Peer educators in the facilitation of sexuality and respectful relationship education for people with an intellectual disability : a scoping review and narrative synthesis
- James, Michelle, Porter, Joanne, Kattel, Sumitra, Prokopiv, Valerie, Hopwood, Peter
- Authors: James, Michelle , Porter, Joanne , Kattel, Sumitra , Prokopiv, Valerie , Hopwood, Peter
- Date: 2022
- Type: Text , Journal article
- Relation: Sexuality and Disability Vol. 40, no. 3 (2022), p. 487-502
- Full Text:
- Reviewed:
- Description: A scoping review was conducted to identify how peer-education models are being used in sexuality and respectful relationship education for people with a disability. The search was conducted in August 2021 using the Joanna Briggs framework to scope and map the literature and research activity. Using strict criteria, 7 online databases, grey literature and reference lists were searched for resources written or published in the last 15 years (2006–2021). Relevant sources were shortlisted and assessed by the two authors. Six sources met the criteria for inclusion in this review. In total, four educational programs are described and discussed. The results identify four sexuality and respectful relationship programs that met screening criteria: (1) “Telling it like it is!”, (2) “Sexual Lives and Respectful Relationships”, (3) “Talking about sex and relationships: the views of young people with learning disabilities”, and (4) “Health, Safety & Sexuality Training for You & Me”. Peer-educators experienced increased confidence and feelings of empowerment, while people without an intellectual disability reported a greater understanding of the challenges and experiences of people with a disability. The use of peer educators to deliver sexuality and respectful relationship education for people with intellectual disability is a promising education model with multiple potential benefits for participants. However, more research is needed to understand the consequences and limitations of such programs. © 2022, Crown.
- Authors: James, Michelle , Porter, Joanne , Kattel, Sumitra , Prokopiv, Valerie , Hopwood, Peter
- Date: 2022
- Type: Text , Journal article
- Relation: Sexuality and Disability Vol. 40, no. 3 (2022), p. 487-502
- Full Text:
- Reviewed:
- Description: A scoping review was conducted to identify how peer-education models are being used in sexuality and respectful relationship education for people with a disability. The search was conducted in August 2021 using the Joanna Briggs framework to scope and map the literature and research activity. Using strict criteria, 7 online databases, grey literature and reference lists were searched for resources written or published in the last 15 years (2006–2021). Relevant sources were shortlisted and assessed by the two authors. Six sources met the criteria for inclusion in this review. In total, four educational programs are described and discussed. The results identify four sexuality and respectful relationship programs that met screening criteria: (1) “Telling it like it is!”, (2) “Sexual Lives and Respectful Relationships”, (3) “Talking about sex and relationships: the views of young people with learning disabilities”, and (4) “Health, Safety & Sexuality Training for You & Me”. Peer-educators experienced increased confidence and feelings of empowerment, while people without an intellectual disability reported a greater understanding of the challenges and experiences of people with a disability. The use of peer educators to deliver sexuality and respectful relationship education for people with intellectual disability is a promising education model with multiple potential benefits for participants. However, more research is needed to understand the consequences and limitations of such programs. © 2022, Crown.
Applied aspirations : design and applied art at the Ballarat Technical Art School during the early twentieth century
- Authors: Whetter, Elise
- Date: 2021
- Type: Text , Thesis , PhD
- Full Text:
- Description: Applied art and design schools operate at the nexus of art, industry, and education. During the early decades of the twentieth century, the regionally located Ballarat Technical Art School (BTAS) was the leading institution of its kind in Victoria, Australia, amid shifting economic, cultural, and pedagogical conditions. Emerging from a 1907 amalgamation of institutions, and subsequently administrated by the School of Mines Ballarat (SMB), BTAS was equipped with the assets, experience, and historic reputation necessary to surpass its provincial and metropolitan rivals. This micro-historical case-study employs qualitative analysis of primary sources to investigate the aims, outputs, and importance of BTAS, contextualised by the expectations and influences it operated under during the inaugural principalship of artist and educator, Herbert Henry Smith. Smith oversaw the training of designers, craftspeople, artists, and teachers from 1907 until his retirement in early 1940—a period of tumultuous events, fiscal obstacles, and social and cultural debate. The institution was accountable to diverse stakeholders and arbiters of taste, and successive cohorts learned in a contested space between tradition, origination, and modernisation. Pierre Bourdieu’s cultural theory serves to navigate this web of hierarchies, assumptions, and tensions, while secondary sources help contextualise findings. This thesis also discusses the suite of drawing, design and material-based disciplines delivered at BTAS as single subjects, full courses, and supplementary art-trade training. Throughout, featured students provide examples of regionally trained, Australian designer-maker and artist-teacher experiences. BTAS students learned from ambitious and skilled men and women, benefited from strong professional networks, and fostered a notable esprit-de-corps. The school was significant for its contribution to female technical training. The school’s pre-eminent position was modified during the late 1920s, when much art and art-teacher training was re-centred in Melbourne. Yet, the valuable, compelling, and widespread influence of Ballarat Technical Art School graduates resonated for decades.
- Description: Doctor of Philosophy
- Authors: Whetter, Elise
- Date: 2021
- Type: Text , Thesis , PhD
- Full Text:
- Description: Applied art and design schools operate at the nexus of art, industry, and education. During the early decades of the twentieth century, the regionally located Ballarat Technical Art School (BTAS) was the leading institution of its kind in Victoria, Australia, amid shifting economic, cultural, and pedagogical conditions. Emerging from a 1907 amalgamation of institutions, and subsequently administrated by the School of Mines Ballarat (SMB), BTAS was equipped with the assets, experience, and historic reputation necessary to surpass its provincial and metropolitan rivals. This micro-historical case-study employs qualitative analysis of primary sources to investigate the aims, outputs, and importance of BTAS, contextualised by the expectations and influences it operated under during the inaugural principalship of artist and educator, Herbert Henry Smith. Smith oversaw the training of designers, craftspeople, artists, and teachers from 1907 until his retirement in early 1940—a period of tumultuous events, fiscal obstacles, and social and cultural debate. The institution was accountable to diverse stakeholders and arbiters of taste, and successive cohorts learned in a contested space between tradition, origination, and modernisation. Pierre Bourdieu’s cultural theory serves to navigate this web of hierarchies, assumptions, and tensions, while secondary sources help contextualise findings. This thesis also discusses the suite of drawing, design and material-based disciplines delivered at BTAS as single subjects, full courses, and supplementary art-trade training. Throughout, featured students provide examples of regionally trained, Australian designer-maker and artist-teacher experiences. BTAS students learned from ambitious and skilled men and women, benefited from strong professional networks, and fostered a notable esprit-de-corps. The school was significant for its contribution to female technical training. The school’s pre-eminent position was modified during the late 1920s, when much art and art-teacher training was re-centred in Melbourne. Yet, the valuable, compelling, and widespread influence of Ballarat Technical Art School graduates resonated for decades.
- Description: Doctor of Philosophy
Investing in sustainable and resilient rural social space: Lessons for teacher education
- White, Simone, Lock, Graeme, Hastings, Wendy, Cooper, Maxine, Reid, Jo-Anne, Green, Bill
- Authors: White, Simone , Lock, Graeme , Hastings, Wendy , Cooper, Maxine , Reid, Jo-Anne , Green, Bill
- Date: 2021
- Type: Text , Journal article
- Relation: Australian and International Journal of Rural Education Vol. 31, no. 2 (2021), p. 46-55
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- Description: Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas.
- Authors: White, Simone , Lock, Graeme , Hastings, Wendy , Cooper, Maxine , Reid, Jo-Anne , Green, Bill
- Date: 2021
- Type: Text , Journal article
- Relation: Australian and International Journal of Rural Education Vol. 31, no. 2 (2021), p. 46-55
- Full Text:
- Reviewed:
- Description: Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas.
A 3D approach to first year English education
- Authors: Zeegers, Margaret
- Date: 2013
- Type: Text , Journal article
- Relation: Quality Assurance in Education Vol. 21, no. 1 (2013), p. 54-69
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- Description: Purpose: The purpose of this paper is to explore the suggestive possibilities of an approach to undergraduate English teacher education that the author has called the 3D Approach - Develop professional knowledge, Display professional knowledge, Disseminate professional knowledge - in relation to a number of groups of first year pre-service teachers (PSTs) engaging the teaching and learning materials of their English education course. Design/methodology/approach: The paper examines ways in which this approach has been assessed by the PSTs themselves, constructing this as an expression of their lived experience as PSTs. The author draws on Vygotsky's concept of the Zone of Proximal Development, initiates a systematic and orchestrated program of explicit scaffolding of first year PST learning and draws on University-generated student assessment of their courses, focus groups and individual interviews to investigate ways in which the 3D approach may be considered as enhancing first year PST learning. Findings: PSTs' own informed evaluations of their own developing knowledge have made visible the teaching and learning that they have engaged and articulated. What the author outlines in this paper is not a "Eureka" moment for first year PSTs, but it is the result of careful scholarly considerations of what careful scholarly considerations by first years in Education courses may engage. For this cohort of PSTs, and for the author, it is a particular form of engagement with pedagogy. It is a pedagogy for teachers, part of active engagement on the part of the teacher and the learner, producing knowledge together. Research limitations/implications: Lack of generalisability from case study research may be considered as a limitation, but the author would argue that it is the details thrown up for careful examination in a case study which may serve to inform professional discussion and debate. Practical implications: Negative press of inadequate teachers emerging from universities, with their specious claims will not progress reasoned discussion; research on how the PSTs are themselves taught and how they develop as professionals will. PSTs' own informed evaluations of their own developing knowledge will go some way towards enabling this to happen. This sort of research opens up possibilities for starting with the right sort of questions, a shift from asking the wrong sort of questions, which the author would argue is that sort on which the media are basing their opinion pieces. Social implications: Continuing public discussions, usually conducted in and by the media, about teacher quality, particularly as this tends to be tied to notions of teacher pay, indicates a wider social concern about the need for quality teachers. This sort of social concern is also a major concern for teacher educators, and is to be addressed as such. This paper addresses some of those concerns. Originality/value: The paper engages issues about teacher education raised publicly in the media and ties these to the more private domain of university practice in a given teacher education course. © Emerald Group Publishing Limited.
At last count : Engineering undergraduates in 21st Century Australia
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
Virtual teams : Worlds apart
- Authors: Knox, Ian , Wilmott, Deirdre
- Date: 2008
- Type: Text , Conference proceedings
- Full Text:
- Description: Virtual teams are a relatively new phenomenon. A number of studies have focused on the description of team development and the group process of virtual learning teams as they form. This paper is a study of how Australian and American undergraduates worked together in virtual teams to respond to ethical and business practice problems for a given scenario. The study specifically examined the communication methods, task completion methodology and cultural differences exhibited by two undergraduate classes from the University of Ballarat, Ballarat Australia and Jacksonville State University, Jacksonville, Alabama, United States. Both synchronous and asynchronous communications methods were used with differing levels of enthusiasm and acceptance. Although the study was based on a small sample, which limits its generalisability, there are implications to inform those who are considering similar methods in their teaching. © 2008 Ian Knox and Deirdre Wilmott.
- Description: 2003010647
- Authors: Knox, Ian , Wilmott, Deirdre
- Date: 2008
- Type: Text , Conference proceedings
- Full Text:
- Description: Virtual teams are a relatively new phenomenon. A number of studies have focused on the description of team development and the group process of virtual learning teams as they form. This paper is a study of how Australian and American undergraduates worked together in virtual teams to respond to ethical and business practice problems for a given scenario. The study specifically examined the communication methods, task completion methodology and cultural differences exhibited by two undergraduate classes from the University of Ballarat, Ballarat Australia and Jacksonville State University, Jacksonville, Alabama, United States. Both synchronous and asynchronous communications methods were used with differing levels of enthusiasm and acceptance. Although the study was based on a small sample, which limits its generalisability, there are implications to inform those who are considering similar methods in their teaching. © 2008 Ian Knox and Deirdre Wilmott.
- Description: 2003010647
A profile of men's sheds in Australia: Patterns, purposes, profiles and experiences of participants: Some implications for ACE and VET about engaging older men
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Global VET: Challenges at the global, national and local levels Conference 2006, Wollongong, New South Wales : 19th April, 2006
- Full Text:
- Reviewed:
- Description: This paper uses literature and survey results to explore several issues associated with the emergence and development of community-based men’s sheds in Australia and their relationship to both community and further education and the training system. It develops a series of questions about these developments and their relationship to the development of men as learners as well as the nature of education and voluntary organisations. The confirms for the first time, using compelling and rigorously collected survey data from participants, the critical value of men’s sheds in community settings in Australia to older men’s well being: particularly to their health, social enjoyment, ongoing learning capacity and ability to contribute to the community. The sheds, relatively recently created, now provide a valuable and critically important place for a wide range of mainly older men within safe, supervised settings in where approximately 150 such sheds are now found in southern Australia. They allow men to regularly meet and happily socialise, mainly with other men with tools, in a safe, familiar, shared workspace in a wide range of communities, situations and organisational types. The men who use men’s sheds respond positively to environments that allow them to feel at home and learn by doing, in practical, group situations with other men. This paper confirms the high potential of men’s sheds, if carefully configured and managed, to include and support men experiencing issues associated with retirement, health, social isolation, aging and significant change.
- Description: E1
- Description: 2003002043
- Authors: Golding, Barry
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Global VET: Challenges at the global, national and local levels Conference 2006, Wollongong, New South Wales : 19th April, 2006
- Full Text:
- Reviewed:
- Description: This paper uses literature and survey results to explore several issues associated with the emergence and development of community-based men’s sheds in Australia and their relationship to both community and further education and the training system. It develops a series of questions about these developments and their relationship to the development of men as learners as well as the nature of education and voluntary organisations. The confirms for the first time, using compelling and rigorously collected survey data from participants, the critical value of men’s sheds in community settings in Australia to older men’s well being: particularly to their health, social enjoyment, ongoing learning capacity and ability to contribute to the community. The sheds, relatively recently created, now provide a valuable and critically important place for a wide range of mainly older men within safe, supervised settings in where approximately 150 such sheds are now found in southern Australia. They allow men to regularly meet and happily socialise, mainly with other men with tools, in a safe, familiar, shared workspace in a wide range of communities, situations and organisational types. The men who use men’s sheds respond positively to environments that allow them to feel at home and learn by doing, in practical, group situations with other men. This paper confirms the high potential of men’s sheds, if carefully configured and managed, to include and support men experiencing issues associated with retirement, health, social isolation, aging and significant change.
- Description: E1
- Description: 2003002043
The applicability of networks in Australian adult and vocational learning research
- Authors: Golding, Barry
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Learns and Practitioners: The Heart of the Matter, Canberra : 17th March, 2004
- Full Text:
- Reviewed:
- Description: Networks have increasingly been recognised by educators as important in adult and vocational learning contexts, in that they have the capacity to help potential learners engage and become better connected with a wide range of learning organisations through their families, jobs and communities and also with opportunities for future learning and work. The importance of ‘being connected’, including through networks to and between learning organisations, has come into higher relief with a recent increase in theorising about aspects of social capital including learning networks, the growth of lifelong learning and an identification of the particular penalties associated with several forms of disengagement from learning for people of all ages. This paper begins with a scan of research literature on networks in adult and vocational learning. The paper identifies some new techniques involving networks, found by experience to assist in the process of adult and vocational learning research: particularly for identifying potential research interviewees within learning organisations and communities, strengthening relationships between learning organisations and identifying opportunities for future collaboration. It also provides some insights from new data on organisational networks derived from a number of recent research studies about learning networks in TAFE, adult and community education and public safety organisations in small and remote towns. The paper finally provides a number of tentative, general findings about the broader applicability of network theory to research and theories about learning in such contexts.
- Description: E1
- Description: 2003000774
- Authors: Golding, Barry
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Learns and Practitioners: The Heart of the Matter, Canberra : 17th March, 2004
- Full Text:
- Reviewed:
- Description: Networks have increasingly been recognised by educators as important in adult and vocational learning contexts, in that they have the capacity to help potential learners engage and become better connected with a wide range of learning organisations through their families, jobs and communities and also with opportunities for future learning and work. The importance of ‘being connected’, including through networks to and between learning organisations, has come into higher relief with a recent increase in theorising about aspects of social capital including learning networks, the growth of lifelong learning and an identification of the particular penalties associated with several forms of disengagement from learning for people of all ages. This paper begins with a scan of research literature on networks in adult and vocational learning. The paper identifies some new techniques involving networks, found by experience to assist in the process of adult and vocational learning research: particularly for identifying potential research interviewees within learning organisations and communities, strengthening relationships between learning organisations and identifying opportunities for future collaboration. It also provides some insights from new data on organisational networks derived from a number of recent research studies about learning networks in TAFE, adult and community education and public safety organisations in small and remote towns. The paper finally provides a number of tentative, general findings about the broader applicability of network theory to research and theories about learning in such contexts.
- Description: E1
- Description: 2003000774
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