A fine romance? Developing a transformational school-university partnership
- Goriss-Hunter, Anitra, Sellings, Peter, Lenk, Karen, Scash, Melinda
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Lenk, Karen , Scash, Melinda
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Practice and Theory Vol. 43, no. 1 (2021), p. 57-76
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- Description: This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers.
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Lenk, Karen , Scash, Melinda
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Practice and Theory Vol. 43, no. 1 (2021), p. 57-76
- Full Text:
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- Description: This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding. Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had even-tuated. These benefits include authentic learning experiences and the raising of university aspirations for school students. © 2021 James Nicholas Publishers.
Building empathy through a design thinking project : a case study with middle secondary schoolboys
- Dawbin, Benjamin, Sherwen, Matthew, Dean, Sue, Donnelly, Samantha, Cant, Robyn
- Authors: Dawbin, Benjamin , Sherwen, Matthew , Dean, Sue , Donnelly, Samantha , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
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- Description: Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
- Authors: Dawbin, Benjamin , Sherwen, Matthew , Dean, Sue , Donnelly, Samantha , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
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- Description: Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
Collaboratively designing a national, mandated teaching performance assessment in a multi-university consortium: Leadership, dispositions and tensions
- McGraw, Amanda, Keamy, Ron, Kriewaldt, Jeana, Brandenburg, Robyn, Walker, Rebecca, Crane, Nadine
- Authors: McGraw, Amanda , Keamy, Ron , Kriewaldt, Jeana , Brandenburg, Robyn , Walker, Rebecca , Crane, Nadine
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 46, no. 5 (2021), p. 39-53
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- Description: It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions. © 2021 Social Science Press. All rights reserved.
- Authors: McGraw, Amanda , Keamy, Ron , Kriewaldt, Jeana , Brandenburg, Robyn , Walker, Rebecca , Crane, Nadine
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 46, no. 5 (2021), p. 39-53
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- Description: It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions. © 2021 Social Science Press. All rights reserved.
Literacy and numeracy support in vocational education : Perceptions from engineering apprentices in Victoria
- Levy, Stuart, Briede, Michelle, Frost-Camilleri, Liam
- Authors: Levy, Stuart , Briede, Michelle , Frost-Camilleri, Liam
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 3 (2021), p. 891-913
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- Description: This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices’ perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices’ approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices’ learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended. © 2021, Western Australian Institute for Educational Research Inc.. All rights reserved.
- Authors: Levy, Stuart , Briede, Michelle , Frost-Camilleri, Liam
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 3 (2021), p. 891-913
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- Description: This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices’ perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices’ approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices’ learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended. © 2021, Western Australian Institute for Educational Research Inc.. All rights reserved.
The oral language productive vocabulary profile of children starting school : a resource for teachers
- Authors: Green, Clarence
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Education Vol. 65, no. 1 (APR 2021), p. 41-54
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- Description: The oral language proficiency of students in early education is crucial as teachers draw on this as a resource when developing literacy. There is a need to better understand what this oral language resource consists of at school entry, particularly the diversity amongst children so as to address inequalities. This article reports a study on a key component of oral language, namely productive vocabulary. It profiles the oral language vocabulary in approximately 3.6 million words produced by a large sample of almost 800 children under the age of five. The results are reported in a productive vocabulary resource, structured as a list of 2767 vocabulary targets. This profile represents highly productive vocabulary presumably known by most children as well as more advanced vocabulary not part of every child's oral language. The article demonstrates the pedagogical implications of this research in the context of the National Literacy Learning Progressions of the Australian National Curriculum.
- Authors: Green, Clarence
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Education Vol. 65, no. 1 (APR 2021), p. 41-54
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- Description: The oral language proficiency of students in early education is crucial as teachers draw on this as a resource when developing literacy. There is a need to better understand what this oral language resource consists of at school entry, particularly the diversity amongst children so as to address inequalities. This article reports a study on a key component of oral language, namely productive vocabulary. It profiles the oral language vocabulary in approximately 3.6 million words produced by a large sample of almost 800 children under the age of five. The results are reported in a productive vocabulary resource, structured as a list of 2767 vocabulary targets. This profile represents highly productive vocabulary presumably known by most children as well as more advanced vocabulary not part of every child's oral language. The article demonstrates the pedagogical implications of this research in the context of the National Literacy Learning Progressions of the Australian National Curriculum.
Afterword : a fresh look at workplace learning for VET teachers
- Authors: Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 18, no. 1 (2020), p. 84-92
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- Description: The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 18, no. 1 (2020), p. 84-92
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- Description: The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Generation, gender, and leadership : Metaphors and images
- Burkinshaw, Paula, White, Kate
- Authors: Burkinshaw, Paula , White, Kate
- Date: 2020
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 5, no. (2020), p. 1-10
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- Description: This article explores the metaphors and images used by different generations of women to describe women's leadership in higher education (HE) and the impact these perceptions have on their careers and career ambitions. It also explores how such metaphors and images can position them as “other,” silence their voices in the dominant masculinist discourse, and marginalize them. The emphasis in the gender and higher education literature has been on identifying the barriers that impede women's progress in academic organizations, including images of continuing hegemonic masculine leadership, and their promotion to leadership positions. These models position women leaders who are assertive as troublemakers, and women as “the problem” either because of their attitudes or perceived domestic and family responsibilities. And while women leaders are often not gender conscious, they are frequently doing gender in their senior roles. The metaphors and images that portray women's leadership are often of hidden work, supporting more senior males, or “ivory basement” leadership. Combined, they suggest a deficit model that positions women as lacking for top jobs, and institutions therefore needing to “fix the women” generally through leadership development programmes, sponsorship and mentoring. The article examines the metaphors and images used to describe women's leadership across two generations. Older women often saw their leadership as conforming to male leadership models, as fitting in, and not challenging or unsettling their male colleagues. However, a younger generation of leaders or prospective leaders had a very different set of metaphors for their leadership. They saw themselves as unsupported by what they described as the current mediocre, institutional leaders, weighed down by inexorable organizational restructure, and merely in survival mode. Hence, they refused to accept the masculinist leadership model which they perceived as ineffectual, outdated and not meeting their needs. The article suggests that the prevailing culture in higher education leadership and the metaphors and images used to describe successful leadership narrows the options for women leaders. While older women were prepared to accept current masculinist leadership, younger women had contempt for the way it marginalized them while at the same time encouraging them to lift their game and had a different set of metaphors and images to portray what successful leadership should look like. © Copyright © 2020 Burkinshaw and White.
- Authors: Burkinshaw, Paula , White, Kate
- Date: 2020
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 5, no. (2020), p. 1-10
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- Description: This article explores the metaphors and images used by different generations of women to describe women's leadership in higher education (HE) and the impact these perceptions have on their careers and career ambitions. It also explores how such metaphors and images can position them as “other,” silence their voices in the dominant masculinist discourse, and marginalize them. The emphasis in the gender and higher education literature has been on identifying the barriers that impede women's progress in academic organizations, including images of continuing hegemonic masculine leadership, and their promotion to leadership positions. These models position women leaders who are assertive as troublemakers, and women as “the problem” either because of their attitudes or perceived domestic and family responsibilities. And while women leaders are often not gender conscious, they are frequently doing gender in their senior roles. The metaphors and images that portray women's leadership are often of hidden work, supporting more senior males, or “ivory basement” leadership. Combined, they suggest a deficit model that positions women as lacking for top jobs, and institutions therefore needing to “fix the women” generally through leadership development programmes, sponsorship and mentoring. The article examines the metaphors and images used to describe women's leadership across two generations. Older women often saw their leadership as conforming to male leadership models, as fitting in, and not challenging or unsettling their male colleagues. However, a younger generation of leaders or prospective leaders had a very different set of metaphors for their leadership. They saw themselves as unsupported by what they described as the current mediocre, institutional leaders, weighed down by inexorable organizational restructure, and merely in survival mode. Hence, they refused to accept the masculinist leadership model which they perceived as ineffectual, outdated and not meeting their needs. The article suggests that the prevailing culture in higher education leadership and the metaphors and images used to describe successful leadership narrows the options for women leaders. While older women were prepared to accept current masculinist leadership, younger women had contempt for the way it marginalized them while at the same time encouraging them to lift their game and had a different set of metaphors and images to portray what successful leadership should look like. © Copyright © 2020 Burkinshaw and White.
A novel hamstring strain injury prevention system: post-match strength testing for secondary prevention in football
- Wollin, Martin, Thorborg, Kristian, Drew, Michael, Pizzari, Tania
- Authors: Wollin, Martin , Thorborg, Kristian , Drew, Michael , Pizzari, Tania
- Date: 2019
- Type: Text , Journal article , Editorial
- Relation: British Journal of Sports Medicine Vol. , no. (2019), p.
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- Authors: Wollin, Martin , Thorborg, Kristian , Drew, Michael , Pizzari, Tania
- Date: 2019
- Type: Text , Journal article , Editorial
- Relation: British Journal of Sports Medicine Vol. , no. (2019), p.
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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:
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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.
Efficacy of a compulsory homework programme for increasing physical activity and improving nutrition in children: A cluster randomised controlled trial
- Duncan, Scott, Stewart, Tom, McPhee, Julia, Borotkanics, Robert, Prendergast, Kate, Zinn, Caryn, Meredith-Jones, Kim, Taylor, Rachael, McLachlan, Claire, Schofield, Grant
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
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- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
- Full Text:
- Reviewed:
- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
Opportunities for intra-university collaborations in the new research environment
- Steel, Kathryn, Thompson, Helen, Wright, Wendy
- Authors: Steel, Kathryn , Thompson, Helen , Wright, Wendy
- Date: 2019
- Type: Text , Journal article
- Relation: Higher Education Research and Development Vol. 38, no. 3 (2019), p. 638-652
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- Description: New opportunities for research collaborations within universities are explored through reflection on a recent collaboration between an academic researcher, the library and the eResearch Centre at a regional Australian university. Such opportunities arise from significant changes to the research landscape, including increased emphasis on open access publication of research outputs and the growth of eResearch capabilities. The latter has resulted in increases in data size and complexity and provides opportunities for collaboration across research institutions. This article reflects on the dynamics and assesses the outcomes of a collaboration formed during an externally funded open research data project. This project and a precursor project are briefly described, together with the specific contribution of each collaborator. Collaboration dynamics and the reasons for project success are assessed, as are implications for future research practice. Outcomes from eResearch collaborations may provide broader benefits to universities, as well as rewards to academic researchers.
- Authors: Steel, Kathryn , Thompson, Helen , Wright, Wendy
- Date: 2019
- Type: Text , Journal article
- Relation: Higher Education Research and Development Vol. 38, no. 3 (2019), p. 638-652
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- Description: New opportunities for research collaborations within universities are explored through reflection on a recent collaboration between an academic researcher, the library and the eResearch Centre at a regional Australian university. Such opportunities arise from significant changes to the research landscape, including increased emphasis on open access publication of research outputs and the growth of eResearch capabilities. The latter has resulted in increases in data size and complexity and provides opportunities for collaboration across research institutions. This article reflects on the dynamics and assesses the outcomes of a collaboration formed during an externally funded open research data project. This project and a precursor project are briefly described, together with the specific contribution of each collaborator. Collaboration dynamics and the reasons for project success are assessed, as are implications for future research practice. Outcomes from eResearch collaborations may provide broader benefits to universities, as well as rewards to academic researchers.
Primed to perform : Comparing different pre-performance routine interventions to improve accuracy in closed, self-paced motor tasks
- Mesagno, Christopher, Beckmann, Jurgen, Wergin, Vanessa, Gröpel, Peter
- Authors: Mesagno, Christopher , Beckmann, Jurgen , Wergin, Vanessa , Gröpel, Peter
- Date: 2019
- Type: Text , Journal article
- Relation: Psychology of Sport and Exercise Vol. 43, no. (2019), p. 73-81
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- Description: Objectives: Two experimental studies were conducted to test and compare whether different pre-performance routines (i.e., left-hand dynamic handgrip and an extensive routine) can improve (and potentially have a combined effect on) accuracy in closed, self-paced motor tasks. Design/method: Study 1 used a standardised laboratory task to measure motor performance, while Study 2 was a field experiment measuring tenpin bowling accuracy and in-game performance as outcome variables. Both studies consisted of a pretest phase followed by one or two test phases using a group-specific pre-performance routine (PPR), or control, condition. Results: Results of both studies indicated that the inexperienced students (Study 1) and experienced athletes (Study 2) within the intervention groups were more accurate when using the intervention than a control group (not provided an intervention). Using a combined (i.e., left-hand dynamic handgrip and extensive) PPR may not have additive performance effects. Furthermore, using a PPR intervention did not equate to better in-game performance in Study 2. Conclusions: These studies indicate that the element of left-hand dynamic handgrip as a PPR may be comparable to control groups, but further research is needed to determine if it is comparable to extensive PPR interventions that promote concentration on the task for increased performance generally (and under pressure).
- Authors: Mesagno, Christopher , Beckmann, Jurgen , Wergin, Vanessa , Gröpel, Peter
- Date: 2019
- Type: Text , Journal article
- Relation: Psychology of Sport and Exercise Vol. 43, no. (2019), p. 73-81
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- Description: Objectives: Two experimental studies were conducted to test and compare whether different pre-performance routines (i.e., left-hand dynamic handgrip and an extensive routine) can improve (and potentially have a combined effect on) accuracy in closed, self-paced motor tasks. Design/method: Study 1 used a standardised laboratory task to measure motor performance, while Study 2 was a field experiment measuring tenpin bowling accuracy and in-game performance as outcome variables. Both studies consisted of a pretest phase followed by one or two test phases using a group-specific pre-performance routine (PPR), or control, condition. Results: Results of both studies indicated that the inexperienced students (Study 1) and experienced athletes (Study 2) within the intervention groups were more accurate when using the intervention than a control group (not provided an intervention). Using a combined (i.e., left-hand dynamic handgrip and extensive) PPR may not have additive performance effects. Furthermore, using a PPR intervention did not equate to better in-game performance in Study 2. Conclusions: These studies indicate that the element of left-hand dynamic handgrip as a PPR may be comparable to control groups, but further research is needed to determine if it is comparable to extensive PPR interventions that promote concentration on the task for increased performance generally (and under pressure).
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
- Full Text:
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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).
Time-to-event analysis for sports injury research part 2 : Time-varying outcomes
- 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. 70-78
- Full Text:
- Reviewed:
- Description: Background: Time-to-event modelling is underutilised in sports injury research. Still, sports injury researchers have been encouraged to consider time-to-event analyses as a powerful alternative to other statistical methods. Therefore, it is important to shed light on statistical approaches suitable for analysing training load related key-questions within the sports injury domain. Content: In the present article, we illuminate: (i) the possibilities of including time-varying outcomes in time-to-event analyses, (ii) how to deal with a situation where different types of sports injuries are included in the analyses (ie, competing risks), and (iii) how to deal with the situation where multiple subsequent injuries occur in the same athlete. Conclusion: Time-to-event analyses can handle time-varying outcomes, competing risk and multiple subsequent injuries. Although powerful, time-to-event has important requirements: researchers are encouraged to carefully consider prior to any data collection that five injuries per exposure state or transition is needed to avoid conducting statistical analyses on time-to-event data leading to biased results. This requirement becomes particularly difficult to accommodate when a stratified analysis is required as the number of variables increases exponentially for each additional strata included. In future sports injury research, we need stratified analyses if the target of our research is to respond to the question: 'how much change in training load is too much before injury is sustained, among athletes with different characteristics?' Responding to this question using multiple time-varying exposures (and outcomes) requires millions of injuries. This should not be a barrier for future research, but collaborations across borders to collecting the amount of data needed seems to be an important step forward.
- 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. 70-78
- Full Text:
- Reviewed:
- Description: Background: Time-to-event modelling is underutilised in sports injury research. Still, sports injury researchers have been encouraged to consider time-to-event analyses as a powerful alternative to other statistical methods. Therefore, it is important to shed light on statistical approaches suitable for analysing training load related key-questions within the sports injury domain. Content: In the present article, we illuminate: (i) the possibilities of including time-varying outcomes in time-to-event analyses, (ii) how to deal with a situation where different types of sports injuries are included in the analyses (ie, competing risks), and (iii) how to deal with the situation where multiple subsequent injuries occur in the same athlete. Conclusion: Time-to-event analyses can handle time-varying outcomes, competing risk and multiple subsequent injuries. Although powerful, time-to-event has important requirements: researchers are encouraged to carefully consider prior to any data collection that five injuries per exposure state or transition is needed to avoid conducting statistical analyses on time-to-event data leading to biased results. This requirement becomes particularly difficult to accommodate when a stratified analysis is required as the number of variables increases exponentially for each additional strata included. In future sports injury research, we need stratified analyses if the target of our research is to respond to the question: 'how much change in training load is too much before injury is sustained, among athletes with different characteristics?' Responding to this question using multiple time-varying exposures (and outcomes) requires millions of injuries. This should not be a barrier for future research, but collaborations across borders to collecting the amount of data needed seems to be an important step forward.
Too many rib ticklers? Injuries in Australian women's cricket (PhD Academy Award)
- Authors: Perera, Nirmala
- Date: 2019
- Type: Text , Journal article , Editorial Material
- Relation: British Journal of Sports Medicine Vol. 53, no. 22 (Nov 2019), p. 1436-1437
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- Authors: Perera, Nirmala
- Date: 2019
- Type: Text , Journal article , Editorial Material
- Relation: British Journal of Sports Medicine Vol. 53, no. 22 (Nov 2019), p. 1436-1437
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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.
Effectiveness of online tailored advice to prevent running-related injuries and promote preventive behaviour in Dutch trail runners : A pragmatic randomised controlled trial
- Hespanhol, Luiz, van Mechelen, Willem, Verhagen, Evert
- Authors: Hespanhol, Luiz , van Mechelen, Willem , Verhagen, Evert
- Date: 2018
- Type: Text , Journal article
- Relation: British journal of sports medicine Vol. 52, no. 13 (2018), p. 851-858
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- Description: BACKGROUND: Trail running is popular worldwide, but there is no preventive intervention for running-related injury (RRI). AIM: To evaluate the effectiveness of adding online tailored advice (TrailS6 ) to general advice on (1) the prevention of RRIs and (2) the determinants and actual preventive behaviour in Dutch trail runners. METHODS: Two-arm randomised controlled trial over 6 months. 232 trail runners were randomly assigned to an intervention or control group. All participants received online general advice on RRI prevention 1 week after baseline. Every 2 weeks, participants in the intervention group received specific advice tailored to their RRI status. The control group received no further intervention. Bayesian mixed models were used to analyse the data. RESULTS: Trail runners in the intervention group sustained 13% fewer RRIs compared with those in the control group after 6 months of follow-up (absolute risk difference -13.1%, 95% Bayesian highest posterior credible interval (95% BCI) -23.3 to -3.1). A preventive benefit was observed in one out of eight trail runners who had received the online tailored advice for 6 months (number needed to treat 8, 95% BCI 3 to 22). No significant between-group difference was observed on the determinants and actual preventive behaviours. CONCLUSIONS: Online tailored advice prevented RRIs among Dutch trail runners. Therefore, online tailored advice may be used as a preventive component in multicomponent RRI prevention programmes. No effect was observed on determinants and actual preventive behaviours. TRIAL REGISTRATION NUMBER: The Netherlands National Trial Register (NTR5431).
- Authors: Hespanhol, Luiz , van Mechelen, Willem , Verhagen, Evert
- Date: 2018
- Type: Text , Journal article
- Relation: British journal of sports medicine Vol. 52, no. 13 (2018), p. 851-858
- Full Text:
- Reviewed:
- Description: BACKGROUND: Trail running is popular worldwide, but there is no preventive intervention for running-related injury (RRI). AIM: To evaluate the effectiveness of adding online tailored advice (TrailS6 ) to general advice on (1) the prevention of RRIs and (2) the determinants and actual preventive behaviour in Dutch trail runners. METHODS: Two-arm randomised controlled trial over 6 months. 232 trail runners were randomly assigned to an intervention or control group. All participants received online general advice on RRI prevention 1 week after baseline. Every 2 weeks, participants in the intervention group received specific advice tailored to their RRI status. The control group received no further intervention. Bayesian mixed models were used to analyse the data. RESULTS: Trail runners in the intervention group sustained 13% fewer RRIs compared with those in the control group after 6 months of follow-up (absolute risk difference -13.1%, 95% Bayesian highest posterior credible interval (95% BCI) -23.3 to -3.1). A preventive benefit was observed in one out of eight trail runners who had received the online tailored advice for 6 months (number needed to treat 8, 95% BCI 3 to 22). No significant between-group difference was observed on the determinants and actual preventive behaviours. CONCLUSIONS: Online tailored advice prevented RRIs among Dutch trail runners. Therefore, online tailored advice may be used as a preventive component in multicomponent RRI prevention programmes. No effect was observed on determinants and actual preventive behaviours. TRIAL REGISTRATION NUMBER: The Netherlands National Trial Register (NTR5431).
Freedom and constraint in teacher education : Reflections on experiences over time
- Authors: McGraw, Amanda
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 3 (2018), p. 154-167
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- Description: Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with her recent experience as a Program Leader working with colleagues to design a new Master of Teaching program. She interviews Professor Bernie Neville who was responsible for the design and implementation of the teacher education program she completed in 1983. He reflects on the principles guiding his practice at a time when greater freedoms were possible. She contrasts this with an interview her colleagues conducted with her during the program accreditation phase and highlights tensions in the current process of program design related to an increasing performance-orientation, greater levels of compliance, and managing an over-crowded curriculum.
- Authors: McGraw, Amanda
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 43, no. 3 (2018), p. 154-167
- Full Text:
- Reviewed:
- Description: Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with her recent experience as a Program Leader working with colleagues to design a new Master of Teaching program. She interviews Professor Bernie Neville who was responsible for the design and implementation of the teacher education program she completed in 1983. He reflects on the principles guiding his practice at a time when greater freedoms were possible. She contrasts this with an interview her colleagues conducted with her during the program accreditation phase and highlights tensions in the current process of program design related to an increasing performance-orientation, greater levels of compliance, and managing an over-crowded curriculum.
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:
- Reviewed:
- 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.
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.