Student motivation : premise, effective practice and policy
- Levy, Stuart, Campbell, Holly
- Authors: Levy, Stuart , Campbell, Holly
- Date: 2008
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 33, no. 5 (2008 2008), p. 14-28
- Full Text:
- Reviewed:
- Description: The purpose of this article is to outline how motivation of first year university students can be enhanced through effective pedagogic practices and to discuss policy level decisions that impact upon the cultivation of student motivation. It reports on practices within a specific first year unit, Understanding University Learning, which successfully incorporates teaching and learning strategies to enhance academic motivation.
- Authors: Levy, Stuart , Campbell, Holly
- Date: 2008
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 33, no. 5 (2008 2008), p. 14-28
- Full Text:
- Reviewed:
- Description: The purpose of this article is to outline how motivation of first year university students can be enhanced through effective pedagogic practices and to discuss policy level decisions that impact upon the cultivation of student motivation. It reports on practices within a specific first year unit, Understanding University Learning, which successfully incorporates teaching and learning strategies to enhance academic motivation.
The potential affordances of enterprise wikis for creating community in research networks
- Johnson, Nicola, Clarke, Rodney, Herrington, Jan
- Authors: Johnson, Nicola , Clarke, Rodney , Herrington, Jan
- Date: 2008
- Type: Text , Conference proceedings
- Full Text:
- Description: In this paper, we describe some of the affordance, the (specific enabling features or characteristics) of an enterprise wiki to meet the needs of a developing community of practice. The Social Innovation Network (SInet) is a nascent research network that spans the social sciences, education and commerce at the University of Wollongong. It will use the enterprise wiki software Confluence to assist in the development of communities of practice across its groups and sub-groups. This paper, describes some of the features of the software and how it might be used to perform some of the common activties identified by Wenger (nd) as contributing to development of community.
- Authors: Johnson, Nicola , Clarke, Rodney , Herrington, Jan
- Date: 2008
- Type: Text , Conference proceedings
- Full Text:
- Description: In this paper, we describe some of the affordance, the (specific enabling features or characteristics) of an enterprise wiki to meet the needs of a developing community of practice. The Social Innovation Network (SInet) is a nascent research network that spans the social sciences, education and commerce at the University of Wollongong. It will use the enterprise wiki software Confluence to assist in the development of communities of practice across its groups and sub-groups. This paper, describes some of the features of the software and how it might be used to perform some of the common activties identified by Wenger (nd) as contributing to development of community.
What do we know about the chancellors of Australian universities?
- O'Meara, Bernard, Petzall, Stanley
- Authors: O'Meara, Bernard , Petzall, Stanley
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Higher Education Policy and Management Vol. 30, no. 2 (2008), p. 187-199
- Full Text:
- Reviewed:
- Description: This research attempts to explore the key social characteristics and demographics of Australian chancellors to determine who they are and where they come from. The chancellor of an Australian university wields an enormous amount of power, from overseeing the appointment of the Vice-Chancellor (VC) to fulfilling various statutory requirements. Chancellors instil corporate values and they are pivotal to effective university governance and 'owner' representation. Yet, few have academic backgrounds. Chancellors are more than figureheads and ceremonial leaders and, as such, can have a significant impact on their individual universities and even on the higher education sector, overall. The research presented here demonstrates that it is possible to construct a reasonably accurate profile of the typical chancellor, based on factors such as occupation, age, academic field, gender and the undergraduate university that was attended. This research also mirrors similar research, undertaken by the authors, regarding Australian VCs.
- Description: C1
- Authors: O'Meara, Bernard , Petzall, Stanley
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Higher Education Policy and Management Vol. 30, no. 2 (2008), p. 187-199
- Full Text:
- Reviewed:
- Description: This research attempts to explore the key social characteristics and demographics of Australian chancellors to determine who they are and where they come from. The chancellor of an Australian university wields an enormous amount of power, from overseeing the appointment of the Vice-Chancellor (VC) to fulfilling various statutory requirements. Chancellors instil corporate values and they are pivotal to effective university governance and 'owner' representation. Yet, few have academic backgrounds. Chancellors are more than figureheads and ceremonial leaders and, as such, can have a significant impact on their individual universities and even on the higher education sector, overall. The research presented here demonstrates that it is possible to construct a reasonably accurate profile of the typical chancellor, based on factors such as occupation, age, academic field, gender and the undergraduate university that was attended. This research also mirrors similar research, undertaken by the authors, regarding Australian VCs.
- Description: C1
Teaching law to non-law students : The use of problem solving models in legal teaching
- Richardson, Kristy, Butler, Jennifer, Holm, Eric
- Authors: Richardson, Kristy , Butler, Jennifer , Holm, Eric
- Date: 2009
- Type: Text , Journal article
- Relation: Studies in Learning, Evaluation, Innovation and Development Vol. 6, no. 2 (2009), p. 29-41
- Full Text:
- Reviewed:
- Description: The use of problem solving models has been successfully applied and subject to evaluation in law school courses. However, the models have not been evaluated in terms of their application to law courses in which non-law (i.e., business) students are involved. This paper discusses the usefulness of such legal problem solving methods for non-law students from a technology use and acceptance framework, presenting data obtained from a pilot study which was the subject of a teaching and learning grant from CQUniversity Australia.
- Description: 2003007346
- Authors: Richardson, Kristy , Butler, Jennifer , Holm, Eric
- Date: 2009
- Type: Text , Journal article
- Relation: Studies in Learning, Evaluation, Innovation and Development Vol. 6, no. 2 (2009), p. 29-41
- Full Text:
- Reviewed:
- Description: The use of problem solving models has been successfully applied and subject to evaluation in law school courses. However, the models have not been evaluated in terms of their application to law courses in which non-law (i.e., business) students are involved. This paper discusses the usefulness of such legal problem solving methods for non-law students from a technology use and acceptance framework, presenting data obtained from a pilot study which was the subject of a teaching and learning grant from CQUniversity Australia.
- Description: 2003007346
A clash of chronotopes: Adult reading of children's and young adult literature
- Zeegers, Margaret, Pass, Charlotte, Jampole, Ellen
- Authors: Zeegers, Margaret , Pass, Charlotte , Jampole, Ellen
- Date: 2010
- Type: Text , Journal article
- Relation: The International Journal of the Book Vol. 7, no. 4 (2010), p. 89-97
- Full Text:
- Reviewed:
- Description: In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
- Authors: Zeegers, Margaret , Pass, Charlotte , Jampole, Ellen
- Date: 2010
- Type: Text , Journal article
- Relation: The International Journal of the Book Vol. 7, no. 4 (2010), p. 89-97
- Full Text:
- Reviewed:
- Description: In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
Crossing over: Collaborative cross-cultural teaching of Indigenous education in a higher education context
- Morgan, Shirley, Golding, Barry
- Authors: Morgan, Shirley , Golding, Barry
- Date: 2010
- Type: Text , Journal article
- Relation: The Australian Journal of Indigenous education Vol. 39, no. (2010), p. 8-14
- Full Text:
- Reviewed:
- Description: This paper explores the dynamics and outcomes from a collaborative cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at the University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.
- Authors: Morgan, Shirley , Golding, Barry
- Date: 2010
- Type: Text , Journal article
- Relation: The Australian Journal of Indigenous education Vol. 39, no. (2010), p. 8-14
- Full Text:
- Reviewed:
- Description: This paper explores the dynamics and outcomes from a collaborative cross-cultural approach to teaching an Indigenous education elective unit in a Bachelor of Education (Primary) undergraduate degree at the University of Ballarat in 2009. The three facilitators, one non-Aboriginal and two Aboriginal were a lecturer, an Aboriginal Centre Manager and Local Aboriginal Education Consultative Group member from the Ballarat and District Aboriginal Cooperative respectively. The paper explores the open-ended and collaborative approach used to facilitate the learning, including pedagogies, activities and assessment. The paper, and the collaborative cross-cultural teaching approach it arguably embodies, is presented as a model of desirable practice with undergraduate education students, in particular for pre-service teachers undertaking a P-10 Bachelor of Education degree. As we describe later in the paper, these pre-service teachers, with some exceptions, in general had very limited and often stereotyped knowledge and experience of Aboriginal education, Aboriginal students or Aboriginal perspectives in other areas of the school curriculum. The teaching process we adopted and that we articulate in this paper attempted to address this previous lack of engagement with the subject matter of Indigenous education by actively modelling the processes of local Aboriginal consultation and collaboration that we were trying to teach.
Is the evolution of biochemistry texts decreasing fitness? A case study of pedagogical error in bioenergetics
- Larkins, Jo-Ann, Mosse, Jennifer, Chapman, Brian
- Authors: Larkins, Jo-Ann , Mosse, Jennifer , Chapman, Brian
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian Conference on Science and Mathematics Education (ACSME): Teaching for diversity -Challenges and strategies p. 187-192
- Full Text:
- Reviewed:
- Description: The initial impetus for this research was the discovery by the authors of a variety of common and consistent errors and misconceptions in pedagogical literature on the topic of thermodynamics in Biochemistry. A systematic survey was undertaken of material on thermodynamics in Biochemistry textbooks commonly used in Australian Universities over the period from the 1920s up to 2010. Four common areas of error and misconception were identified, and a number of factors associated with the initiation and propagation of troublesome pedagogical material through successive editions of Biochemistry textbooks were recognised. These factors included the introduction of multiple authors and also often the departure of the original author of a particular textbook. The very nature of Biochemistry as a rapidly expanding discipline leads to the constant introduction of new material in textbooks and the contraction of older material such as thermodynamics. Material is also often fragmented into a number of smaller sections in modern textbooks. Moreover, less development is likely to be applied to this older material, with considerable reuse of material from previous editions. The lessons learned from charting these particular errors in thermodynamics in Biochemistry textbooks may provide insight into how troublesome pedagogical material evolves in other disciplines.
- Authors: Larkins, Jo-Ann , Mosse, Jennifer , Chapman, Brian
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian Conference on Science and Mathematics Education (ACSME): Teaching for diversity -Challenges and strategies p. 187-192
- Full Text:
- Reviewed:
- Description: The initial impetus for this research was the discovery by the authors of a variety of common and consistent errors and misconceptions in pedagogical literature on the topic of thermodynamics in Biochemistry. A systematic survey was undertaken of material on thermodynamics in Biochemistry textbooks commonly used in Australian Universities over the period from the 1920s up to 2010. Four common areas of error and misconception were identified, and a number of factors associated with the initiation and propagation of troublesome pedagogical material through successive editions of Biochemistry textbooks were recognised. These factors included the introduction of multiple authors and also often the departure of the original author of a particular textbook. The very nature of Biochemistry as a rapidly expanding discipline leads to the constant introduction of new material in textbooks and the contraction of older material such as thermodynamics. Material is also often fragmented into a number of smaller sections in modern textbooks. Moreover, less development is likely to be applied to this older material, with considerable reuse of material from previous editions. The lessons learned from charting these particular errors in thermodynamics in Biochemistry textbooks may provide insight into how troublesome pedagogical material evolves in other disciplines.
Shifting the focus in teacher education: foregrounding the value of teacher/student relationships
- Dyson, Michael, Plunkett, Margaret
- Authors: Dyson, Michael , Plunkett, Margaret
- Date: 2011
- Type: Text , Conference paper
- Relation: The Australian Teacher Education Association Conference p. 1-6
- Full Text:
- Reviewed:
- Description: Alternate or non-traditional educational settings within Australia have undergone a period of expansion over the last decade, yet there has not been any substantive recognition of this growth within teacher education programs (Plunkett & Dyson, 2010). However, since 2000 a research partnership that has been operating between one of Victoria’s most innovative alternate educational settings - the School for Student Leadership (SSL) and Monash University, has attempted to redress the dearth of research into alternate settings and related potential change within Teacher Education. This paper reports on part of that ongoing longitudinal mixed method study, specifically highlighting the impact that reflection on practice, which is built into the program, has had on building positive relationships between staff and Year 9 students (Dyson & Plunkett, 2010). Findings support Mezirow’s (1991) contention that transformative learning occurs as the result of the reflection process, which in turn leads to a shift in the role and nature of the teacher and allows for openness in communication with students, creating enhanced relationships. As acknowledged by both Cranton (2007) and Glasser (1998) the recognition of the importance of self and ones values and beliefs in relation to others is an essential part of learning. In particular we suggest that connectedness, especially between teacher and students, promotes active engagement concomitantly enhancing transformative learning. We propose that it is important that an understanding of these factors should foreground any discussions about future developments in teacher education.
- Authors: Dyson, Michael , Plunkett, Margaret
- Date: 2011
- Type: Text , Conference paper
- Relation: The Australian Teacher Education Association Conference p. 1-6
- Full Text:
- Reviewed:
- Description: Alternate or non-traditional educational settings within Australia have undergone a period of expansion over the last decade, yet there has not been any substantive recognition of this growth within teacher education programs (Plunkett & Dyson, 2010). However, since 2000 a research partnership that has been operating between one of Victoria’s most innovative alternate educational settings - the School for Student Leadership (SSL) and Monash University, has attempted to redress the dearth of research into alternate settings and related potential change within Teacher Education. This paper reports on part of that ongoing longitudinal mixed method study, specifically highlighting the impact that reflection on practice, which is built into the program, has had on building positive relationships between staff and Year 9 students (Dyson & Plunkett, 2010). Findings support Mezirow’s (1991) contention that transformative learning occurs as the result of the reflection process, which in turn leads to a shift in the role and nature of the teacher and allows for openness in communication with students, creating enhanced relationships. As acknowledged by both Cranton (2007) and Glasser (1998) the recognition of the importance of self and ones values and beliefs in relation to others is an essential part of learning. In particular we suggest that connectedness, especially between teacher and students, promotes active engagement concomitantly enhancing transformative learning. We propose that it is important that an understanding of these factors should foreground any discussions about future developments in teacher education.
Alternative settings - alternative teachers? Reflections on teaching outside the mainstream
- Dyson, Michael, Plunkett, Margaret
- Authors: Dyson, Michael , Plunkett, Margaret
- Date: 2012
- Type: Text , Conference paper
- Relation: Joint AARE-APERA conference,Australian Association for Research in Education p. 1-12
- Full Text:
- Reviewed:
- Description: While alternative educational settings in Australia have expanded over the past two decades, there has been little formal research conducted into teacher perceptions of what it means to teach outside the mainstream. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia, which offers residential programs for Year 9 students. The SSL began operating in 2000 as the Alpine School situated at Dinner Plain and since then two further campuses have been added. A research partnership between Monash University Gippsland and the SSL began in 2001, with this component commencing in 2009 involving a mixed methods study consisting of both surveys and interviews. The focus of this paper is the qualitative findings resulting from interviews with 33 teachers across the 3 campuses. While a small body of literature relating to environmental and experiential education (Brown, 2006, Schartner, 2000, Simmons, 1988, Smith-Cabasto & Cavern, 2006) from a teaching perspective does exist, none really captures the breadth of the type of program offered through the SSL, which does not sit in isolation from broader educational, social and global discourses. While there is an ongoing debate about how we should educate young people there are some points of general agreement. One is that we live in a world of rapid global, technological and social change and education should equip young people to deal with these changes. This particular research provided an opportunity to seek teachers' perceptions about whether this goal was easier to achieve in a non-traditional setting. A particular focus was on participants' current perceptions about their role as 'teacher' and whether it differed depending on the setting. The findings provided interesting insights about the focus of the teachers that choose to become involved, with most suggesting that they were searching for more meaningful ways to connect their pedagogy and practice. They also felt that mainstream settings rarely provided opportunities for the development of substantive relationships with students. There was an acknowledgement that the alternate setting of the SSL did provide a greater opportunity for equipping students to deal with change but this also required teachers to respond differently, shifting the emphasis from content to context and from being a teacher to being an educator, facilitator or mentor.
- Authors: Dyson, Michael , Plunkett, Margaret
- Date: 2012
- Type: Text , Conference paper
- Relation: Joint AARE-APERA conference,Australian Association for Research in Education p. 1-12
- Full Text:
- Reviewed:
- Description: While alternative educational settings in Australia have expanded over the past two decades, there has been little formal research conducted into teacher perceptions of what it means to teach outside the mainstream. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia, which offers residential programs for Year 9 students. The SSL began operating in 2000 as the Alpine School situated at Dinner Plain and since then two further campuses have been added. A research partnership between Monash University Gippsland and the SSL began in 2001, with this component commencing in 2009 involving a mixed methods study consisting of both surveys and interviews. The focus of this paper is the qualitative findings resulting from interviews with 33 teachers across the 3 campuses. While a small body of literature relating to environmental and experiential education (Brown, 2006, Schartner, 2000, Simmons, 1988, Smith-Cabasto & Cavern, 2006) from a teaching perspective does exist, none really captures the breadth of the type of program offered through the SSL, which does not sit in isolation from broader educational, social and global discourses. While there is an ongoing debate about how we should educate young people there are some points of general agreement. One is that we live in a world of rapid global, technological and social change and education should equip young people to deal with these changes. This particular research provided an opportunity to seek teachers' perceptions about whether this goal was easier to achieve in a non-traditional setting. A particular focus was on participants' current perceptions about their role as 'teacher' and whether it differed depending on the setting. The findings provided interesting insights about the focus of the teachers that choose to become involved, with most suggesting that they were searching for more meaningful ways to connect their pedagogy and practice. They also felt that mainstream settings rarely provided opportunities for the development of substantive relationships with students. There was an acknowledgement that the alternate setting of the SSL did provide a greater opportunity for equipping students to deal with change but this also required teachers to respond differently, shifting the emphasis from content to context and from being a teacher to being an educator, facilitator or mentor.
Australian clinician's views on interprofessional education for students in the rural clinical setting
- Jacob, Elisabeth, Barnett, Tony, Missen, Karen, Cross, Dorothy, Walker, Lorraine
- Authors: Jacob, Elisabeth , Barnett, Tony , Missen, Karen , Cross, Dorothy , Walker, Lorraine
- Date: 2012
- Type: Text , Journal article
- Relation: Journal of Research in Interprofessional Practice and Education Vol. 2, no. 2 (2012 2012), p. 219-229
- Full Text:
- Reviewed:
- Description: Background: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates. Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements. Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.
- Authors: Jacob, Elisabeth , Barnett, Tony , Missen, Karen , Cross, Dorothy , Walker, Lorraine
- Date: 2012
- Type: Text , Journal article
- Relation: Journal of Research in Interprofessional Practice and Education Vol. 2, no. 2 (2012 2012), p. 219-229
- Full Text:
- Reviewed:
- Description: Background: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates. Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements. Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.
Place and sustainability literacy in schools and teacher education
- Somerville, Margaret, Green, Monica
- Authors: Somerville, Margaret , Green, Monica
- Date: 2012
- Type: Text , Conference paper
- Relation: The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference p. 1-14
- Full Text:
- Reviewed:
- Description: The development of sustainability literate teachers has been identified as a key challenge for the implementation of education for sustainability in Australian schools (Skamp, 2010)and elsewhere (Nolet, 2009). This paper reports on the first year of a participatory action research project that investigates the learning of school teachers, teacher educators, school children and teacher education students, in relation to the integration of place-based sustainability education across the curriculum of a low SES primary school. The methods of data collection included digital visual and audio recorded observations and reflections by teacher educators; reflective observations, focus groups, and interviews with teachers and principals; and the collection of student artefacts from school and teacher education students. A number of different conceptual and theoretical lenses are brought to the analysis of this data including 'thinking through country'; sustainability literacies and new technologies; and contemporary theories of space, place and body. In this baseline paper, the overall findings are summarised under the categories of the participating groups: - teacher, teacher educator, school student, teacher education student, and the school/place/community nexus.
- Authors: Somerville, Margaret , Green, Monica
- Date: 2012
- Type: Text , Conference paper
- Relation: The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference p. 1-14
- Full Text:
- Reviewed:
- Description: The development of sustainability literate teachers has been identified as a key challenge for the implementation of education for sustainability in Australian schools (Skamp, 2010)and elsewhere (Nolet, 2009). This paper reports on the first year of a participatory action research project that investigates the learning of school teachers, teacher educators, school children and teacher education students, in relation to the integration of place-based sustainability education across the curriculum of a low SES primary school. The methods of data collection included digital visual and audio recorded observations and reflections by teacher educators; reflective observations, focus groups, and interviews with teachers and principals; and the collection of student artefacts from school and teacher education students. A number of different conceptual and theoretical lenses are brought to the analysis of this data including 'thinking through country'; sustainability literacies and new technologies; and contemporary theories of space, place and body. In this baseline paper, the overall findings are summarised under the categories of the participating groups: - teacher, teacher educator, school student, teacher education student, and the school/place/community nexus.
The challenges confronting clinicians in rural acute care settings: a participatory research project
- Paliadelis, Penny, Parmenter, Glenda, Parker, Vicki, Giles, Michelle, Higgins, Isabel
- Authors: Paliadelis, Penny , Parmenter, Glenda , Parker, Vicki , Giles, Michelle , Higgins, Isabel
- Date: 2012
- Type: Text , Journal article
- Relation: Rural and Remote Health Vol. 12 (online), no. (2012), p.
- Full Text:
- Reviewed:
- Description: In Australia, as in many other developed countries, the current healthcare environment is characterised by increasing differentiation and patient acuity, aging of patients and workforce, staff shortages and a varied professional skills mix, and this is particularly so in rural areas. Rural healthcare clinicians are confronted with a broad range of challenges in their daily practice. Within this context, the challenges faced by rural acute care clinicians were explored and innovative strategies suggested. This article reports the findings of a study that explored these challenges across disciplines in acute healthcare facilities in rural New South Wales (NSW), Australia. METHODS: A mixed method approach, involving a consultative, participatory 3 stage data collection process was employed to engage with a range of healthcare clinicians from rural acute care facilities in NSW. Participants were invited to complete a survey, followed by focus group discussions and finally facilitated workshops using nominal group technique. RESULTS: The survey findings identified the respondents' top ranked challenges. These were organised into four categories: (1) workforce issues; (2) access, equity and opportunity; (3) resources; and (4) contextual issues. Participants in the focus groups were provided with a summary of the survey findings to prompt discussion about the challenges identified and impact of these on their professional and personal lives. The results of the final workshop stage of the study used nominal group process to focus the discussion on identifying strategies to address identified challenges. CONCLUSIONS: This study builds on research conducted in a large metropolitan tertiary referral hospital. While it was found that rural clinicians share some of the challenges identified by their metropolitan counterparts, some identified challenges and solutions were unique to the rural context and require the innovative solutions suggested by the participants. This article provides insight into the working world of rural healthcare clinicians and offers practical solutions to some of the identified issues. The findings of this study may assist rurally based healthcare services to attract and retain clinical staff.
The challenges confronting clinicians in rural acute care settings: a participatory research project
- Authors: Paliadelis, Penny , Parmenter, Glenda , Parker, Vicki , Giles, Michelle , Higgins, Isabel
- Date: 2012
- Type: Text , Journal article
- Relation: Rural and Remote Health Vol. 12 (online), no. (2012), p.
- Full Text:
- Reviewed:
- Description: In Australia, as in many other developed countries, the current healthcare environment is characterised by increasing differentiation and patient acuity, aging of patients and workforce, staff shortages and a varied professional skills mix, and this is particularly so in rural areas. Rural healthcare clinicians are confronted with a broad range of challenges in their daily practice. Within this context, the challenges faced by rural acute care clinicians were explored and innovative strategies suggested. This article reports the findings of a study that explored these challenges across disciplines in acute healthcare facilities in rural New South Wales (NSW), Australia. METHODS: A mixed method approach, involving a consultative, participatory 3 stage data collection process was employed to engage with a range of healthcare clinicians from rural acute care facilities in NSW. Participants were invited to complete a survey, followed by focus group discussions and finally facilitated workshops using nominal group technique. RESULTS: The survey findings identified the respondents' top ranked challenges. These were organised into four categories: (1) workforce issues; (2) access, equity and opportunity; (3) resources; and (4) contextual issues. Participants in the focus groups were provided with a summary of the survey findings to prompt discussion about the challenges identified and impact of these on their professional and personal lives. The results of the final workshop stage of the study used nominal group process to focus the discussion on identifying strategies to address identified challenges. CONCLUSIONS: This study builds on research conducted in a large metropolitan tertiary referral hospital. While it was found that rural clinicians share some of the challenges identified by their metropolitan counterparts, some identified challenges and solutions were unique to the rural context and require the innovative solutions suggested by the participants. This article provides insight into the working world of rural healthcare clinicians and offers practical solutions to some of the identified issues. The findings of this study may assist rurally based healthcare services to attract and retain clinical staff.
Associations between helmet use and brain injuries amongst injured pedal- and motor-cyclists: A case series analysis of trauma centre presentations
- McIntosh, Andrew, Curtis, Kate, Rankin, Tiffany, Cox, Marie, Pang, Toh Yen, McCrory, Paul, Finch, Caroline
- Authors: McIntosh, Andrew , Curtis, Kate , Rankin, Tiffany , Cox, Marie , Pang, Toh Yen , McCrory, Paul , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of the Australasian College of Road Safety Vol. 24, no. 2 (April 2013), p. 11-20
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Abstract: A retrospective case-series study of pedal- and motorcyclists presenting to a major metropolitan trauma centre over an 18 month period was undertaken. The injury data were coded according to a number of outcome variables, including intracranial injury of AIS severity >/= 2. Helmet use was coded. After stratification by rider type, data were analysed to examine the relationships between helmet use and injury using logistic regression. A total of 220 injured motorcycle riders and 137 injured pedal cyclists met the study's inclusion criteria, with 195 motorcycle riders and passengers (88.6%) and 87 pedal cyclists (63.5%) wearing helmets. Helmets were associated with a significant reduction (p<0.05) in the likelihood of head and intracranial injury in both rider groups. Associated with helmet use was a reduction in intracranial injury likelihood of 66% for both helmeted motorcycle riders and pedal cyclists. The study is further evidence of the benefits offered by helmets.
- Authors: McIntosh, Andrew , Curtis, Kate , Rankin, Tiffany , Cox, Marie , Pang, Toh Yen , McCrory, Paul , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of the Australasian College of Road Safety Vol. 24, no. 2 (April 2013), p. 11-20
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Abstract: A retrospective case-series study of pedal- and motorcyclists presenting to a major metropolitan trauma centre over an 18 month period was undertaken. The injury data were coded according to a number of outcome variables, including intracranial injury of AIS severity >/= 2. Helmet use was coded. After stratification by rider type, data were analysed to examine the relationships between helmet use and injury using logistic regression. A total of 220 injured motorcycle riders and 137 injured pedal cyclists met the study's inclusion criteria, with 195 motorcycle riders and passengers (88.6%) and 87 pedal cyclists (63.5%) wearing helmets. Helmets were associated with a significant reduction (p<0.05) in the likelihood of head and intracranial injury in both rider groups. Associated with helmet use was a reduction in intracranial injury likelihood of 66% for both helmeted motorcycle riders and pedal cyclists. The study is further evidence of the benefits offered by helmets.
Dispositions of elite-level Australian rugby coaches towards game sense : Characteristics of their coaching habitus
- Authors: Light, Richard , Evans, John
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 3 (2013), p. 407-423
- Full Text:
- Reviewed:
- Description: Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the 'coaching habitus' of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual 'coaching habitus' by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011104
- Authors: Light, Richard , Evans, John
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 3 (2013), p. 407-423
- Full Text:
- Reviewed:
- Description: Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the 'coaching habitus' of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual 'coaching habitus' by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011104
Effective University leadership and management of learning and teaching in a widening participation context: Findings from two national Australian studies
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
Effective university teaching: views of Australian university students from low socio-economic status backgrounds
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Description: C1
- Authors: Devlin, Marcia
- Date: 2013
- Type: Text , Journal article
- Relation: Tertiary Education and Management Vol. 19, no. 3 (2013), p. 233-245
- Full Text:
- Reviewed:
- Description: The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support. © 2013 European Higher Education Society.
- Description: C1
Part-time working by students : is it a policy issue, and for whom?
- Authors: Smith, Erica , Patton, Wendy
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Education and Work Vol. 26, no. 1 (2013), p. 48-76
- Full Text:
- Reviewed:
- Description: This paper uses data from interviews with representatives of national and state organisations that have a policy interest in student-working in Australia. The interviewees included representatives from employer bodies and trade unions as well as government organisations. The data are used to discuss these stakeholders' perceptions of the main advantages and disadvantages of working by young full-time students and the ways in which organisations in the business and educational sectors have adapted their policies and practices for student-working. The analysis is then used to inform a discussion about whether this is a legitimate area for public policy formulation and if so, what principles might underpin such policy and what some policies might look like. © 2013 Copyright Taylor and Francis Group, LLC.
- Authors: Smith, Erica , Patton, Wendy
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Education and Work Vol. 26, no. 1 (2013), p. 48-76
- Full Text:
- Reviewed:
- Description: This paper uses data from interviews with representatives of national and state organisations that have a policy interest in student-working in Australia. The interviewees included representatives from employer bodies and trade unions as well as government organisations. The data are used to discuss these stakeholders' perceptions of the main advantages and disadvantages of working by young full-time students and the ways in which organisations in the business and educational sectors have adapted their policies and practices for student-working. The analysis is then used to inform a discussion about whether this is a legitimate area for public policy formulation and if so, what principles might underpin such policy and what some policies might look like. © 2013 Copyright Taylor and Francis Group, LLC.
Promoting the development of children's emotional and social wellbeing in early childhood settings : How can we enhance the capability of educators to fulfil role expectations?
- Temple, Elizabeth, Emmett, Susan
- Authors: Temple, Elizabeth , Emmett, Susan
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Early Childhood Vol. 38, no. 1 (2013), p. 66-72
- Full Text:
- Reviewed:
- Description: This article discusses the expectations implicit in both Early Years Learning and National Quality Frameworks regarding the role of early childhood educators in promoting the development of children's social and emotional wellbeing. There is a specific focus on factors that may impact on the ability of early childhood educators to successfully adjust their practice to meet these expectations. Suggestions are made in relation to the training and education of pre-service teachers and the professional development of the current early childhood workforce to ensure that all early childhood educators are able to promote the development of social and emotional wellbeing in children. Copyright 2013. All rights reserved by Early Childhood Australia Inc.
- Description: 2003011108
- Authors: Temple, Elizabeth , Emmett, Susan
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Early Childhood Vol. 38, no. 1 (2013), p. 66-72
- Full Text:
- Reviewed:
- Description: This article discusses the expectations implicit in both Early Years Learning and National Quality Frameworks regarding the role of early childhood educators in promoting the development of children's social and emotional wellbeing. There is a specific focus on factors that may impact on the ability of early childhood educators to successfully adjust their practice to meet these expectations. Suggestions are made in relation to the training and education of pre-service teachers and the professional development of the current early childhood workforce to ensure that all early childhood educators are able to promote the development of social and emotional wellbeing in children. Copyright 2013. All rights reserved by Early Childhood Australia Inc.
- Description: 2003011108
Why children join and stay in sports clubs : Case studies in Australian, French and German swimming clubs
- Light, Richard, Harvey, Stephen, Memmert, Daniel
- Authors: Light, Richard , Harvey, Stephen , Memmert, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 4 (2013), p. 550-566
- Full Text:
- Reviewed:
- Description: This article builds upon research on youth sport clubs conducted from a socio-cultural perspective by reporting on a study that inquired into the reasons why children aged 9-12 joined swimming clubs in France, Germany and Australia. Comprising three case studies it employed a mixed method approach with results considered within the framework of Côté and colleagues' Development Model of Sport Participation (DMSP). It identifies the importance of parents, the social dimensions of experience in the clubs and of appropriate competition in attracting the children to the clubs and keeping them there. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011094
- Authors: Light, Richard , Harvey, Stephen , Memmert, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 4 (2013), p. 550-566
- Full Text:
- Reviewed:
- Description: This article builds upon research on youth sport clubs conducted from a socio-cultural perspective by reporting on a study that inquired into the reasons why children aged 9-12 joined swimming clubs in France, Germany and Australia. Comprising three case studies it employed a mixed method approach with results considered within the framework of Côté and colleagues' Development Model of Sport Participation (DMSP). It identifies the importance of parents, the social dimensions of experience in the clubs and of appropriate competition in attracting the children to the clubs and keeping them there. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011094
'Ordinary kids' navigating geographies of educational opportunity in the context of an Australian 'place-based intervention'
- Smyth, John, McInerney, Peter
- Authors: Smyth, John , McInerney, Peter
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Education Policy Vol. 29, no. 3 (May 2014), p. 285-301
- Relation: http://purl.org/au-research/grants/arc/DP110102619
- Full Text:
- Reviewed:
- Description: This paper addresses the vexed educational policy aspects of area-based interventions (ABIs) in neighbourhoods designated as 'disadvantaged' in an Australian context. We find that the way in which the policy of ABIs is supposed to operate and impact education is highly problematic. What we present instead in this paper is a much more complex process by which aspirations are formed, sustained, contested and maintained by young people who regard themselves as 'ordinary' and as being engaged instead in a process of navigating educational opportunities on the basis of resources available to them.
- Authors: Smyth, John , McInerney, Peter
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Education Policy Vol. 29, no. 3 (May 2014), p. 285-301
- Relation: http://purl.org/au-research/grants/arc/DP110102619
- Full Text:
- Reviewed:
- Description: This paper addresses the vexed educational policy aspects of area-based interventions (ABIs) in neighbourhoods designated as 'disadvantaged' in an Australian context. We find that the way in which the policy of ABIs is supposed to operate and impact education is highly problematic. What we present instead in this paper is a much more complex process by which aspirations are formed, sustained, contested and maintained by young people who regard themselves as 'ordinary' and as being engaged instead in a process of navigating educational opportunities on the basis of resources available to them.