Description:
Recently there has been a growth in the surveillance of students' online activities. This has been facilitated not only by the increasing numbers of digital devices, but also through surveillance creep (Marx, 1998). Drawing upon this concept and associated ideas, including data creep, policy creep and concept creep, this paper explores the digital monitoring of students via classroom management software, social media surveillance and education apps. It is concluded that driven by commercialisation, commodification and normalisation surveillance creep is problematic insofar as it results in over-blocking, undermines digital rights, invades privacy, appropriates personal property and proprietorially harvests data. Language
Description:
This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers' professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.
Description:
This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers' professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.
Description:
Aim To describe the demographics, frequency, location, imaging modality and clinician-identified factors of rib stress injury in a cohort of elite rowers over the Rio Olympiad (2012-2016). Methods Analysis of prospectively recorded medical records for the Australian Rowing Team in 2013-2015 and the combined Australian Rowing Team and Olympic Shadow Squad in 2016, examining all rib stress injuries. Results 19 rib stress injuries (12 reactions and 7 fractures) were identified among a cohort of 151 athletes and included 12 female and 7 male cases, 11 open weight, 8 lightweight, 12 scull and 7 sweep cases. The most common locations of injury identified by imaging, were the mid-axillary line and rib 6. Period prevalence varied from 4 to 15.4 and incidence ranged from 0.27 to 0.13 per 1000 athlete days. There were no significant differences in prevalence by sex, sweep versus scull or weight class. There was a statistically significant increase in incidence in the pre-Olympic year (2015, p<0.001). MRI was the most commonly used modality for diagnosis. Stress fracture resulted in median 69 (IQR 56-157) and bone stress reaction resulted in 57 (IQR 45-78) days lost to full on water training. Conclusions In our 4-year report of rib stress injury in elite rowing athletes, period prevalence was consistent with previous reports and time lost (median
Description:
Objectives: Two experimental studies were conducted to test and compare whether different pre-performance routines (i.e., left-hand dynamic handgrip and an extensive routine) can improve (and potentially have a combined effect on) accuracy in closed, self-paced motor tasks. Design/method: Study 1 used a standardised laboratory task to measure motor performance, while Study 2 was a field experiment measuring tenpin bowling accuracy and in-game performance as outcome variables. Both studies consisted of a pretest phase followed by one or two test phases using a group-specific pre-performance routine (PPR), or control, condition. Results: Results of both studies indicated that the inexperienced students (Study 1) and experienced athletes (Study 2) within the intervention groups were more accurate when using the intervention than a control group (not provided an intervention). Using a combined (i.e., left-hand dynamic handgrip and extensive) PPR may not have additive performance effects. Furthermore, using a PPR intervention did not equate to better in-game performance in Study 2. Conclusions: These studies indicate that the element of left-hand dynamic handgrip as a PPR may be comparable to control groups, but further research is needed to determine if it is comparable to extensive PPR interventions that promote concentration on the task for increased performance generally (and under pressure).
Description:
Objectives: Two experimental studies were conducted to test and compare whether different pre-performance routines (i.e., left-hand dynamic handgrip and an extensive routine) can improve (and potentially have a combined effect on) accuracy in closed, self-paced motor tasks. Design/method: Study 1 used a standardised laboratory task to measure motor performance, while Study 2 was a field experiment measuring tenpin bowling accuracy and in-game performance as outcome variables. Both studies consisted of a pretest phase followed by one or two test phases using a group-specific pre-performance routine (PPR), or control, condition. Results: Results of both studies indicated that the inexperienced students (Study 1) and experienced athletes (Study 2) within the intervention groups were more accurate when using the intervention than a control group (not provided an intervention). Using a combined (i.e., left-hand dynamic handgrip and extensive) PPR may not have additive performance effects. Furthermore, using a PPR intervention did not equate to better in-game performance in Study 2. Conclusions: These studies indicate that the element of left-hand dynamic handgrip as a PPR may be comparable to control groups, but further research is needed to determine if it is comparable to extensive PPR interventions that promote concentration on the task for increased performance generally (and under pressure).
Description:
Early school leaving is one of the most protracted educational problems around the world, but one of the least understood. Central to the issue itself, is the failure by the educational policy community to have ways of adequately ‘naming’ the problem. The study reported in this paper examines early school leaving from the position of 209 young Australians who had left school or who were at imminent risk of doing so. While acknowledging the considerable complexity of the decision making processes that lie behind this problem, this article provides a tentative theorising that traverses aspects of what we call the ‘cultural geography of the high school’ as a partial explanation of what is occurring. The question being pursued was how the culture of the school contributed to or interfered with early school leaving.
Description:
The oral language proficiency of students in early education is crucial as teachers draw on this as a resource when developing literacy. There is a need to better understand what this oral language resource consists of at school entry, particularly the diversity amongst children so as to address inequalities. This article reports a study on a key component of oral language, namely productive vocabulary. It profiles the oral language vocabulary in approximately 3.6 million words produced by a large sample of almost 800 children under the age of five. The results are reported in a productive vocabulary resource, structured as a list of 2767 vocabulary targets. This profile represents highly productive vocabulary presumably known by most children as well as more advanced vocabulary not part of every child's oral language. The article demonstrates the pedagogical implications of this research in the context of the National Literacy Learning Progressions of the Australian National Curriculum.
Description:
The oral language proficiency of students in early education is crucial as teachers draw on this as a resource when developing literacy. There is a need to better understand what this oral language resource consists of at school entry, particularly the diversity amongst children so as to address inequalities. This article reports a study on a key component of oral language, namely productive vocabulary. It profiles the oral language vocabulary in approximately 3.6 million words produced by a large sample of almost 800 children under the age of five. The results are reported in a productive vocabulary resource, structured as a list of 2767 vocabulary targets. This profile represents highly productive vocabulary presumably known by most children as well as more advanced vocabulary not part of every child's oral language. The article demonstrates the pedagogical implications of this research in the context of the National Literacy Learning Progressions of the Australian National Curriculum.