despite being increasingly popular within broader educational discourse, place-responsive pedagogy is less apparent in science teacher education. This paper investigates the perspectives of pre-service teachers in a science education course informed by place-responsive pedagogy in a Bachelor of Education (primary) program at an Australian regional university. The place-based study belongs to longitudinal research that examined the impact of the modified science course hallmarked by university–school partnerships and science lessons conducted by pre-service teachers with children from rural and regional schools in Gippsland, Victoria in a wetland and school ground setting. The study and science course were framed by a place pedagogy framework. Using this framework, we examine how pre-service teachers view and understand the affordance of places for teaching science. The study employed a document analysis of coursework essays as well as follow-up semi-structured interviews with two pre-service teacher cohorts (wetland and school ground). Findings indicate that pre-service teacher’s exposure to place-responsive frameworks helped build their awareness about the affordance of place for science teaching. Challenges associated with taking science beyond the conventional classroom are also identified and discussed. © 2021 Association for Science Teacher Education.
- Authors: Ma, Hongming , Green, Monica
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Science Teacher Education Vol. 32, no. 8 (2021), p. 890-910
- Full Text:
- Reviewed:
- Description: Despite being increasingly popular within broader educational discourse, place-responsive pedagogy is less apparent in science teacher education. This paper investigates the perspectives of pre-service teachers in a science education course informed by place-responsive pedagogy in a Bachelor of Education (primary) program at an Australian regional university. The place-based study belongs to longitudinal research that examined the impact of the modified science course hallmarked by university–school partnerships and science lessons conducted by pre-service teachers with children from rural and regional schools in Gippsland, Victoria in a wetland and school ground setting. The study and science course were framed by a place pedagogy framework. Using this framework, we examine how pre-service teachers view and understand the affordance of places for teaching science. The study employed a document analysis of coursework essays as well as follow-up semi-structured interviews with two pre-service teacher cohorts (wetland and school ground). Findings indicate that pre-service teacher’s exposure to place-responsive frameworks helped build their awareness about the affordance of place for science teaching. Challenges associated with taking science beyond the conventional classroom are also identified and discussed. © 2021 Association for Science Teacher Education.