Activation of self-focus and self-presentation traits under private, mixed, and public pressure
- Authors: Geukes, Katharina , Mesagno, Christopher , Hanrahan, Stephanie , Kellmann, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Sport and Exercise Psychology Vol. 35, no. 1 (2013), p. 50-59
- Full Text:
- Reviewed:
- Description: Trait activation theorists suggest that situational demands activate traits in (pressure) situations. In a comparison of situational demands of private (monetary incentive, cover story), mixed (monetary incentive, small audience), and public (large audience, video taping) high-pressure situations, we hypothesized that situational demands of private and mixed high-pressure conditions would activate self-focus traits and those of a public high-pressure condition would activate self-presentation traits. Female handball players (N = 120) completed personality questionnaires and then performed a throwing task in a low-pressure condition and one of three high-pressure conditions (n = 40). Increased anxiety levels from low to high pressure indicated successful pressure manipulations. A self-focus trait negatively predicted performance in private and mixed high-pressure conditions, and self-presentation traits positively predicted performance in the public high-pressure condition. Thus, pressure situations differed in their trait-activating situational demands. Experimental research investigating the trait-performance relationship should therefore use simulations of real competitions over laboratory-based scenarios. © 2013 Human Kinetics, Inc.
- Description: 2003010828
Mechatronics training through project-based learning and industry liaison
- Authors: Ibrahim, Yousef
- Date: 2008
- Type: Text , Conference paper
- Relation: ISIE08 30 June 2008 to 2 July 2008 p. 1383-1387
- Full Text: false
- Reviewed:
- Description: This paper presents a technique that was used in the development of Mechatronics courses in Thailand and Australia. The technique was based on project-based learning and industry engagement. Mechatronics course development was supported by AusAID grant to the Royal Thai Government (RTG) to establish six different mechatronics programs in six Universities. Mechanisms were established to ensure industrypsilas input throughout the stages of mechatronics course development at each University. This paper discusses those mechanisms.
Use of multitrait-multimethod modelling to validate actual and preferred forms of the What is Happening in this Class? (WIHIC) Questionnaire
- Authors: Dorman, Jeffrey
- Date: 2008
- Type: Text , Journal article
- Relation: Learning Environments Research Vol. 11, no. 3 (2008), p. 175-193
- Full Text: false
- Reviewed:
- Description: This article describes the validation of scores on actual and preferred forms of the What Is Happening In this Class? (WIHIC). The WIHIC is a 56-item instrument that assesses seven classroom environment dimensions: Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation and Equity. A sample of 978 secondary school students from Australia responded to actual and preferred forms of the WIHIC. Separate confirmatory factor analyses for the actual and preferred forms supported the seven-scale a priori structure of the instrument. Fit statistics indicated a good fit of the models to the data. The use of multitrait-multimethod modelling with the seven scales as traits and the two forms of the instrument as methods supported the WIHIC’s construct validity. This research has provided strong evidence of the sound psychometric properties of the WIHIC.
Knowledge outcomes and retention of a university-based falls prevention education program (UniFPEP)
- Authors: Pascoe, Deborah , Stumieks, Daina , Close, Jacqueline , Teidemann, Anne , Lord, S , Twomey, Dara , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: Focus on Health Professional Education: A Multi-disciplinary Journal Vol. 15, no. 2 (2013), p. 55-66
- Full Text: false
- Reviewed:
- Description: Abstract: Aim: This paper reports the evaluation of a new evidence-based university curriculum aimed at addressing workforce capacity building in the allied health sector through addressing the educational needs of exercise science students in relation to falls prevention and exercise prescription for older people. Background: Exercise scientists have the capacity to play a key role in the falls injury prevention workforce. To fulfil this role and contribute to preventing injuries in older people, it is necessary that they have the appropriate knowledge and skills. Methods: Over a 13-week period in 2008, 44 third-year and 21 fourth year students from an Australian university participated in the delivery and evaluation of a falls and injury prevention curriculum. Students' knowledge of falls and falls prevention was formally assessed using a knowledge questionnaire administered before (pre), immediately after (post) and at 13 weeks following (follow-up) completion of the curriculum. Differences in knowledge between pre-, post- and follow-up assessments were determined by repeated measures analysis of variance (p<0.05). Results: Overall knowledge levels significantly increased from 46% correct (pre) to 74% correct (post, p<0.001) and were sustained at follow-up (78% correct, p<0.001). Students' self-reported ratings of confidence in delivering exercise programs for older people and falls prevention also increased significantly (p<0.001). Conclusions: Completion of a targeted falls prevention curriculum provides significant improvements in the knowledge, skills and confidence in the preparation of exercise science students as members of the allied health workforce providing exercise prescription for falls prevention.
A review of cloud application assessment practices at the University of Ballarat
- Authors: Wilmott, Deirdre , Knox, Ian
- Date: 2012
- Type: Text , Journal article
- Relation: Education for Information Vol. 29, no. 3-4 (2012), p. 229-242
- Full Text: false
- Reviewed:
- Description: It has been suggested that traditional assessment practices in tertiary institutions tend not to equip students well for the processes of effective learning in a learning society [1]. This paper reviews alternative Internet based assessment practices used in Library, Business and Education courses at the University of Ballarat, Victoria, Australia in 2011. © 2012 - IOS Press and the authors. All rights reserved. © 2012 - IOS Press and the authors. All rights reserved.
Linking physical education with community sport and recreation : A program for adolescent girls
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
Complex learning theory-Its epistemology and its assumptions about learning: Implications for physical education
- Authors: Light, Richard
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Teaching in Physical Education Vol. 27, no. 1 (2008), p. 21-38
- Full Text: false
- Reviewed:
- Description: Davis and Sumara (2003) argue that differences between commonsense assumptions about learning and those upon which constructivism rests present a significant challenge for the fostering of constructivist approaches to teaching in schools. Indeed, as Rink (2001) suggests, initiating any change process for teaching method needs to involve some understanding of the theories supporting it. Although there has been considerable discussion about constructivism in the physical education literature over the past decade, there has been less attention paid to the assumptions about learning and knowledge that underpin it. This article makes a contribution toward redressing this oversight in the literature by examining the epistemology and assumptions about learning that constructivist theories of learning rest upon. Drawing on the work of Davis and Sumara (2003), I suggest that the term "complex" learning theories may offer a more useful description of the sometimes confusing range of constructivist approaches. I provide examples of, and suggestions for, the application of constructivism in practice and within which the body forms a prominent theme.
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
- Full Text: false
- Reviewed:
- 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.
The Implementation of Musculoskeletal Injury-Prevention Exercise Programmes in Team Ball Sports : A Systematic Review Employing the RE-AIM Framework
- Authors: O'Brien, James , Finch, Caroline
- Date: 2014
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 44, no. 9 (2014), p. 1305-1318
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Relation: http://purl.org/au-research/grants/nhmrc/1058737
- Full Text: false
- Reviewed:
- Description: Background Team ball sports such as soccer, basketball and volleyball have high participation levels worldwide. Musculoskeletal injuries are common in team ball sports and are associated with significant treatment costs, participation loss and long-term negative side effects. The results of recent randomized controlled trials provide support for the protective effect of injury-prevention exercise programmes (IPEPs) in team ball sports, but also highlight that achieving adequate compliance can be challenging. A key process in enhancing the ultimate impact of team ball sport IPEPs is identifying the specific implementation components that influence the adoption, execution and maintenance of these interventions. Despite this, no systematic review focussing on the specific implementation components of team ball sport IPEPs has been conducted. Objectives Our objective was to assess the reporting of specific implementation components in the published literature on team ball sport IPEPs using the Reach Efficacy Adoption Implementation Maintenance (RE-AIM) framework. Methods Six electronic databases were systematically searched from inception to December 2012 for papers reporting team ball sport IPEP trials. All eligible papers were independently evaluated by two raters before reaching consensus on the reporting of individual RE-AIM items, using the RE-AIM Model Dimension Items Checklist (RE-AIM MDIC). Results A total of 60 papers, reporting 52 unique intervention trials, met eligibility criteria. Before consensus, the level of agreement across all trials between reviewers using the RE-AIM MDIC ranged from 81 to 91 %. The RE-AIM MDIC dimension of 'efficacy' had the highest level of reporting, with the five individual items in this dimension reported in 19-100 % of eligible trials (mean 58 %). The RE-AIM MDIC dimension 'maintenance-setting level' had the lowest level of reporting, with none of the four individual items in this dimension reported. For other dimensions, the mean level of reporting and range across items were 'reach' 34 % (12-60 %); 'adoption-setting level' 1 % (0-2 %); 'adoption-delivery agent level' 7 % (4-10 %); 'implementation' 36 % (13-63 %) and 'maintenance individual level' 1 % (0-4 %). Conclusion Information on the specific implementation components of team ball sport IPEPs in published studies is scarce. In particular, major reporting gaps exist regarding the adoption and maintenance of these programmes. The RE-AIM MDIC can be successfully applied to reviewing literature in this context.
Swimming and water safety: reaching all children in Australian primary schools
- Authors: Lynch, Timothy
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 6, no. 3 (2012), p. 267-278
- Full Text: false
- Reviewed:
- Description: Data gathered indicate that reductions in annual Australian drowning fatalities for not only children, but people of all ages, have hit a plateau, and if anything, figures suggest that fatal drownings in recent years are on the increase. It is alarm- ing that figures are not falling despite the many well-developed swimming and water safety education programs available. The number of drowning deaths in Australia is regarded by governing bodies as far too many, hence it is proposed that the necessary changes required to further reduce drowning may involve teachers within primary schools being used more efficiently in the educational process. This paper concludes that by implementing swimming and water safety with conviction into the school curriculum, all students will become more aware of drowning risk behaviors, thus successfully decreasing drowning fatalities in both the short and long terms
Indigenous knowledge in the science curriculum: avoiding neo-colonialism
- Authors: Ryan, Ann
- Date: 2008
- Type: Text , Journal article
- Relation: Cultural Studies of Science Education Vol. 3, no. 3 (2008), p. 663-702
- Full Text: false
- Reviewed:
- Description: Science education in Papua New Guinea has been influenced by neo- colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neocolonial practices, Western science educators ought to consider the notion of cultural mediators. This position, the author argues, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing. [Author abstract]
Epidemiology of hospital-treated injuries sustained by fitness participants
- Authors: Gray, Shannon , Finch, Caroline
- Date: 2015
- Type: Text , Journal article
- Relation: Research Quarterly for Exercise and Sport Vol. 86, no. 1 (2015), p. 81-87
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text: false
- Reviewed:
- Description: Purpose: The purpose of this study was to provide an epidemiological profile of injuries sustained by participants in fitness activities in Victoria, Australia, based on hospital admissions and emergency department (ED) presentations and to identify the most common types, causes, and sites of these injuries. Method: Hospital-treated fitness activity-related injury cases were identified from International Classification of Disease activity codes (for admissions) and from text narratives of injury events (for ED presentations) from 2003 to 2010, inclusive. Cases were categorized as being associated with aerobics/group exercise (n = 252), resistance/weight training (n = 830) or "other equipment" (motorized and general gym equipment; n = 1,156). Participation information was taken from the Exercise, Recreation and Sport Survey. Results: Overall, 2,238 cases were identified and 11.6% of all patients with ED presentations were subsequently hospitalized. Those participants with aerobics cases were generally female (76.6%) and aged 25 to 34 years old (35.3%), with injuries to the lower limbs (59.1%) and due to falls (57.9%). Resistance-training injuries increased significantly during the 8-year period (by 215.7%; 95% CI [133.5, 326.9]) and generally occurred in male participants (78.0%), in people aged 15 to 24 years old (36.4%), and with injuries to the upper limbs (45.1%) caused by being hit, struck, or crushed by weights or fellow exercisers (71.4%). The "other equipment" cases were equally distributed by gender; they occurred most commonly in people aged 15 to 24 years old (27.8%), with injuries to the lower limbs (41.5%) and due to falls (57.6%). Across all categories, dislocations, sprains, and strains were the most common injury types. Conclusions: Fitness activity-related injury prevention strategies should be targeted at different subgroups according to the type of fitness activity being undertaken.
- Description: Purpose: The purpose of this study was to provide an epidemiological profile of injuries sustained by participants in fitness activities in Victoria, Australia, based on hospital admissions and emergency department (ED) presentations and to identify the most common types, causes, and sites of these injuries. Method: Hospital-treated fitness activity-related injury cases were identified from International Classification of Disease activity codes (for admissions) and from text narratives of injury events (for ED presentations) from 2003 to 2010, inclusive. Cases were categorized as being associated with aerobics/group exercise (n = 252), resistance/weight training (n = 830) or “other equipment†(motorized and general gym equipment; n = 1,156). Participation information was taken from the Exercise, Recreation and Sport Survey. Results: Overall, 2,238 cases were identified and 11.6% of all patients with ED presentations were subsequently hospitalized. Those participants with aerobics cases were generally female (76.6%) and aged 25 to 34 years old (35.3%), with injuries to the lower limbs (59.1%) and due to falls (57.9%). Resistance-training injuries increased significantly during the 8-year period (by 215.7%; 95% CI [133.5, 326.9]) and generally occurred in male participants (78.0%), in people aged 15 to 24 years old (36.4%), and with injuries to the upper limbs (45.1%) caused by being hit, struck, or crushed by weights or fellow exercisers (71.4%). The “other equipment†cases were equally distributed by gender; they occurred most commonly in people aged 15 to 24 years old (27.8%), with injuries to the lower limbs (41.5%) and due to falls (57.6%). Across all categories, dislocations, sprains, and strains were the most common injury types. Conclusions: Fitness activity-related injury prevention strategies should be targeted at different subgroups according to the type of fitness activity being undertaken.
Injury risk during different physical activity behaviours in children: A Systematic review with bias assessment
- Authors: Nauta, Joske , Martin-Diener, Eva , Martin, Brian , van Mechelen, Willem , Verhagen, Evert
- Date: 2015
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 45, no. 3 (2015), p. 327-336
- Full Text: false
- Reviewed:
- Description: Results: Eight studies were included. The risk of bias assessment resulted in two studies with a score that was higher than 75 %; risk bias of those two studies was considered low. The medically treated, injury incidence rate was reported to be between 0.15 and 0.27 injuries per 1,000 h of physical activity. The absolute number of injuries related to unorganised leisure time physical activity was higher than the absolute number of injuries reported in organised sports. The respective injury incidence rate expressed per 1,000 h exposure was, however, generally lower during unorganised leisure time than during organised sports. Reported injury incidence rates related to active commuting were comparable to those for unorganised leisure time physical activity. Conflicting injury incidence rates were reported for physical education. Subgroup analysis suggested that girls and children with low habitual levels of physical activity are at increased injury risk. A limitation of the review is that no standard bias assessment was available for this specific context.Conclusions: Children are at an inherent injury risk while participating in physical activities. Most injury prevention efforts have focussed on the sports setting, but our results suggest that many children sustain an injury during unorganised leisure time physical activities.Introduction: The current focus on a physically active lifestyle in children puts children at increased physical activity-related injury risk.Objective: To summarise, in a systematic review, the evidence for the injury risk of several physical activity behaviours in 6- to 12-year-old children.Methods: An electronic search was performed in three databases (Embase, PubMed and SPORTDiscus). Inclusion criteria were: age 6–12 years; report on injuries related to overall physical activity, active commuting, unorganised leisure time physical activity, physical education and/or organised sports; incidence rates expressed as injuries per hours of physical activity; and published after January 1st 2000. Risk of bias was assessed for all studies included. © 2014, Springer International Publishing Switzerland.
Auto/ethnography : a journey of self/indulgence
- Authors: Manning, Debra
- Date: 2008
- Type: Text , Conference paper
- Relation: AARE Conference 2007 p. 16p.
- Full Text:
- Reviewed:
- Description: Abstract: Research aspires to be objective and purposeful, and keen to improve my own teaching, I began a phenomenographic exploration of lecturers’ experiences teaching in multi-cultural classrooms. Disparities between the participants’ perspectives and my expectations, however, found me caught between my purposefulness and my passion for the topic. Seeking a way forward I was drawn to explore my own assumptions about research and my role as the researcher. The emerging insights create a compelling, and at times shocking, account of my pervasive influence on this purportedly, objective research project. Searching for theoretical reflections of my experiences I discovered auto/ethnography. My initial delight turned into distaste at the degree of self disclosure I encountered in the writings. I rejected auto/ethnography as self indulgent and un-academic, yet as I wrote, I could not stem the flow of revelations about the centrality of my values and beliefs in this research project. This paper offers some thoughts on my research journey and concludes by reframing the pejorative ‘self-indulgent’ to assert that to give oneself up to contemplation of the diverse influences of the researcher’s self on her research is enlightening and essential for ethical research….indeed self/indulgent. Key words: research; auto/ethnography; reflexivity; higher education
Rips, currents and snags: investigating the delivery of educational goals for young Australians in the region of Gippsland, Victoria
- Authors: Lynch, Timothy
- Date: 2012
- Type: Text , Journal article
- Relation: Australian and International Journal of Rural Education Vol. 22, no. 3 (2012), p. 1-18
- Full Text: false
- Reviewed:
- Description: Monash University (Gippsland campus) is situated in Churchill, Latrobe Valley, located in central Gippsland, eastern Victoria. A large percentage of the Gippsland region comprises of a socio-economically disadvantaged population (Figure 1). In Semester One, 2011 as part of the Bachelor of Primary Education course at Monash, it was decided that a pathway be created to achieve these national ideals and goals through the implementation of swimming and water safety education in Primary schools. Swimming and water safety education represents the specific curriculum to be implemented in rural schools, it is representative of any aspect of the curriculum to be delivered. This paper comprises a narrative memoir by the author of his involvement in the pathway and subsequently the paper sheds light on the barriers, benefits and strategies for implementing such policies in practice.
Dispositions of elite-level Australian rugby coaches towards game sense : Characteristics of their coaching habitus
- Authors: Light, Richard , Evans, John
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 3 (2013), p. 407-423
- Full Text:
- Reviewed:
- Description: Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the 'coaching habitus' of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual 'coaching habitus' by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011104
Taking responsibility for music education in the primary school: A case study
- Authors: De Vries, Peter , Albon, Nerissa
- Date: 2012
- Type: Text , Journal article
- Relation: Victorian Journal of Music Education Vol. 1, no. (2012), p. 3-11
- Full Text: false
- Reviewed:
What do Chinese and foreign universities value about their strategic alliances? Exploring a dimension of higher education alliances in a cross cultural context
- Authors: Willis, Mike
- Date: 2004
- Type: Text , Journal article
- Relation: Journal of Teaching in International Business Vol. 15, no. 2 (2004), p. 5-26
- Full Text: false
- Reviewed:
- Description: There are now over 5,000 alliances between Chinese and foreign universities but there is little research on how managers from the two sides value the various aspects of their educational alliances. This research finds that both sides valued a range of alliance levels, types, activities, sizes and structures but there were significant differences. Chinese respondents tended to prefer larger and higher level alliances which they perceived as being more long term, viable and indicative of foreign commitment. Foreign alliance managers liked to start their alliance associations in China with smaller scale alliance models which could then be expanded into larger and more complex alliances. Chinese alliance managers preferred an alliance model which aimed to establish a benchmark educational standard in China; foreign staff preferred what has been termed pragmatic alliances which were cheaper to organize and manage. Chinese respondents liked alliances which ensured that at least a range of foreign academic and administrative staff were located in China: foreign respondents preferred to fly staff in and out for particular projects and activities. More generally, foreign respondents discussed the value of alliances in business and income generation terms while their Chinese colleagues conceptualized the key value of alliances in terms of their ability to assist China to develop a highly skilled workforce capable of taking its place in an internationalized market economy.
- Description: C1
- Description: 2003007137
'Not everyone has a perfect life' : Becoming somebody without school
- Authors: Robert, Hattam , Smyth, John
- Date: 2003
- Type: Text , Journal article
- Relation: Pedagogy, Culture & Society Vol. 11, no. 3 (2003), p. 379-398
- Full Text: false
- Reviewed:
- Description: This article draws on the Students Completing Schooling Project, conducted in Australia, which has developed an account of early school leaving though listening to how 209 young people made sense of their experiences of leaving school. In this study, we were keen to understand the way young people deliberate upon how schooling fits into their plans for living a life: for 'becoming somebody'. We propose understanding early school leaving as a tactical manoeuvre and part of the complex process of identity formation. Our interview material indicates that a powerful 'interactive trouble' contributes to the non-completion of school and involves underestimating the demands of private life, especially for those living in poverty.
- Description: 2003003524
Community-based sustainability : Conservation in the Ballarat region
- Authors: Kentish, Barry , Robottom, Ian
- Date: 2006
- Type: Text , Journal article
- Relation: Australian Journal of Environmental Education Vol. 22, no. 2 (2006), p. 33-43
- Full Text: false
- Reviewed:
- Description: Abstract: The discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance - that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.
- Description: C1
- Description: 2003001641