Is there a conflict between teaching and research? the views of engineering academics in Europe
- Aarrevaara, Timo, Dobson, Ian
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 15, no. 2 (2013), p. 75-81
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- Description: This article presents an analysis of data from the international Changing Academic Profession (CAP) and the Academic Profession in Europe: Response to Societal Changes (EUROAC) surveys to compare engineering academics that prefer teaching over research, and vice versa. It also highlights the attitudes of each of these groups to teaching and research, the two major academic activities. There has long been debate about whether research and teaching are mutual activities or in competition with each other. According to the survey results, the majority stated a leaning towards research, but this preference was stronger in some countries than in others. In fact, data from the CAP survey reveal that 30% of engineering academics from the 12 participating European countries believe that teaching and research are hardly compatible with each other, but opinions from different countries vary considerably. Even though much higher proportions of academics agree that their research reinforces teaching, even on this measure, there are considerable gaps between countries. © WIETE 2013.
- Description: 2003011212
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 15, no. 2 (2013), p. 75-81
- Full Text:
- Reviewed:
- Description: This article presents an analysis of data from the international Changing Academic Profession (CAP) and the Academic Profession in Europe: Response to Societal Changes (EUROAC) surveys to compare engineering academics that prefer teaching over research, and vice versa. It also highlights the attitudes of each of these groups to teaching and research, the two major academic activities. There has long been debate about whether research and teaching are mutual activities or in competition with each other. According to the survey results, the majority stated a leaning towards research, but this preference was stronger in some countries than in others. In fact, data from the CAP survey reveal that 30% of engineering academics from the 12 participating European countries believe that teaching and research are hardly compatible with each other, but opinions from different countries vary considerably. Even though much higher proportions of academics agree that their research reinforces teaching, even on this measure, there are considerable gaps between countries. © WIETE 2013.
- Description: 2003011212
Getting in through the front door : The first hurdle of researching in companies
- Authors: Smith, Erica
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 153-163
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- Description: This paper examines what is arguably the most important issue in qualitative research - access to willing participants - specifically in the context of companies. This is of considerable importance in vocational education and training (VET) as workplaces are the site of much VET activity. While research textbooks discuss many issues in research, few address this topic explicitly or in depth. From those textbooks aimed at undergraduate students (e.g., Polonksy and Waller, 2005) to the more scholarly books such as the 'Sage Handbook of Organisational Research Methods' (Buchanan & Bryman, eds., 2009) there is scarcely a mention of the problem of gaining access to organisations. Yet access is the major hurdle for most researchers, particularly when researching in companies. Attempting to gain access is a lengthy and sometimes dispiriting activity with outcomes that are often satisficing rather than optimal. The paper, based on Australian researchers' experiences, reports on the difficulties of gaining access to suitable sites, and the ways in which access were gained, and reflects on the outcomes of the access process. This is undertaken partly through the author's self-reflection on her own experiences in carrying out three VET research projects during 2010, requiring access in total to 13 case study sites and 20 phone interview participants, and partly through email interviews with other VET researchers who have researched within companies during three recent years. © eContent Management Pty Ltd.
- Description: 2003010577
- Authors: Smith, Erica
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 153-163
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- Reviewed:
- Description: This paper examines what is arguably the most important issue in qualitative research - access to willing participants - specifically in the context of companies. This is of considerable importance in vocational education and training (VET) as workplaces are the site of much VET activity. While research textbooks discuss many issues in research, few address this topic explicitly or in depth. From those textbooks aimed at undergraduate students (e.g., Polonksy and Waller, 2005) to the more scholarly books such as the 'Sage Handbook of Organisational Research Methods' (Buchanan & Bryman, eds., 2009) there is scarcely a mention of the problem of gaining access to organisations. Yet access is the major hurdle for most researchers, particularly when researching in companies. Attempting to gain access is a lengthy and sometimes dispiriting activity with outcomes that are often satisficing rather than optimal. The paper, based on Australian researchers' experiences, reports on the difficulties of gaining access to suitable sites, and the ways in which access were gained, and reflects on the outcomes of the access process. This is undertaken partly through the author's self-reflection on her own experiences in carrying out three VET research projects during 2010, requiring access in total to 13 case study sites and 20 phone interview participants, and partly through email interviews with other VET researchers who have researched within companies during three recent years. © eContent Management Pty Ltd.
- Description: 2003010577
At last count : Engineering undergraduates in 21st Century Australia
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
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- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
Implementing an exercise-training programme to prevent lower-limb injuries : Considerations for the development of a randomised controlled trial intervention delivery plan
- Finch, Caroline, White, Peta, Twomey, Dara, Ullah, Shahid
- Authors: Finch, Caroline , White, Peta , Twomey, Dara , Ullah, Shahid
- Date: 2011
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 45, no. 10 (2011), p. 791-796
- Relation: http://purl.org/au-research/grants/nhmrc/565900
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- Description: Objective To identify important considerations for the delivery of an exercise training intervention in a randomised controlled trial to maximise subsequent participation in that randomised controlled trial and intervention uptake. Design A cross-sectional survey, with a theoretical basis derived from the Health Belief Model (HBM) and the Reach, Efficacy/Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework. Participants 374 male senior Australian Football players, aged 17-38 years. Main outcome measurements Beliefs about lowerlimb injury causation/prevention, and the relative value of exercise training for performance and injury prevention. The data are interpreted within HBM constructs and implications for subsequent intervention implementation considered within the RE-AIM framework. Ordinal logistic regression compared belief scores across player characteristics. Results 74.4% of players agreed that doing specific exercises during training would reduce their risk of lower-limb injury and would be willing to undertake them. However, 64.1% agreed that training should focus more on improving game performance than injury prevention. Younger players (both in terms of age and playing experience) generally had more positive views. Players were most supportive of kicking (98.9%) and ball-handling (97.0%) skills for performance and warm-up runs and cool-downs (both 91.5%) for injury prevention. Fewer than three-quarters of all players believed that balance (69.2%), landing (71.3%) or cutting/stepping (72.8) training had injury-prevention benefits. Conclusions Delivery of future exercise training programmes for injury prevention aimed at these players should be implemented as part of routine football activities and integrated with those as standard practice, as a means of associating them with training benefits for this sport.
- Authors: Finch, Caroline , White, Peta , Twomey, Dara , Ullah, Shahid
- Date: 2011
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 45, no. 10 (2011), p. 791-796
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
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- Description: Objective To identify important considerations for the delivery of an exercise training intervention in a randomised controlled trial to maximise subsequent participation in that randomised controlled trial and intervention uptake. Design A cross-sectional survey, with a theoretical basis derived from the Health Belief Model (HBM) and the Reach, Efficacy/Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework. Participants 374 male senior Australian Football players, aged 17-38 years. Main outcome measurements Beliefs about lowerlimb injury causation/prevention, and the relative value of exercise training for performance and injury prevention. The data are interpreted within HBM constructs and implications for subsequent intervention implementation considered within the RE-AIM framework. Ordinal logistic regression compared belief scores across player characteristics. Results 74.4% of players agreed that doing specific exercises during training would reduce their risk of lower-limb injury and would be willing to undertake them. However, 64.1% agreed that training should focus more on improving game performance than injury prevention. Younger players (both in terms of age and playing experience) generally had more positive views. Players were most supportive of kicking (98.9%) and ball-handling (97.0%) skills for performance and warm-up runs and cool-downs (both 91.5%) for injury prevention. Fewer than three-quarters of all players believed that balance (69.2%), landing (71.3%) or cutting/stepping (72.8) training had injury-prevention benefits. Conclusions Delivery of future exercise training programmes for injury prevention aimed at these players should be implemented as part of routine football activities and integrated with those as standard practice, as a means of associating them with training benefits for this sport.
What fooled us in the knee may trip us up in the hip: Lessons from arthroscopy
- Kemp, Joanne, Crossley, Kay, Roos, Ewa, Ratzlaff, Charles
- Authors: Kemp, Joanne , Crossley, Kay , Roos, Ewa , Ratzlaff, Charles
- Date: 2014
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 48, no. 16 (2014), p. 1200-1201
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- Description: Editorial
- Description: C1
- Authors: Kemp, Joanne , Crossley, Kay , Roos, Ewa , Ratzlaff, Charles
- Date: 2014
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 48, no. 16 (2014), p. 1200-1201
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- Description: Editorial
- Description: C1
Intentions and behaviours: Record-Keeping practices of pre-service teachers during professional experience
- Shaw, Simon, Pedersen, Scott, Cooley, Dean, Callingham, Rosemary
- Authors: Shaw, Simon , Pedersen, Scott , Cooley, Dean , Callingham, Rosemary
- Date: 2013
- Type: Text , Journal article
- Relation: The Australian Journal of Teacher Education Vol. 38, no. 6 (2013), p. 71-87
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- Description: The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The aim of this exploratory study was to examine fourth-year pre-service teachers’ behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen’s (1992) theory of planned behavior, this study found that most pre-service teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. Despite this positive attitude, many pre-service teachers were unable to maintain any system of record-keeping whilst on placement. For many, this was due to a number of external influences or perceived external influences, which acted as a constraint to their behaviour.
- Authors: Shaw, Simon , Pedersen, Scott , Cooley, Dean , Callingham, Rosemary
- Date: 2013
- Type: Text , Journal article
- Relation: The Australian Journal of Teacher Education Vol. 38, no. 6 (2013), p. 71-87
- Full Text:
- Reviewed:
- Description: The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The aim of this exploratory study was to examine fourth-year pre-service teachers’ behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen’s (1992) theory of planned behavior, this study found that most pre-service teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. Despite this positive attitude, many pre-service teachers were unable to maintain any system of record-keeping whilst on placement. For many, this was due to a number of external influences or perceived external influences, which acted as a constraint to their behaviour.
The association between social support and physical activity in older adults : A systematic review
- Lindsay Smith, Gabrielle, Banting, Lauren, Eime, Rochelle, O'Sullivan, Grant, van Uffelen, Jannique
- Authors: Lindsay Smith, Gabrielle , Banting, Lauren , Eime, Rochelle , O'Sullivan, Grant , van Uffelen, Jannique
- Date: 2017
- Type: Text , Journal article , Review
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 14, no. 1 (2017), p. 1-21
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- Description: Background: The promotion of active and healthy ageing is becoming increasingly important as the population ages. Physical activity (PA) significantly reduces all-cause mortality and contributes to the prevention of many chronic illnesses. However, the proportion of people globally who are active enough to gain these health benefits is low and decreases with age. Social support (SS) is a social determinant of health that may improve PA in older adults, but the association has not been systematically reviewed. This review had three aims: 1) Systematically review and summarise studies examining the association between SS, or loneliness, and PA in older adults; 2) clarify if specific types of SS are positively associated with PA; and 3) investigate whether the association between SS and PA differs between PA domains. Methods: Quantitative studies examining a relationship between SS, or loneliness, and PA levels in healthy, older adults over 60 were identified using MEDLINE, PSYCInfo, SportDiscus, CINAHL and PubMed, and through reference lists of included studies. Quality of these studies was rated. Results: This review included 27 papers, of which 22 were cross sectional studies, three were prospective/longitudinal and two were intervention studies. Overall, the study quality was moderate. Four articles examined the relation of PA with general SS, 17 with SS specific to PA (SSPA), and six with loneliness. The results suggest that there is a positive association between SSPA and PA levels in older adults, especially when it comes from family members. No clear associations were identified between general SS, SSPA from friends, or loneliness and PA levels. When measured separately, leisure time PA (LTPA) was associated with SS in a greater percentage of studies than when a number of PA domains were measured together. Conclusions: The evidence surrounding the relationship between SS, or loneliness, and PA in older adults suggests that people with greater SS for PA are more likely to do LTPA, especially when the SS comes from family members. However, high variability in measurement methods used to assess both SS and PA in included studies made it difficult to compare studies. © 2017 The Author(s).
- Authors: Lindsay Smith, Gabrielle , Banting, Lauren , Eime, Rochelle , O'Sullivan, Grant , van Uffelen, Jannique
- Date: 2017
- Type: Text , Journal article , Review
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 14, no. 1 (2017), p. 1-21
- Full Text:
- Reviewed:
- Description: Background: The promotion of active and healthy ageing is becoming increasingly important as the population ages. Physical activity (PA) significantly reduces all-cause mortality and contributes to the prevention of many chronic illnesses. However, the proportion of people globally who are active enough to gain these health benefits is low and decreases with age. Social support (SS) is a social determinant of health that may improve PA in older adults, but the association has not been systematically reviewed. This review had three aims: 1) Systematically review and summarise studies examining the association between SS, or loneliness, and PA in older adults; 2) clarify if specific types of SS are positively associated with PA; and 3) investigate whether the association between SS and PA differs between PA domains. Methods: Quantitative studies examining a relationship between SS, or loneliness, and PA levels in healthy, older adults over 60 were identified using MEDLINE, PSYCInfo, SportDiscus, CINAHL and PubMed, and through reference lists of included studies. Quality of these studies was rated. Results: This review included 27 papers, of which 22 were cross sectional studies, three were prospective/longitudinal and two were intervention studies. Overall, the study quality was moderate. Four articles examined the relation of PA with general SS, 17 with SS specific to PA (SSPA), and six with loneliness. The results suggest that there is a positive association between SSPA and PA levels in older adults, especially when it comes from family members. No clear associations were identified between general SS, SSPA from friends, or loneliness and PA levels. When measured separately, leisure time PA (LTPA) was associated with SS in a greater percentage of studies than when a number of PA domains were measured together. Conclusions: The evidence surrounding the relationship between SS, or loneliness, and PA in older adults suggests that people with greater SS for PA are more likely to do LTPA, especially when the SS comes from family members. However, high variability in measurement methods used to assess both SS and PA in included studies made it difficult to compare studies. © 2017 The Author(s).
Masculine Gendered Space
- Authors: Foley, Annette
- Date: 2018
- Type: Text , Journal article
- Relation: Studies in Adult Education and Learning Vol. 24, no. 3 (2018), p. 29-38
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- Description: The article comes from a research program examining the benefits of men's sheds in an Australian context. The author first addresses some of the controversial issues of disadvantage and inequality of women, takes into account the position associated with the implications of unequal distribution of materials and resources by feminists, and assumes that unequal distribution of resources not only limits many women but also some men. The author looks at the health status of men in Australia and discusses, through a research program, the link between participation in men's spades and health and wellbeing benefits. The article uses Sen's capability approach to present men's sheds in the Australian context as a useful space where enabling capabilities developed through meaningful activities can benefit men in relation to health and wellness.
- Authors: Foley, Annette
- Date: 2018
- Type: Text , Journal article
- Relation: Studies in Adult Education and Learning Vol. 24, no. 3 (2018), p. 29-38
- Full Text:
- Reviewed:
- Description: The article comes from a research program examining the benefits of men's sheds in an Australian context. The author first addresses some of the controversial issues of disadvantage and inequality of women, takes into account the position associated with the implications of unequal distribution of materials and resources by feminists, and assumes that unequal distribution of resources not only limits many women but also some men. The author looks at the health status of men in Australia and discusses, through a research program, the link between participation in men's spades and health and wellbeing benefits. The article uses Sen's capability approach to present men's sheds in the Australian context as a useful space where enabling capabilities developed through meaningful activities can benefit men in relation to health and wellness.
Examining the accuracy and in-game performance effects between pre- and post-performance routines : A mixed methods study
- Mesagno, Christopher, Hill, Denise, Larkin, Paul
- Authors: Mesagno, Christopher , Hill, Denise , Larkin, Paul
- Date: 2015
- Type: Text , Journal article
- Relation: Psychology of Sport and Exercise Vol. 19, no. (2015), p. 85-94
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- Description: Objectives: Researchers have identified that pre-performance routines improve performance under pressure, yet have not investigated the effects of post-performance routines. Thus, the purpose of the current study was to examine whether the type of performance routine training could improve tenpin bowling accuracy and in-game performance. Design: A mixed-method design was adopted, whereby the impact of a performance routine intervention on performance accuracy and in-game performance was examined. This was followed by participants completing semi-structured interviews which explored the perceived effect of those routines. Method: Thirty-six experienced tenpin bowlers completed 30 accuracy shots pre- and post-intervention training, with league scores obtained for in-game performance comparison. Four groups (i.e., pre-performance routine [PPR], post-performance routine [POST], combined pre-post routine, and a control group) practiced 12 games across four weeks while listening to the group specific routine instruction on an IPod. Results: It was noted that accuracy improved (albeit non-significantly) for the PPR and combined pre-post routine group, but not the other groups. Critically, all intervention groups (PPR, POST & COMBO) improved in-game performance. The qualitative data indicated that both the PPR and POST was perceived to influence positively performance, attentional and emotional control, self-awareness, self-confidence, motivation. The PPR was also considered to enhance a state of readiness, and perceived control. Conclusions: Results indicate that the PPR training enhanced accuracy and in-game performance, with the POST training acting as a supportive role for in-game performance as evidenced by the qualitative and quantitative data. Future research should continue to investigate the effects of POSTs. (C) 2015 Elsevier Ltd. All rights reserved.
- Authors: Mesagno, Christopher , Hill, Denise , Larkin, Paul
- Date: 2015
- Type: Text , Journal article
- Relation: Psychology of Sport and Exercise Vol. 19, no. (2015), p. 85-94
- Full Text:
- Reviewed:
- Description: Objectives: Researchers have identified that pre-performance routines improve performance under pressure, yet have not investigated the effects of post-performance routines. Thus, the purpose of the current study was to examine whether the type of performance routine training could improve tenpin bowling accuracy and in-game performance. Design: A mixed-method design was adopted, whereby the impact of a performance routine intervention on performance accuracy and in-game performance was examined. This was followed by participants completing semi-structured interviews which explored the perceived effect of those routines. Method: Thirty-six experienced tenpin bowlers completed 30 accuracy shots pre- and post-intervention training, with league scores obtained for in-game performance comparison. Four groups (i.e., pre-performance routine [PPR], post-performance routine [POST], combined pre-post routine, and a control group) practiced 12 games across four weeks while listening to the group specific routine instruction on an IPod. Results: It was noted that accuracy improved (albeit non-significantly) for the PPR and combined pre-post routine group, but not the other groups. Critically, all intervention groups (PPR, POST & COMBO) improved in-game performance. The qualitative data indicated that both the PPR and POST was perceived to influence positively performance, attentional and emotional control, self-awareness, self-confidence, motivation. The PPR was also considered to enhance a state of readiness, and perceived control. Conclusions: Results indicate that the PPR training enhanced accuracy and in-game performance, with the POST training acting as a supportive role for in-game performance as evidenced by the qualitative and quantitative data. Future research should continue to investigate the effects of POSTs. (C) 2015 Elsevier Ltd. All rights reserved.
What is the definition of sports-related concussion : A systematic review
- McCrory, Paul, Feddermann-Demont, Nina, Dvorak, Jiri, Cassidy, David, McIntosh, Andrew, Vos, Pieter, Echemendia, Ruben, Meeuwisse, Willem, Tarnutzer, Alexander
- Authors: McCrory, Paul , Feddermann-Demont, Nina , Dvorak, Jiri , Cassidy, David , McIntosh, Andrew , Vos, Pieter , Echemendia, Ruben , Meeuwisse, Willem , Tarnutzer, Alexander
- Date: 2017
- Type: Text , Journal article , Review
- Relation: British Journal of Sports Medicine Vol. 51, no. 11 (2017), p. 877-887
- Full Text:
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- Description: Objectives: Various definitions for concussion have been proposed, each having its strengths and weaknesses. We reviewed and compared current definitions and identified criteria necessary for an operational definition of sports-related concussion (SRC) in preparation of the 5th Concussion Consensus Conference (Berlin, Germany). We also assessed the role of biomechanical studies in informing an operational definition of SRC. Design: This is a systematic literature review. Data sources: Data sources include MEDLINE, Embase, Cumulative Index to Nursing and Allied Health Literature, Cochrane Central Register of Clinical Trials and SPORT Discus (accessed 14 September 2016). Eligibility criteria for selecting studies: Eligibility criteria were studies reporting (clinical) criteria for diagnosing SRC and studies containing SRC impact data. Results: Out of 1601 articles screened, 36 studies were included (2.2%), 14 reported on criteria for SRC definitions and 22 on biomechanical aspects of concussions. Six different operational definitions focusing on clinical findings and their dynamics were identified. Biomechanical studies were obtained almost exclusively on American football players. Angular and linear head accelerations linked to clinically confirmed concussions demonstrated considerable individual variation. Summary/conclusions: SRC is a traumatic brain injury that is defined as a complex pathophysiological process affecting the brain, induced by biomechanical forces with several common features that help define its nature. Limitations identified include that the current criteria for diagnosing SRC are clinically oriented and that there is no gold/standard to assess their diagnostic properties. A future, more valid definition of SRC would better identify concussed players by demonstrating high predictive positive/negative values. Currently, the use of helmet-based systems to study the biomechanics of SRC is limited to few collision sports. New approaches need to be developed to provide objective markers for SRC. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved.
- Authors: McCrory, Paul , Feddermann-Demont, Nina , Dvorak, Jiri , Cassidy, David , McIntosh, Andrew , Vos, Pieter , Echemendia, Ruben , Meeuwisse, Willem , Tarnutzer, Alexander
- Date: 2017
- Type: Text , Journal article , Review
- Relation: British Journal of Sports Medicine Vol. 51, no. 11 (2017), p. 877-887
- Full Text:
- Reviewed:
- Description: Objectives: Various definitions for concussion have been proposed, each having its strengths and weaknesses. We reviewed and compared current definitions and identified criteria necessary for an operational definition of sports-related concussion (SRC) in preparation of the 5th Concussion Consensus Conference (Berlin, Germany). We also assessed the role of biomechanical studies in informing an operational definition of SRC. Design: This is a systematic literature review. Data sources: Data sources include MEDLINE, Embase, Cumulative Index to Nursing and Allied Health Literature, Cochrane Central Register of Clinical Trials and SPORT Discus (accessed 14 September 2016). Eligibility criteria for selecting studies: Eligibility criteria were studies reporting (clinical) criteria for diagnosing SRC and studies containing SRC impact data. Results: Out of 1601 articles screened, 36 studies were included (2.2%), 14 reported on criteria for SRC definitions and 22 on biomechanical aspects of concussions. Six different operational definitions focusing on clinical findings and their dynamics were identified. Biomechanical studies were obtained almost exclusively on American football players. Angular and linear head accelerations linked to clinically confirmed concussions demonstrated considerable individual variation. Summary/conclusions: SRC is a traumatic brain injury that is defined as a complex pathophysiological process affecting the brain, induced by biomechanical forces with several common features that help define its nature. Limitations identified include that the current criteria for diagnosing SRC are clinically oriented and that there is no gold/standard to assess their diagnostic properties. A future, more valid definition of SRC would better identify concussed players by demonstrating high predictive positive/negative values. Currently, the use of helmet-based systems to study the biomechanics of SRC is limited to few collision sports. New approaches need to be developed to provide objective markers for SRC. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved.
A systematic review of the psychological and social benefits of participation in sport for adults : Informing development of a conceptual model of health through sport
- Eime, Rochelle, Young, Janet, Harvey, Jack, Charity, Melanie, Payne, Warren
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. (2013), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The definition of health incorporates the physical, social and mental domains, however the Physical Activity (PA) guidelines do not address social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by adults. Secondly, the information arising from the systematic review has been used to develop a conceptual model of Health through Sport. Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included. Results: A total of 3668 publications were initially identified, of which 11 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being wellbeing and reduced distress and stress. Sport may be associated with improved psychosocial health in addition to improvements attributable to participation in PA. Specifically, club-based or team-based sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. Notwithstanding this, individuals who prefer to participate in sport by themselves can still derive mental health benefits which can enhance the development of true-self-awareness and personal growth which is essential for social health. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the cross-sectional nature of studies to date. Conclusion: It is recommended that participation in sport is advocated as a form of leisure-time PA for adults which can produce a range of health benefits. It is also recommended that the causal link between participation in sport and psycho-social health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. (2013), p. 1-14
- Full Text:
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- Description: Background: The definition of health incorporates the physical, social and mental domains, however the Physical Activity (PA) guidelines do not address social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by adults. Secondly, the information arising from the systematic review has been used to develop a conceptual model of Health through Sport. Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included. Results: A total of 3668 publications were initially identified, of which 11 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being wellbeing and reduced distress and stress. Sport may be associated with improved psychosocial health in addition to improvements attributable to participation in PA. Specifically, club-based or team-based sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. Notwithstanding this, individuals who prefer to participate in sport by themselves can still derive mental health benefits which can enhance the development of true-self-awareness and personal growth which is essential for social health. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the cross-sectional nature of studies to date. Conclusion: It is recommended that participation in sport is advocated as a form of leisure-time PA for adults which can produce a range of health benefits. It is also recommended that the causal link between participation in sport and psycho-social health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
Time-to-event analysis for sports injury research part 1 : Time-varying exposures
- Nielsen, Rasmus, Bertelsen, Michael, Ramskov, Daniel, Møller, Merete, Hulme, Adam, Theisen, Daniel, Finch, Caroline, Fortington, Lauren, Mansournia, Mohammad, Parner, Erik
- Authors: Nielsen, Rasmus , Bertelsen, Michael , Ramskov, Daniel , Møller, Merete , Hulme, Adam , Theisen, Daniel , Finch, Caroline , Fortington, Lauren , Mansournia, Mohammad , Parner, Erik
- Date: 2019
- Type: Text , Journal article , Review
- Relation: British Journal of Sports Medicine Vol. 53, no. 1 (2019), p. 61-68
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- Description: Background: 'How much change in training load is too much before injury is sustained, among different athletes?' is a key question in sports medicine and sports science. To address this question the investigator/practitioner must analyse exposure variables that change over time, such as change in training load. Very few studies have included time-varying exposures (eg, training load) and time-varying effect-measure modifiers (eg, previous injury, biomechanics, sleep/stress) when studying sports injury aetiology. Aim: To discuss advanced statistical methods suitable for the complex analysis of time-varying exposures such as changes in training load and injury-related outcomes. Content: Time-varying exposures and time-varying effect-measure modifiers can be used in time-to-event models to investigate sport injury aetiology. We address four key-questions (i) Does time-to-event modelling allow change in training load to be included as a time-varying exposure for sport injury development? (ii) Why is time-to-event analysis superior to other analytical concepts when analysing training-load related data that changes status over time? (iii) How can researchers include change in training load in a time-to-event analysis? and, (iv) Are researchers able to include other time-varying variables into time-to-event analyses? We emphasise that cleaning datasets, setting up the data, performing analyses with time-varying variables and interpreting the results is time-consuming, and requires dedication. It may need you to ask for assistance from methodological peers as the analytical approaches presented this paper require specialist knowledge and well-honed statistical skills. Conclusion: To increase knowledge about the association between changes in training load and injury, we encourage sports injury researchers to collaborate with statisticians and/or methodological epidemiologists to carefully consider applying time-to-event models to prospective sports injury data. This will ensure appropriate interpretation of time-to-event data. © 2019 Author(s).
- Authors: Nielsen, Rasmus , Bertelsen, Michael , Ramskov, Daniel , Møller, Merete , Hulme, Adam , Theisen, Daniel , Finch, Caroline , Fortington, Lauren , Mansournia, Mohammad , Parner, Erik
- Date: 2019
- Type: Text , Journal article , Review
- Relation: British Journal of Sports Medicine Vol. 53, no. 1 (2019), p. 61-68
- Full Text:
- Reviewed:
- Description: Background: 'How much change in training load is too much before injury is sustained, among different athletes?' is a key question in sports medicine and sports science. To address this question the investigator/practitioner must analyse exposure variables that change over time, such as change in training load. Very few studies have included time-varying exposures (eg, training load) and time-varying effect-measure modifiers (eg, previous injury, biomechanics, sleep/stress) when studying sports injury aetiology. Aim: To discuss advanced statistical methods suitable for the complex analysis of time-varying exposures such as changes in training load and injury-related outcomes. Content: Time-varying exposures and time-varying effect-measure modifiers can be used in time-to-event models to investigate sport injury aetiology. We address four key-questions (i) Does time-to-event modelling allow change in training load to be included as a time-varying exposure for sport injury development? (ii) Why is time-to-event analysis superior to other analytical concepts when analysing training-load related data that changes status over time? (iii) How can researchers include change in training load in a time-to-event analysis? and, (iv) Are researchers able to include other time-varying variables into time-to-event analyses? We emphasise that cleaning datasets, setting up the data, performing analyses with time-varying variables and interpreting the results is time-consuming, and requires dedication. It may need you to ask for assistance from methodological peers as the analytical approaches presented this paper require specialist knowledge and well-honed statistical skills. Conclusion: To increase knowledge about the association between changes in training load and injury, we encourage sports injury researchers to collaborate with statisticians and/or methodological epidemiologists to carefully consider applying time-to-event models to prospective sports injury data. This will ensure appropriate interpretation of time-to-event data. © 2019 Author(s).
How closely do Australian Training Package qualifications reflect the skills in occupations? An empirical investigation of seven qualifications
- Smith, Erica, Smith, Andy, Hampson, Ian, Junor, Anne
- Authors: Smith, Erica , Smith, Andy , Hampson, Ian , Junor, Anne
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 13, no. 1 (2015), p. 49-63
- Relation: http://purl.org/au-research/grants/arc/LP110200888
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- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves.
- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves. © 2015 Taylor & Francis.
- Authors: Smith, Erica , Smith, Andy , Hampson, Ian , Junor, Anne
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 13, no. 1 (2015), p. 49-63
- Relation: http://purl.org/au-research/grants/arc/LP110200888
- Full Text:
- Reviewed:
- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves.
- Description: This paper uses evidence from an Australian research project into under-recognized skills in occupations, gathered through industry-level interviews and company case studies, to examine VET curricula. The project, funded by the Australian Research Council, focused on skill in jobs traditionally regarded in Australia as unskilled. As part of the project, the evidence about skill was compared with the relevant qualifications. The qualifications are contained in Training Packages, which form the basis of most formal VET training in Australia. The qualifications for the seven occupations were in three broad industry areas (manufacturing, services and property services) and had all been developed in recent decades, unlike apprenticed trades which have long-standing qualifications and curricula in Australia. The comparison exercise showed some mismatches between the skills that were found in the researched occupations and the content of the qualifications. Some of the issues are believed to have broader applicability beyond these specific occupations and qualifications and thus can provide evidence to improve the design of Training Packages themselves. © 2015 Taylor & Francis.
Help seeking : Agentic learners initiating feedback
- Authors: Fletcher, Anna
- Date: 2018
- Type: Text , Journal article
- Relation: Educational Review Vol. 70, no. 4 (2018), p. 389-408
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- Description: Effective feedback is an essential tool for making learning explicit and an essential feature of classroom practice that promotes learner autonomy. Yet, it remains a pressing challenge for teachers to scaffold the active involvement of students as critical, reflective and autonomous learners who use feedback constructively. This paper seeks to present a recalibrated perspective of feedback by exploring the concept as a student-initiated learning action, manifested within classroom practice as help seeking for learning. Teachers and students from years 2, 4 and 6 at an Australian primary school worked together on a writing project, which was structured as a three-phase learning process. The value of this approach was revealed by data gathered through students’ planning templates, writing samples, interviews with students and teachers along with email correspondence with the teachers. A framework of social cognitive theory guided the analysis. It is suggested that the three-phase Assessment as Learning (AaL) process has the potential to support teachers in scaffolding students to seek help at a time when they are receptive to feedback. Furthermore, this AaL approach appears to have enhanced the teachers’ practice, particularly in respect to providing support for students during the forethought stage of the learning process. Practical techniques for scaffolding students’ adaptive help seeking and autonomy as learners are presented in the paper.
- Authors: Fletcher, Anna
- Date: 2018
- Type: Text , Journal article
- Relation: Educational Review Vol. 70, no. 4 (2018), p. 389-408
- Full Text:
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- Description: Effective feedback is an essential tool for making learning explicit and an essential feature of classroom practice that promotes learner autonomy. Yet, it remains a pressing challenge for teachers to scaffold the active involvement of students as critical, reflective and autonomous learners who use feedback constructively. This paper seeks to present a recalibrated perspective of feedback by exploring the concept as a student-initiated learning action, manifested within classroom practice as help seeking for learning. Teachers and students from years 2, 4 and 6 at an Australian primary school worked together on a writing project, which was structured as a three-phase learning process. The value of this approach was revealed by data gathered through students’ planning templates, writing samples, interviews with students and teachers along with email correspondence with the teachers. A framework of social cognitive theory guided the analysis. It is suggested that the three-phase Assessment as Learning (AaL) process has the potential to support teachers in scaffolding students to seek help at a time when they are receptive to feedback. Furthermore, this AaL approach appears to have enhanced the teachers’ practice, particularly in respect to providing support for students during the forethought stage of the learning process. Practical techniques for scaffolding students’ adaptive help seeking and autonomy as learners are presented in the paper.
Cross-cultural communication in teacher education : A case study of an Australian pre-service teacher placement in Liaoning, China
- Jin, Aijing, Cooper, Maxine, Golding, Barry
- Authors: Jin, Aijing , Cooper, Maxine , Golding, Barry
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 6 (2016), p. 20-34
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- Description: This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of crosscultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers’ cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives.
- Authors: Jin, Aijing , Cooper, Maxine , Golding, Barry
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 6 (2016), p. 20-34
- Full Text:
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- Description: This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese students towards the Australian preservice teachers. The research confirms the mutual benefits of crosscultural teacher education professional experiences for pre-service teachers, Chinese mentor teachers and Chinese students. The teaching experiences revealed major differences in educational concepts and teaching strategies and approaches between the two systems because of the different social and cultural contexts. The evidence from the voices of the participants indicates that the professional experience in these two Chinese schools fostered the Australian pre-service teachers’ cross-cultural communication skills, developed their confidence and skills as teachers and generally enriched their personal and professional lives.
Controlled ecological evaluation of an implemented exercise-training programme to prevent lower limb injuries in sport : Population-level trends in hospital-treated injuries
- Finch, Caroline, Gray, Shannon, Akram, Muhammad, Donaldson, Alex, Lloyd, David, Cook, Jill
- Authors: Finch, Caroline , Gray, Shannon , Akram, Muhammad , Donaldson, Alex , Lloyd, David , Cook, Jill
- Date: 2019
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 53, no. 8 (2019), p. 487-492
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- Description: Objective Exercise-training programmes have reduced lower limb injuries in trials, but their population-level effectiveness has not been reported in implementation trials. This study aimed to demonstrate that routinely collected hospital data can be used to evaluate population-level programme effectiveness. Method A controlled ecological design was used to evaluate the effect of FootyFirst, an exercise-training programme, on the number of hospital-treated lower limb injuries sustained by males aged 16-50 years while participating in community-level Australian Football. FootyFirst was implemented with a € support' (FootyFirst+S) or a € without support' (FootyFirst+NS) in different geographic regions of Victoria, Australia: 22 clubs in region 1: FootyFirst+S in 2012/2013; 25 clubs in region 2: FootyFirst+NS in 2012/2013; 31 clubs region 3: control in 2012, FootyFirst+S in 2013. Interrupted time-series analysis compared injury counts across regions and against trends in the rest of Victoria. Results After 1 year of FootyFirst+S, there was a non-statistically significant decline in the number of lower limb injuries in region 1 (2012) and region 3 (2013); this was not maintained after 2 years in region 1. Compared with before FootyFirst in 2006-2011, injury count changes at the end of 2013 were: region 1: 20.0% reduction (after 2 years support); region 2: 21.5% increase (after 2 years without support); region 3: 21.8% increase (after first year no programme, second year programme with support); rest of Victoria: 12.6% increase. Conclusion Ecological analyses using routinely collected hospital data show promise as the basis of population-level programme evaluation. The implementation and sustainability of sports injury prevention programmes at the population-level remains challenging.
- Authors: Finch, Caroline , Gray, Shannon , Akram, Muhammad , Donaldson, Alex , Lloyd, David , Cook, Jill
- Date: 2019
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 53, no. 8 (2019), p. 487-492
- Full Text:
- Reviewed:
- Description: Objective Exercise-training programmes have reduced lower limb injuries in trials, but their population-level effectiveness has not been reported in implementation trials. This study aimed to demonstrate that routinely collected hospital data can be used to evaluate population-level programme effectiveness. Method A controlled ecological design was used to evaluate the effect of FootyFirst, an exercise-training programme, on the number of hospital-treated lower limb injuries sustained by males aged 16-50 years while participating in community-level Australian Football. FootyFirst was implemented with a € support' (FootyFirst+S) or a € without support' (FootyFirst+NS) in different geographic regions of Victoria, Australia: 22 clubs in region 1: FootyFirst+S in 2012/2013; 25 clubs in region 2: FootyFirst+NS in 2012/2013; 31 clubs region 3: control in 2012, FootyFirst+S in 2013. Interrupted time-series analysis compared injury counts across regions and against trends in the rest of Victoria. Results After 1 year of FootyFirst+S, there was a non-statistically significant decline in the number of lower limb injuries in region 1 (2012) and region 3 (2013); this was not maintained after 2 years in region 1. Compared with before FootyFirst in 2006-2011, injury count changes at the end of 2013 were: region 1: 20.0% reduction (after 2 years support); region 2: 21.5% increase (after 2 years without support); region 3: 21.8% increase (after first year no programme, second year programme with support); rest of Victoria: 12.6% increase. Conclusion Ecological analyses using routinely collected hospital data show promise as the basis of population-level programme evaluation. The implementation and sustainability of sports injury prevention programmes at the population-level remains challenging.
Inside the mentors' experience : Using poetic representation to examine the tensions of mentoring pre-service teachers
- Authors: McDonough, Sharon
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 10 (2018), p. 98-115
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- Description: The supervision and mentoring of pre-service teachers during professional experience is complex work that requires a range of skills and capacities. Professional development for this work has traditionally been limited, however, and mentor teachers report experiencing tensions in their work stemming from their roles as both supporter and assessor of pre-service teachers. Despite the central role that mentors play in professional experience, their voices are underrepresented in the literature. In this paper, I draw on interview data to examine teachers' experiences as mentors and the tensions they experience. I use poetic representation to illuminate the tensions and emotions of mentoring and present seven poems that provide insight into these tensions. I argue that poetic representation of interview data provides an opportunity to connect with the experience of being a mentor and offer suggestions for teacher educators to work collaboratively with mentor teachers to explore the dimensions of their role.
- Authors: McDonough, Sharon
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 10 (2018), p. 98-115
- Full Text:
- Reviewed:
- Description: The supervision and mentoring of pre-service teachers during professional experience is complex work that requires a range of skills and capacities. Professional development for this work has traditionally been limited, however, and mentor teachers report experiencing tensions in their work stemming from their roles as both supporter and assessor of pre-service teachers. Despite the central role that mentors play in professional experience, their voices are underrepresented in the literature. In this paper, I draw on interview data to examine teachers' experiences as mentors and the tensions they experience. I use poetic representation to illuminate the tensions and emotions of mentoring and present seven poems that provide insight into these tensions. I argue that poetic representation of interview data provides an opportunity to connect with the experience of being a mentor and offer suggestions for teacher educators to work collaboratively with mentor teachers to explore the dimensions of their role.
Exceeding expectations : scaffolding agentic engagement through assessment as learning
- Authors: Fletcher, Anna
- Date: 2016
- Type: Text , Journal article
- Relation: Educational Research Vol. 58, no. 4 (2016), p. 400-419
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- Description: Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has not been fully examined and needs further exploration. Purpose: This study aims to explore ways in which aspects of self-regulated learning theory may be integrated with the concept of agentic engagement into classroom practice. Specifically, the study seeks to scaffold students’ self-assessment capabilities and self-efficacy by using a formative assessment-as-learning process. The research examines how scaffolded planning, as part of the forethought phase in the Assessment as Learning (AaL) process, influences self-regulation and student agency in the learning process. Sample: 126 students from school years two, four and six (student age groups 7, 9 and 11 years), and 7 teachers at an independent (co-educational, non-religious) primary school in the Northern Territory, Australia, participated in the study. Design and methods: Conducted as a one-setting, cross-sectional practitioner research study, the data sources included students’ planning templates, writing samples, interviews with students and teachers and email correspondence with teachers. The data were analysed for emerging themes and interpreted from a framework of social cognitive theory. Findings: In this study, students were given the opportunity and support to exercise agentic engagement. Findings suggested that, in particular, students who were identified by their teachers as low-achieving and/or with poor motivation, were perceived by the teachers as exceededing expectations by demonstrating relatively greater motivation, persistence, effort and pride in their work than would be the case usually. Conclusions: The findings from this formative AaL study suggest that AaL has the potential to help scaffold primary students’ development of assessment capabilities. © 2016 NFER.
- Authors: Fletcher, Anna
- Date: 2016
- Type: Text , Journal article
- Relation: Educational Research Vol. 58, no. 4 (2016), p. 400-419
- Full Text:
- Reviewed:
- Description: Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has not been fully examined and needs further exploration. Purpose: This study aims to explore ways in which aspects of self-regulated learning theory may be integrated with the concept of agentic engagement into classroom practice. Specifically, the study seeks to scaffold students’ self-assessment capabilities and self-efficacy by using a formative assessment-as-learning process. The research examines how scaffolded planning, as part of the forethought phase in the Assessment as Learning (AaL) process, influences self-regulation and student agency in the learning process. Sample: 126 students from school years two, four and six (student age groups 7, 9 and 11 years), and 7 teachers at an independent (co-educational, non-religious) primary school in the Northern Territory, Australia, participated in the study. Design and methods: Conducted as a one-setting, cross-sectional practitioner research study, the data sources included students’ planning templates, writing samples, interviews with students and teachers and email correspondence with teachers. The data were analysed for emerging themes and interpreted from a framework of social cognitive theory. Findings: In this study, students were given the opportunity and support to exercise agentic engagement. Findings suggested that, in particular, students who were identified by their teachers as low-achieving and/or with poor motivation, were perceived by the teachers as exceededing expectations by demonstrating relatively greater motivation, persistence, effort and pride in their work than would be the case usually. Conclusions: The findings from this formative AaL study suggest that AaL has the potential to help scaffold primary students’ development of assessment capabilities. © 2016 NFER.
Preparing pre-service teachers for professional engagement through place/community pedagogies and partnerships
- Authors: Green, Monica
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 11 (2016), p. 44-60
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- Description: There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and communitybased representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
- Authors: Green, Monica
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 11 (2016), p. 44-60
- Full Text:
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- Description: There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and communitybased representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
Developing pre-service teachers : The impact of an embedded framework in literacy and numeracy
- Sellings, Peter, Felstead, Karen, Goriss-Hunter, Anitra
- Authors: Sellings, Peter , Felstead, Karen , Goriss-Hunter, Anitra
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 4 (2018), p. 1-16
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- Description: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.
- Authors: Sellings, Peter , Felstead, Karen , Goriss-Hunter, Anitra
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 4 (2018), p. 1-16
- Full Text:
- Reviewed:
- Description: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.