- Ng, Katherine, Barton, Philip, Macfadyen, Sarina, Lindenmayer, David, Driscoll, Don
- Authors: Ng, Katherine , Barton, Philip , Macfadyen, Sarina , Lindenmayer, David , Driscoll, Don
- Date: 2018
- Type: Text , Journal article
- Relation: Landscape Ecology Vol. 33, no. 1 (2018), p. 109-125
- Full Text: false
- Reviewed:
- Description: Context: Farming practices influence the degree of contrast between adjoining habitats, with consequences for biodiversity and species movement. Little is known, however, on insect community responses to different kinds of edges over time, and the extent of cross-habitat movement in agricultural landscapes. Objective: To determine temporal changes in beetle responses to different farmland-woodland edges, and document cross-habitat movement. Methods: We examined species richness, abundance, and movement across edges between remnant woodlands and four farmland uses (plantings, fallow, annual crops, woody debris applied over crops post-harvest) in southeastern Australia. We used directional pitfall traps to infer movement, and sampled at edges, and 20 and 200 m on both sides of edges, during spring and summer. Results: Detritivore and predator abundance varied between seasons across the edge between woodlands and all farmlands, but seasonal differences were weaker for fallow-woodland and woody debris-woodland edges. Detritivores moved from farmlands towards woodlands, but not across fallow-woodlands and woody debris-woodlands edges during summer. During summer, predators showed short-range movement towards edges from all farmlands except plantings, and towards woody debris from woodlands. Edges showed temporally stable predator richness and higher herbivore richness than adjoining habitats. Conclusions: Farmland use and season interactively affect beetle abundance across farmland-woodland edges. Woody debris can reduce seasonal fluctuations in beetle edge responses and increase permeability for cross-habitat movement, while plantings provide habitat during summer. Edges provide important resources for beetles in adjoining habitats, however, seasonal movement of predators specifically into edges may affect prey assemblages—a link requiring further study. © 2017, Springer Science+Business Media B.V.
Dynamic effects of ground-layer plant communities on beetles in a fragmented farming landscape
- Ng, Katherina, McIntyre, Sue, Macfadyen, Sarina, Barton, Philip, Driscoll, Don, Lindenmayer, David
- Authors: Ng, Katherina , McIntyre, Sue , Macfadyen, Sarina , Barton, Philip , Driscoll, Don , Lindenmayer, David
- Date: 2018
- Type: Text , Journal article
- Relation: Biodiversity and Conservation Vol. 27, no. 9 (2018), p. 2131-2153
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- Description: Vegetation effects on arthropods are well recognized, but it is unclear how different vegetation attributes might influence arthropod assemblages across mixed-agricultural landscapes. Understanding how plant communities influence arthropods under different habitat and seasonal contexts can identify vegetation management options for arthropod biodiversity. We examined relationships between vegetation structure, plant species richness and plant species composition, and the diversity and composition of beetles in different habitats and time periods. We asked: (1) What is the relative importance of plant species richness, vegetation structure and plant composition in explaining beetle species richness, activity-density and composition? (2) How do plant-beetle relationships vary between different habitats over time? We sampled beetles using pitfall traps and surveyed vegetation in three habitats (woodland, farmland, their edges) during peak crop growth in spring and post-harvest in summer. Plant composition better predicted beetle composition than vegetation structure. Both plant richness and vegetation structure significantly and positively affected beetle activity-density. The influence of all vegetation attributes often varied in strength and direction between habitats and seasons for all trophic groups. The variable nature of plant-beetle relationships suggests that vegetation management could be targeted at specific habitats and time periods to maximize positive outcomes for beetle diversity. In particular, management that promotes plant richness at edges, and promotes herbaceous cover during summer, can support beetle diversity. Conserving ground cover in all habitats may improve activity-density of all beetle trophic groups. The impacts of existing weed control strategies in Australian crop margins on arthropod biodiversity require further study. © 2018, Springer Science+Business Media B.V., part of Springer Nature.
- Authors: Ng, Katherina , McIntyre, Sue , Macfadyen, Sarina , Barton, Philip , Driscoll, Don , Lindenmayer, David
- Date: 2018
- Type: Text , Journal article
- Relation: Biodiversity and Conservation Vol. 27, no. 9 (2018), p. 2131-2153
- Full Text:
- Reviewed:
- Description: Vegetation effects on arthropods are well recognized, but it is unclear how different vegetation attributes might influence arthropod assemblages across mixed-agricultural landscapes. Understanding how plant communities influence arthropods under different habitat and seasonal contexts can identify vegetation management options for arthropod biodiversity. We examined relationships between vegetation structure, plant species richness and plant species composition, and the diversity and composition of beetles in different habitats and time periods. We asked: (1) What is the relative importance of plant species richness, vegetation structure and plant composition in explaining beetle species richness, activity-density and composition? (2) How do plant-beetle relationships vary between different habitats over time? We sampled beetles using pitfall traps and surveyed vegetation in three habitats (woodland, farmland, their edges) during peak crop growth in spring and post-harvest in summer. Plant composition better predicted beetle composition than vegetation structure. Both plant richness and vegetation structure significantly and positively affected beetle activity-density. The influence of all vegetation attributes often varied in strength and direction between habitats and seasons for all trophic groups. The variable nature of plant-beetle relationships suggests that vegetation management could be targeted at specific habitats and time periods to maximize positive outcomes for beetle diversity. In particular, management that promotes plant richness at edges, and promotes herbaceous cover during summer, can support beetle diversity. Conserving ground cover in all habitats may improve activity-density of all beetle trophic groups. The impacts of existing weed control strategies in Australian crop margins on arthropod biodiversity require further study. © 2018, Springer Science+Business Media B.V., part of Springer Nature.
Long-term bird colonization and turnover in restored woodlands
- Lindenmayer, David, Lane, P., Barton, Philip, Crane, Mason, Ikin, Karen
- Authors: Lindenmayer, David , Lane, P. , Barton, Philip , Crane, Mason , Ikin, Karen
- Date: 2016
- Type: Text , Journal article
- Relation: Biodiversity and Conservation Vol. 25, no. 8 (2016), p. 1587-1603
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- Description: The long-term effectiveness of restored areas for biodiversity is poorly known for the majority of restored ecosystems worldwide. We quantified temporal changes in bird occurrence in restoration plantings of different ages and geometries, and compared observed patterns with a reference dataset from woodland remnants on the same farms as our plantings. Over time, bird species richness remained unchanged in spring but exhibited modest increases in winter. We found that wider plantings supported significantly greater bird species richness in spring and winter than narrow plantings. There was no evidence of a significant interaction between planting width and time. We recorded major temporal changes in the occurrence of a range of individual species that indicated a clear turnover of species as plantings matured. Our results further revealed marked differences in individual species occurrence between plantings and woodland remnants. Life-history attributes associated with temporal changes in the bird assemblage were most apparent in winter survey data, and included diet, foraging and nesting patterns, movement behaviour (e.g. migratory vs. dispersive), and body size. Differences in bird assemblages between plantings of different ages suggest that it is important that farms support a range of age classes of planted woodland, if the aim is to maximize the number of native bird species in restored areas. Our data also suggest that changes in the bird species occupying plantings of different ages can be anticipated in a broadly predictable way based on planting geometry (especially width) and key life-history attributes, particularly movement patterns and habitat and diet specialisation. © 2016, Springer Science+Business Media Dordrecht. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Philip Barton” is provided in this record**
- Authors: Lindenmayer, David , Lane, P. , Barton, Philip , Crane, Mason , Ikin, Karen
- Date: 2016
- Type: Text , Journal article
- Relation: Biodiversity and Conservation Vol. 25, no. 8 (2016), p. 1587-1603
- Full Text:
- Reviewed:
- Description: The long-term effectiveness of restored areas for biodiversity is poorly known for the majority of restored ecosystems worldwide. We quantified temporal changes in bird occurrence in restoration plantings of different ages and geometries, and compared observed patterns with a reference dataset from woodland remnants on the same farms as our plantings. Over time, bird species richness remained unchanged in spring but exhibited modest increases in winter. We found that wider plantings supported significantly greater bird species richness in spring and winter than narrow plantings. There was no evidence of a significant interaction between planting width and time. We recorded major temporal changes in the occurrence of a range of individual species that indicated a clear turnover of species as plantings matured. Our results further revealed marked differences in individual species occurrence between plantings and woodland remnants. Life-history attributes associated with temporal changes in the bird assemblage were most apparent in winter survey data, and included diet, foraging and nesting patterns, movement behaviour (e.g. migratory vs. dispersive), and body size. Differences in bird assemblages between plantings of different ages suggest that it is important that farms support a range of age classes of planted woodland, if the aim is to maximize the number of native bird species in restored areas. Our data also suggest that changes in the bird species occupying plantings of different ages can be anticipated in a broadly predictable way based on planting geometry (especially width) and key life-history attributes, particularly movement patterns and habitat and diet specialisation. © 2016, Springer Science+Business Media Dordrecht. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Philip Barton” is provided in this record**
Exploring learning goals and assessment approaches for Indigenous health education : a qualitative study in Australia and New Zealand
- Delany, Clare, Doughney, Lachlan, Bandler, Lilon, Harms, Louise, Andrews, Shawana, Nicholson, Patricia, Remedios, Louisa, Edmondson, Wendy, Kosta, Lauren, Ewen, Shaun
- Authors: Delany, Clare , Doughney, Lachlan , Bandler, Lilon , Harms, Louise , Andrews, Shawana , Nicholson, Patricia , Remedios, Louisa , Edmondson, Wendy , Kosta, Lauren , Ewen, Shaun
- Date: 2018
- Type: Text , Journal article
- Relation: Higher Education Vol. 75, no. 2 (2018), p. 255-270
- Full Text:
- Reviewed:
- Description: In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. © 2017, Springer Science+Business Media Dordrecht.
- Authors: Delany, Clare , Doughney, Lachlan , Bandler, Lilon , Harms, Louise , Andrews, Shawana , Nicholson, Patricia , Remedios, Louisa , Edmondson, Wendy , Kosta, Lauren , Ewen, Shaun
- Date: 2018
- Type: Text , Journal article
- Relation: Higher Education Vol. 75, no. 2 (2018), p. 255-270
- Full Text:
- Reviewed:
- Description: In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. © 2017, Springer Science+Business Media Dordrecht.
Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students
- Yu, Mong-Lin, Brown, Ted, Hewitt, Alana, Cousland, Robert, Lyons, Carissa, Etherington, Jamie
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
- Full Text:
- Reviewed:
- Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
- Full Text:
- Reviewed:
- Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
STEM in the Making? Investigating STEM Learning in Junior School Makerspaces
- Falloon, Garry, Forbes, Anne, Stevenson, Michael, Bower, Matt, Hatzigianni, Maria
- Authors: Falloon, Garry , Forbes, Anne , Stevenson, Michael , Bower, Matt , Hatzigianni, Maria
- Date: 2022
- Type: Text , Journal article
- Relation: Research in science education (Australasian Science Education Research Association) Vol. 52, no. 2 (2022), p. 511-537
- Full Text: false
- Reviewed:
- Description: Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development. [Author abstract]
Understanding K-12 STEM Education: a Framework for Developing STEM Literacy
- Falloon, Garry, Hatzigianni, Maria, Bower, Matt, Forbes, Anne, Stevenson, Michael
- Authors: Falloon, Garry , Hatzigianni, Maria , Bower, Matt , Forbes, Anne , Stevenson, Michael
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of science education and technology Vol. 29, no. 3 (2020), p. 369-385
- Full Text: false
- Reviewed:
- Description: In recent years, arguments have signalled the value of STEM education for building discipline knowledge and an array of capabilities, skills and dispositions, aligned with the needs of young people functioning productively and ethically in dynamic, complex and challenging future work, social and political environments. This combination has been termed STEM literacy and positioned as a desired outcome from STEM education programs. However, knowledge is limited on ways this can be developed in K-12 schools. This article introduces a framework that conceptualises the integrated nature of the characteristics of STEM education. It identifies and maps key characteristics of STEM education, recognising different entry points, curriculum designs and pedagogical strategies for school programs. The framework provides practical guidance for planning and implementing STEM education in schools.