International consensus statement on injury surveillance in cricket : A 2016 update
- Authors: Orchard, John , Ranson, Craig , Olivier, Benita , Dhillon, Mandeep , Gray, Janine , Langley, Ben , Mansingh, Akshai , Moore, Isabel , Murphy, Ian , Patricios, Jon , Alwar, Thiagarajan , Clark, Christopher , Harrop, Brett , Khan, Hussain , Kountouris, Alex , Macphail, Mairi , Mount, Stephen , Mupotaringa, Anesu , Newman, David , O'Reilly, Kieran , Peirce, Nicholas , Saleem, Sohail , Shackel, Dayle , Stretch, Richard , Finch, Caroline
- Date: 2016
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 50, no. 20 (2016), p. 1245-1251
- Full Text: false
- Reviewed:
- Description: Cricket was the first sport to publish recommended methods for injury surveillance in 2005. Since then, there have been changes to the nature of both cricket and injury surveillance. Researchers representing the major cricket playing nations met to propose changes to the previous recommendations, with an agreed voting block of 14. It was decided that 10 of 14 votes (70%) were required to add a new definition element and 11 of 14 (80%) were required to amend a previous definition. In addition to the previously agreed 'Match time-loss' injury, definitions of 'General time-loss', 'Medical presentation', 'Player-reported' and 'Imaging-abnormality' injuries are now provided. Further, new injury incidence units of match injuries per 1000 player days, and annual injuries per 100 players per year are recommended. There was a shift towards recommending a greater number of possible definitions, due to differing contexts and foci of cricket research (eg, professional vs amateur; injury surveillance systems vs specific injury category studies). It is recommended that researchers use and report as many of the definitions as possible to assist both comparisons between studies within cricket and with those from other sports.
Self-care for academics: a poetic invitation to reflect and resist
- Authors: O’Dwyer, Siobhan , Pinto, Sarah , McDonough, Sharon
- Date: 2018
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 19, no. 2 (2018), p. 243-249
- Full Text: false
- Reviewed:
- Description: In newspapers and blogs, on Twitter, and in academic papers, stories of struggling academics abound. Substance abuse, depression, failed relationships, and chronic illness are the casualties of a neoliberal university sector that values quantity over quality and demands ever more for ever less. Within the academic literature a growing counter-movement has called for resistance, collective action, and slow scholarship. Much of this work, however, has focused on strategies that can be applied within academia. Little has been written about the activities that academics do outside the university; activities that have no purpose other than enjoyment, rest, and renewal; activities that represent the valuing of the self as a human being, rather than a means of production; activities that could best be defined as self-care. Using reflective practice to construct a poem comprising three voices, this paper explores those activities. This poetic representation is an effort to create time and space for the authors, and a manifesto to encourage other academics to demand and protect the time, space, and reflective practice that are essential to both personal wellbeing and quality research and education.
Redesigning the assessment of an entrepreneurship course in an information technology degree program : Embedding assessment for learning practices
- Authors: Pardede, Eric , Lyons, Judith
- Date: 2012
- Type: Text , Journal article
- Relation: IEEE Transactions on Education Vol. 55, no. 4 (2012), p. 566 - 572
- Full Text: false
- Reviewed:
- Description: Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education.
Redesigning the assessment of an entrepreneurship course in an information technology degree program : Embedding assessment for learning practices
- Authors: Pardede, Eric , Lyons, Judith
- Date: 2012
- Type: Text , Journal article
- Relation: IEEE Transactions on Education Vol. 55, no. 4 (2012), p. 566 - 572
- Full Text: false
- Reviewed:
- Description: Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education.
Reflecting critically on the critical disposition within Internationalisation of the Curriculum (IoC) : The developmental journey of a curriculum design team
- Authors: Patil, Tejaswini , Mummery, Jane
- Date: 2019
- Type: Text , Journal article
- Relation: Higher Education Research and Development Vol. 38, no. 2 (2019), p. 354-368
- Full Text: false
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- Description: Internationalisation of curriculum (IoC) practices promote students developing knowledge of other cultures, attitudes, values and ethics. This conceptual article argues that embedding critical reflection in the IoC program–through integrating insights from both IoC thinkers and critical reflection literature–may allow educators and students to not only gain understanding and/or competency in other cultures but better address questions of privilege, power and colonisation and thereby interrogate their own normative cultural understandings. Borrowing from debates within IoC pedagogy, as well as from Ahmed’s work on critical reflection, this article also argues that cross/intercultural understanding should be understood (and taught) not as a competency but a disposition towards thinking, analysing and understanding the world which is based on critiquing the ‘self’ and its relationship with the ‘other’.
Teaching 14-19 Learners in the lifelong learning sector
- Authors: Peart, Sheine , Atkins, Liz
- Date: 2011
- Type: Text , Book
- Relation: Achieving QTLS Series
- Full Text: false
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- Description: More and more, teachers in the lifelong learning sector are required to teach the 14-19 age group. This book is a practical guide to delivering learning to 14-19s. It begins by looking at the background to teaching 14-19 in FE and covers current pathways for achievement. Coverage of effective delivery of the new Diploma qualification is included, giving guidance on planning and assessment. It goes on to explore the challenges of behaviour, participation and re-engaging disaffected learners. Finally, it considers the wider context of building partnerships with schools and the needs of industry and employers.
An exploratory study into work/family balance within the Australian higher education sector
- Authors: Pillay, Soma , Kluvers, Ron , Abhayawansa, Subhash , Vranic, Vedran
- Date: 2013
- Type: Text , Journal article
- Relation: Higher Education Research and Development Vol. 32, no. 2 (2013), p. 228-243
- Full Text: false
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- Description: The higher education landscape is undergoing major transformation, with a significant impact on the work and family practices of academics and professional staff. The purpose of this exploratory study is to examine the extent to which (1) time-related, (2) strain-related and (3) demographical variables impact on the work/family balance of academic and professional staff in Victorian universities and Technical and Further Education (TAFE) institutes. Our findings reveal that university employees experience greater work/family imbalance. The results of this research demonstrate how the three constructs contribute to work/family imbalance in academia, especially within the university sector. This paper is believed to be the first to explore work/family balance from an Australian cross-sectoral perspective. It provides an agenda for future theory and research to increase understanding of work/family balance from a cross-sectoral perspective.
The pains and gains of blended learning – social constructivist perspectives
- Authors: Pillay, Soma , James, Reynold
- Date: 2014
- Type: Text , Journal article
- Relation: Education and Training Vol. 56, no. 4 (2014), p. 254-270
- Full Text: false
- Reviewed:
- Description: Purpose – Using the case of a cross-cultural setting, the purpose of this paper is to compare perceptions of students towards face-to-face learning and blended learning. A social constructivist perspective is used which implies that cultural data are in fact social constructs made on the basis of the participants’ own cultural thought patterns and the concepts and categories to which they are socialised within learning organisations. This paper aims to discuss these issues. Design/methodology/approach – Perceptual evidence forms the primary qualitative and quantitative data for this study. The paper uses social constructivist approach with empirical data in developing the notion that cross-cultural management is a process whereby people, through social interactions, acquire participative competence for working in cross-cultural settings. Findings – Perceptual data emerging from this study point out that considering the learning objectives of a cross-cultural context are paramount when engaging in cross-cultural management curriculum and teaching design. Such social contexts, while complex and challenging, is often a perfect opportunity where cross-cultural competence can be developed. Originality/value – The value of the study lies in the original insights it offers into student experiences and the challenges to adopt a “one size fits all” strategy in a cross-cultural setting.
Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions
- Authors: Plunkett, Margaret , Kronborg, Leonie
- Date: 2011
- Type: Text , Journal article
- Relation: Gifted and Talented International Vol. 26, no. (1) (2011 2011), p. 31-46
- Full Text: false
- Reviewed:
- Description: In Australia, most teachers enter the profession without having completed any dedicated studies pertaining to gifted education, yet many go on to teach gifted students. There is a substantive body of research supporting the value of professional learning in enhancing attitudes and practices that are conducive to appropriate provisioning for gifted students. In 2008, Monash University began offering a new elective in gifted education which by the end of 2010 had been completed by almost 500 pre-service teachers. This article reports on research conducted with 332 of those participants, using Gagne and Nadeau's (1985) Opinionnaire and a reflective journal. Findings illustrate a strong positive growth in opinions relating to gifted education, particularly in regard to social justice. Respondents' reflections suggest that access to research and literature on giftedness had been instrumental in assisting pre-service teachers to challenge their previous opinions, many of which they now regarded as uninformed misconceptions. [ABSTRACT FROM AUTHOR]
On laughter and loss : Children's views of shared time, parenting and security post-separation
- Authors: Sadowski, Christina , McIntosh, Jennifer
- Date: 2016
- Type: Text , Journal article
- Relation: Childhood Vol. 23, no. 1 (2016), p. 69-86
- Full Text: false
- Reviewed:
- Description: Among the research, practice and socio-legal commentary on the substantial sharing of parenting time after separation, children's voices about their experiences remain overwhelmingly silent. This article draws on findings of a descriptive phenomenological study which investigated Australian school-aged (8- to 12-year-old) children's descriptions of two binary phenomena: security and contentment in shared time arrangements, and the absence of security and contentment in shared time parenting. Specifically, this article focuses on exploring parental behaviours and interactions recognised by children as sources of security in shared time lifestyles, through happy and needy times. Central to this is the juxtaposition of the child's experience of security and shared enjoyment with the present parent, against the absence of security emanating from unresolved longing for the 'absent' parent. The article provides an empirically derived formulation of children's advice to parents about shared time parenting, with relevance for family law related parent education forums. © The Author(s) 2015.
Left to their own devices : The everyday realities of one-to-one classrooms
- Authors: Selwyn, Neil , Nemorin, Selena , Bulfin, Scott , Johnson, Nicola
- Date: 2017
- Type: Text , Journal article
- Relation: Oxford Review of Education Vol. 43, no. 3 (2017), p. 289-310
- Full Text: false
- Reviewed:
- Description: The past decade has seen the expansion of personal digital technologies into schools. With many students and teachers now possessing smartphones, tablets, and laptops, schools are initiating one-to-one and ‘Bring Your Own Device’ (BYOD) policies aiming to make use of these ‘personal devices’ in classrooms. While often discussed in terms of possible educational benefits and/or organisational risks, the actual presence of personal devices in schools tends to be more mundane in nature and effect. Drawing upon ethnographic studies of three Australian high schools, this paper details ways in which the proliferation of digital devices has come to bear upon everyday experiences of school. In particular, the paper highlights the ways in which staff and students negotiate (in)appropriate technology engagement; the ordinary (rather than extraordinary) ways that students make use of their devices in classrooms; and the device-related tensions now beginning to arise in schools. Rather than constituting a radically ‘transformational’ form of schooling, the paper considers how the heightened presence of personal technologies is becoming subsumed into existing micro-politics of school organisation and control. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Factors influencing student choice to study at private higher education institutions
- Authors: Shah, Mahsood , Nair, Sid , Bennett, Lorraine
- Date: 2013
- Type: Text , Journal article
- Relation: Quality Assurance in Education Vol. 21, no. 4 (2013), p. 402-416
- Full Text: false
- Reviewed:
- Description: Purpose: This paper aims to make a contribution to the current lack of literature in the Australian context by reviewing qualitative feedback collected from students in five private higher education institutions. In particular, the paper seeks to examine factors influencing student choice to study at private higher education institutions and student perceptions of such institutions. Previous studies on this topic are mostly focussed on universities with lack of research with the booming private higher education sector. Design/methodology/approach: This study draws data from five different private for-profit higher education institutions in Australia. It involved feedback from 120 students undertaking higher education courses in different discipline areas at different stages of study. The study involved 15 focus group interviews with eight students in a group. The selection of students was based on the representation of different characteristics of student such as: male/female, domestic/international, and discipline areas. Findings: An analysis of the data collected from the students across these five institutions indicated that the main factors influencing student choice can be grouped in six domains. These are: student perception; access and opportunity; learning environments; quality of teachers; course design; and graduate success. This study reinforces that student perception of the private for-profit higher education institutions is an important factor in influencing student choice to study at the institution. Research limitations/implications: The limitation of the study was the ability to interview more students from larger colleges, across all discipline areas. However, the time and length of the focus group interviews was largely managed by the five institutions. Originality/value: The private higher education sector has experienced consistent growth in the last few years in Australia. Currently, there is no qualitative research done in Australian private higher education on factors influencing student choice to study with private institutions. The rise of such providers require research on insights about student choice, student expectation and their experience. © Emerald Group Publishing Limited.
Research assessments and rankings: Accounting for accountability in "Higher Education Ltd"
- Authors: Singh, Geeta
- Date: 2008
- Type: Text , Journal article
- Relation: The International Education Journal: Comparative perspectives Vol. 9, no. 1 (2008), p. 15-30
- Full Text: false
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- Description: Over the past two decades, higher education in advanced capitalist societies has undergone a process of radical "reform". A key element of this reform has been the introduction of a number of accounting-based techniques in the pursuit of improved accountability and transparency. While the 'old' accounting was to do with stewardship, the 'new' accounting is to do with performance. In accordance with the performance principle , the publishing companies and the higher education funding bodies have engaged in ranking exercises. These exercises impact on all aspects of academic life as the entities that are ranked and rated include universities, disiplines, journals, and academics and their 'outputs' in teaching and research. This paper explores the genesis and the consequences of the performance discourse. It argues for a philosophical separation of the notions of accountability and accounting. Furthermore, it raises the issue of academic accountability as something that exceeds the logic of accounting.
- Description: C1
Employers' management of part-time student labour
- Authors: Smith, Erica
- Date: 2011
- Type: Text , Book chapter
- Relation: Young people and work p. 204-221
- Full Text: false
- Reviewed:
- Description: 2003009325
What makes a good VET teacher? Views of Australian VET teachers and students
- Authors: Smith, Erica , Yasukawa, Keiko
- Date: 2017
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 15, no. 1 (2017), p. 23-40
- Relation: http://purl.org/au-research/grants/arc/LP140100044
- Full Text: false
- Reviewed:
- Description: The quality of teaching in the vocational education and training (VET) sector in Australia has been an area of concern for much of the twenty-first century (e.g. Department of Education and Training, 2016). While much debate has taken place about ways forward, there has been little substantive progress in reforming the education and professional development of VET teachers to address quality concerns. However, in the absence of a clear consensus and articulation of what constitutes ‘good VET teaching’ and what is required to produce it, it is doubtful that any endeavour to improve the quality of VET teaching would be successful. This paper contributes to the evidence base that could inform improvements in VET teaching by examining the views of two key interest groups–VET teachers and learners, on ‘what makes a good VET teacher’, and analyses the common themes as well as particularities in their views and their possible explanations. The findings are then examined as dimensions of interconnected practices that constitute VET teaching. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Employers’ management of part-time student labour
- Authors: Smith, Erica , Patton, Wendy
- Date: 2013
- Type: Text , Book chapter
- Relation: Young People and Work Chapter 12 p. 203-222
- Full Text: false
- Reviewed:
Voices from a small discipline: How the Australian vocational education and training discipline made sense of journal rankings
- Authors: Smith, Erica
- Date: 2014
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 12, no. 3 (2014), p. 227-241
- Full Text: false
- Reviewed:
- Description: The topic of quality rankings of academic journals generated a great deal of debate and opinion in Australia during their time at the forefront of interest in the mid-to-late 2000s. However, there has been little empirical research to inform the debate. This paper reports on and analyses the journal ranking experiences of one small discipline - Vocational Education and Training - at the time of the now-defunct Australian Research Quality Framework, and discusses the differences between the discipline's own rankings and those allocated to its journals by the broader Education discipline. The paper then reports on a 2010 survey of members of the discipline's research association, showing broad-based support for journal rankings among practitioner as well as academic members of the Association. The findings in this paper are set against an explanation of the broader Australian journal ranking process and its national introduction and abolition, and in the broader context that rankings of journals continue to be used in some disciplines and in other countries. The findings form a contribution that may help to inform future debates about journal quality and rankings in Education and more broadly across disciplines. © eContent Management Pty Ltd.
A reflection on reflection
- Authors: Smith, Patricia
- Date: 2002
- Type: Text , Journal article
- Relation: Primary voices K-6 Vol. 10, no. 4 (2002), p. 31-34
- Full Text: false
- Reviewed:
- Description: Reflects on the articles in this themed issue on reflective practice. Notes that these teacher/authors have been influenced by prior learning, past experience, feelings, attitudes, values, the school constraints on the learning environment, and their own assumptions about teaching. Describes how teachers have formed a learning community to increase awareness of reflective teaching.
- Description: C1
- Description: 2003000133
Climbing over the rocks in the road to student engagement and learning in a challenging high school in Australia
- Authors: Smyth, John , Fasoli, Lyn
- Date: 2007
- Type: Text , Journal article
- Relation: Educational Research Vol. 49, no. 3 (2007), p. 273-295
- Relation: http://purl.org/au-research/grants/arc/DP0665569
- Relation: http://purl.org/au-research/grants/arc/DP0208022
- Full Text: false
- Reviewed:
- Description: Background There is increasing evidence that schools internationally are not meeting the needs of increasing numbers of young people, especially those at the secondary level, and whose backgrounds have placed them at disadvantage. The evidence is that significant numbers of young people are becoming disconnected from school. While the official term for this is 'disengagement', it seems that official educational policy responses to these tendencies, far from 'fixing' the problem, seem to be exacerbating it. Current policy preoccupations that emphasize accountability, greater parental choice of schools and a more prescriptive curriculum can present difficulties for young people, particularly those from challenging backgrounds. There may be a mismatch between formal educational policy, and the lived experiences at the level of the school and classroom for the most vulnerable young people. Purpose This paper reports on a single instance of a high school that embarked upon a process of reinventing itself in respect of the importance of relationships and 'relational power' for students over their learning. The paper examines what the teachers and students had to say about the efficacy of this school-based reform. Sample The case-study school was located in an area of extreme social disadvantage in which young people had diminished educational expectations. The research involved observations and interviews with a small sample of stakeholders and focus groups with students (13-16-year-olds). Design and method The study was an ethnographic case study of a single secondary school conducted over a five-week continuous period. It used 'embedded interviews' involving observation of in-class teaching prior to extensive 1-hour interviews with teachers and students' focus groups. All interviews were recorded. Detailed field notes were kept of classroom observations and other activities, including school assemblies, staff meetings and reflections on informal conversations held during teaching breaks in the staffroom. Results and conclusions Positive outcomes emerged from a context where fair boundaries were established and in which students could see school as a place where they could experience fun in their learning. The process was by no means complete, but the school felt that it had found a more efficacious way to move forward and the students made this clear in their statements about what the school was attempting to do with them. Key to these positive outcomes was a commitment to placing relationships between students, teachers and parents at the centre of everything the school did.
- Description: C1
- Description: 2003005579
A high school teacher's experience of local school management : A case of the 'system behaving badly towards teachers'
- Authors: Smyth, John
- Date: 2003
- Type: Text , Journal article
- Relation: Australian Journal of Education Vol. 47, no. 3 (2003), p. 265-282
- Full Text: false
- Reviewed:
- Description: The move to local school management (LSM) in its various formations is one of the most significant educational policy moves to occur in recent times in western countries. Although something is known about the effects on governance, budgeting and resource decision making, relatively little is known about the rhetorical and actual ways teachers' work is affected. Even the proponents admit this, albeit in terms of the little known relay effect on student learning. Drawing on the narrative biography of a single high school teacher, as part of a larger multi-sited ethnography, this study revealed the level of policy incoherence to be such that most of the worst excesses of accountability and marketisation accompanying LSM were minimised. Emerging from a deeply held set of pedagogical values and convictions, this instance confirmed a robust view of teacher identity as lying beyond those of victim construction.
- Description: 2003003527