Knowledge outcomes and retention of a university-based falls prevention education program (UniFPEP)
- Authors: Pascoe, Deborah , Stumieks, Daina , Close, Jacqueline , Teidemann, Anne , Lord, S , Twomey, Dara , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: Focus on Health Professional Education: A Multi-disciplinary Journal Vol. 15, no. 2 (2013), p. 55-66
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- Description: Abstract: Aim: This paper reports the evaluation of a new evidence-based university curriculum aimed at addressing workforce capacity building in the allied health sector through addressing the educational needs of exercise science students in relation to falls prevention and exercise prescription for older people. Background: Exercise scientists have the capacity to play a key role in the falls injury prevention workforce. To fulfil this role and contribute to preventing injuries in older people, it is necessary that they have the appropriate knowledge and skills. Methods: Over a 13-week period in 2008, 44 third-year and 21 fourth year students from an Australian university participated in the delivery and evaluation of a falls and injury prevention curriculum. Students' knowledge of falls and falls prevention was formally assessed using a knowledge questionnaire administered before (pre), immediately after (post) and at 13 weeks following (follow-up) completion of the curriculum. Differences in knowledge between pre-, post- and follow-up assessments were determined by repeated measures analysis of variance (p<0.05). Results: Overall knowledge levels significantly increased from 46% correct (pre) to 74% correct (post, p<0.001) and were sustained at follow-up (78% correct, p<0.001). Students' self-reported ratings of confidence in delivering exercise programs for older people and falls prevention also increased significantly (p<0.001). Conclusions: Completion of a targeted falls prevention curriculum provides significant improvements in the knowledge, skills and confidence in the preparation of exercise science students as members of the allied health workforce providing exercise prescription for falls prevention.
Learning the business of teacher education research: Editorial work as capacity building
- Authors: Reid, Joanne , McDonough, Sharon , Bown, Kathryn , Santoro, Ninetta , Mayer, Diane , Singh, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 41, no. 4 (November 2013), p. 345-349
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- Description: C4
Linking physical education with community sport and recreation : A program for adolescent girls
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
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- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
Performing under pressure in private : Activation of self-focus traits
- Authors: Geukes, Katharina , Mesagno, Christopher , Hanrahan, Stephanie , Kellmann, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Sport and Exercise Psychology Vol. 11, no. 1 (2013), p. 11-23
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- Description: Self-focus and self-presentation traits have been found to predict performance under pressure. The interactionist principle of trait activation indicates that situational demands encourage different traits to be relevant to performance in high-pressure situations. Thus, the purpose of the current study was to investigate the relationship of self-focus and self-presentation traits with performance in a private high-pressure setting. Because the private high-pressure situation offered motivational incentives but only minimal self-presentation cues, only a self-focus trait (private self-consciousness), but not self-presentation traits (public self-consciousness and narcissism), was hypothesized to predict performance under pressure in a private setting. After completing personality questionnaires, future physical education university students (N = 59) with experience in sport competitions performed eight throws at a target in low-pressure and high-pressure conditions. The conditions were identical with the exception that the high-pressure condition involved a monetary incentive and a cover story. Participants' state anxiety increased from low to high pressure. Neither self-focus nor self-presentation traits predicted performance under low pressure. Only the self-focus trait, but not self-presentation traits, negatively contributed to the prediction of high-pressure performance. Hence, findings support the applicability of the trait activation principle and underline that the situational demands of private high-pressure situations activate self-focus personality traits. © 2013 Copyright International Society of Sport Psychology.
- Description: 2003010822
Physical education curriculum reform in China : a perspective from physical education teachers
- Authors: Jin, Aijing
- Date: 2013
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 18, no. 1 (2013), p. 15-27
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- Description: Background: Among the many changes occurring across Chinese society in the early years of the 21st century has been the construction and implementation of a new national curriculum which includes physical education (PE) as one of the main subject areas. Unlike the old PE curriculum with its sports performance-oriented criteria, the new curriculum puts the emphasis upon health and fitness, which is reflected in the change of name from 'physical education' to 'physical education and health' (HPE). The concept of the new HPE curriculum challenges many aspects of traditional PE theory and practices, and requires PE teachers to change their professional perspectives and pedagogic approaches. As a result, the curriculum reform progresses with difficulty.Purpose: The purpose of this study was to investigate how PE teachers understand, interpret, perceive and respond to the curriculum reform and to identify some key blockers that might prevent PE teachers from actively implementing the new HPE curriculum.Participants: Eighteen primary and secondary school PE teachers participated in the study. They were all full-time teachers with at least ten years' teaching experience. Participants were chosen with a view to establishing a degree of gender balance and providing a diversity of school contexts spanning the different socio-economic strata that exist across the area of China in which the research was conducted.Research design: The research was conducted using a qualitative, case-study research framework. Eighteen practicing PE teachers in a coastal city in the Northeast of China were interviewed. This is one of the designated experimental zones for Chinese curriculum reform.Data collection: Data collection included analysis of government educational reform policies and other curriculum reform documents, as well as a review of the relevant academic literature. Informal talks were held with PE teachers and a series of semi-structured interviews were conducted with the participants. All interviews were audio-taped with the consent of the informants and each interview took approximately 60 to 90 minutes, depending on the interest of the participants and the natural pace with which the interview moved.Data analysis: The key issues and themes were identified from the interview data through a process of coding. The themes emerged from a search for regularities, recurring ideas, experiences and thoughts mentioned and shared by groups of participants.Findings: All eighteen PE teachers expressed their support for the fundamental goal of putting more emphasis upon health promotion in the new HPE curriculum. It is fair to say that the interviewed teachers, viewed as a group, overwhelmingly endorsed the broad direction of the new HPE curriculum. However, the data reveals a number of structural, personal and cultural factors that might prevent PE teachers from actively implementing the new HPE curriculum. © 2013 Copyright Association for Physical Education.
Place matters: pedagogies of food, ecology and design
- Authors: Green, Monica
- Date: 2013
- Type: Text , Journal article
- Relation: Environmental Education Research Vol. 19, no. 2 (2013), p.
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- Description: This study uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. It assumes that food gardens and their school ground contexts are important ecopedagogical sites for renewing children’s relationships with proximal, everyday places. The study highlights how schools are engaging with socioenvironmental challenges through pedagogical frameworks that support education for sustainability. These frameworks are significant in that they position children as active agents who experience deep levels of embodied learning. A key premise of the thesis is that young learners are experientially capable of developing an ecoethical awareness if they are to become ecologically proactive subjects and citizens. Empirical work drew on case study approaches and arts-based auto-ethnographic methodologies to identify the pedagogical potential of food gardens and school ground ecologies. Fifty-three children aged 8–12 years, three gardening/environmental education teachers and three principals from three Australian primary schools (2×Victoria; 1×Tasmania) worked ethnographically with the researcher during 2007–2009. Data were primarily derived from semi-structured, face-to-face interviews. Other key sources included children’s mapping work, field notes, photos, and the researcher’s journal. Key features of the data collection were: many of the students participated in ‘walking interviews’ that encouraged garden- and school ground-based stories at sites of their choice, coupled with 15 days of participant observation of garden and classroom-based lessons to provide further contextualization. Analysis of interviews and lessons involved a ‘storyline’ approach to interpreting findings. Theoretically informed discussions of the empirical data highlight the following: across the three schools, recognizing the role and significance of teachers’ work and the value of integrated approaches to pedagogy are central requirements for designing, implementing, and evaluating place-oriented curricula. In each case study, relational pedagogies of connection and responsibility afford learning opportunities that can bring children into deepened contact with local places and people. Collectively, the initiatives undertaken by the schools and their wider communities are ‘positive’ and ‘hopeful’, and their examples show how school garden-based ecopedagogies can play a critical role in the renewal of more sustainable people–place relations.
Pre-apprenticeships in Australia : Differing orientations and their policy implications
- Authors: Dumbrell, Tom , Smith, Erica
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 65, no. 2 (2013), p. 161-176
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- Description: Little has been published in the Australian vocational education and training (VET) literature on the topic of pre-apprenticeships, which are a loose type of preparatory courses for apprenticeships available in some trades. Nevertheless, pre-apprenticeships have been in existence for several decades. With continuing concern over skill shortages in Australia, the research study on which this paper is based investigated the role of pre-apprenticeship courses in addressing skill shortages in the electrotechnology, automotive and engineering trades, some of the largest 'traditional trades' in Australia, and those with sizeable numbers in pre-apprenticeships. The principal objective of the overall study was to determine whether the use of pre-apprenticeships increased the size and suitability of the supply of entrants to the traditional apprenticeships and whether pre-apprenticeships do or might increase completion rates in apprenticeships. The paper uses findings from the study to develop a typology of pre-apprenticeship courses, proposing two fundamental orientations and discussing whether different orientations towards pre-apprenticeships are compatible with one another. © 2013 Copyright The Vocational Aspect of Education Ltd.
- Description: 2003011101
Promoting learner voice in VET: developimg democratic, transformative possibilities or further entrenching the status
- Authors: Foley, Annette , Golding, Barry , Angus, Lawrence , Lavender, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 65, no. 4 (2013), p. 560-574
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- Description: In order to critique the notion of ‘learner voice’ in vocational education and training (VET) policy, this paper draws from a project conducted by the authors on behalf of the Australian National VET Equity Advisory Council (NVEAC). The term ‘learner voice’ is used extensively throughout NVEAC documentation to describe the engagement of ‘disadvantaged’ students within the VET system. However, the concept of ‘voice’ being advocated, we argue, is a particularly ‘thin’ one which is linked to notions of client feedback, managed participation and the commodification of training rather than any broad sense of democracy, equity or social transformation. The paper critically examines current practices in relation to learner voice within the VET policy framework and their implications for the contested role of VET in contributing to social equity and redress of social and economic disadvantage.
Puberty, health and sexual education in Australian regional primary schools : Year 5 and 6 teacher perceptions
- Authors: Duffy, Bernadette , Fotinatos, Nina , Smith, Amanda , Burke, Jenene
- Date: 2013
- Type: Text , Journal article
- Relation: Sex Education Vol. 13, no. 2 (2013), p. 186-203
- Full Text: false
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- Description: The research reported in this paper investigates why teachers in regional primary schools in the Ballarat region of Victoria, Australia, are choosing to outsource the teaching of sexuality education. A survey was conducted of 29 Year 5 and Year 6 teachers from local primary schools. The teachers provided information about: their confidence in delivering sexuality-related topics; their perceptions of the relevance of given sexuality topics to their students; the teachers' own professional development preferences; and what they saw as their personal limitations in teaching sexuality education. Teachers tended to report low confidence in teaching topics that are considered 'sensitive', such as menstruation, wet dreams and sexual intercourse. Furthermore, they indicated a need for professional development in teaching sexuality education. The greatest hurdle identified lies in identifying how to motivate, engage and support teachers to take a professional interest in teaching sexuality education. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003009651
Responding to professional learning: how effective teachers differentiate teaching and learning strategies to engage highly able adolescents
- Authors: Kronborg, Leonie , Plunkett, Margaret
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Gifted Education Vol. 22, no. 2 (2013), p. 52-63
- Full Text: false
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- Description: This paper outlines a study focusing on a review of professional learning provided to teachers in a new Australian selective high school for highly able students over a twoyear period. The aim was to investigate how the first two cohorts of teachers in this new selective environment perceived the characteristics and competencies required for teachers to be effective with highly academically able students. Considerable professional learning opportunities relating to these aspects had been provided to the teachers through a partnership with the Faculty of Education at Monash University and additionally by the leadership of the school and through collaboration with colleagues. Generally teachers had little prior experience with selective environments except at the leadership level. Findings illustrated that both cohorts had similar perceptions about required teaching qualities but differences existed in relation to the use of differentiated teaching strategies with the older, more experienced teachers reporting more frequent use of such strategies. As such, it was important to tailor professional learning to meet the needs of the less experienced teachers to assist their knowledge and understanding about the importance of differentiated instruction
School Centres for Teaching Excellence (SCTE): understanding new directions for schools and universities in health and physical education
- Authors: Lynch, Timothy
- Date: 2013
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Health, Sport and Physical Education Vol. 4, no. 3 (2013), p. 249-266
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- Description: This paper critically analyzes a community collaborative approach for implementing Health and Physical Education (HPE) lessons within Gippsland primary schools (Victoria, Australia). The rural community collaborations reflected upon are embedded within the Victorian Department of Education and Early Childhood Development (DEECD) ‘School Centres for Teaching Excellence’ (SCTE) initiative and are timely with the current curriculum reform in Health and Physical Education. The purpose of this paper is to reflect on and share the experiential learning offered where the curriculum is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate for all stakeholders; namely university pre-service teachers, primary school children and primary teachers. It is envisaged that through sharing the various dynamics involved in a SCTE program, educators may benefit and subsequently consider the suitability and possibility of establishing similar collaborations within their context.
The Development of the Lunchtime Enjoyment of Activity and Play Questionnaire
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Ullah, Shahid , Benson, Amanda
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of School Health Vol. 83, no. 4 (2013), p. 256-264
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- Description: Background: Enjoyment of physical activity is as an important determinant of children's participation in physical activity. Despite this, there is an absence of reliable measures for assessing children's enjoyment of play activities during school lunchtime. The purpose of this study was to develop and assess the reliability of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire. Methods: Questionnaire items were categorized employing a social-ecological framework including intrapersonal (20 items), interpersonal (2 items), and physical environment/policy (17 items) components to identify the broader influences on children's enjoyment. An identical questionnaire was administered on 2 occasions, 10days apart, to 176 children aged 8-12years, attending a government elementary school in regional Victoria, Australia. RESULTS: Test-retest reliability confirmed that 35 of 39 LEAP Questionnaire items had at least moderate kappa agreement ranging from .44 to .78. Although 4 individual kappa values were low, median kappa scores for each aggregated social-ecological component reached at least moderate agreement (.44-.60). Conclusions: This study confirms the LEAP Questionnaire to be a reliable, context-specific instrument with sound content, and face validity that employs a social-ecological framework to assess children's enjoyment of school play and lunchtime activities. © 2013, American School Health Association.
- Description: 2003010857
The potential use and abuse of thymosin-4 in sport and exercise science
- Authors: Davison, Gareth , Brown, Stephen
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Sports Sciences Vol. 31, no. 9 (May 2013), p. 917-918
- Full Text: false
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- Description: C2
The Texas Earth and Space Science (TXESS) revolution : A model for the delivery of earth science professional development to minority-serving teachers
- Authors: Ellins, Katherine , Snow, Eleanour , Olson, Hilary , Stocks, Eric , Willis, M. , Olson, Jon , Odell, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Geoscience Education Vol. 61, no. 2 (2013), p. 187-201
- Full Text: false
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- Description: The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was designed around six principles that proved to be critical to in its success: (1) model best practices in workshop presentations, (2) use authentic Earth science data and cybertechnology to teach up-to-date content, (3) provide ongoing training to cohorts of learners over a 2-y period, (4) involve geoscience consortia and programs that can provide proven content for classrooms, (5) use ongoing evaluations to guide future workshops, and (6) provide opportunities for leadership development through participation in research and curriculum development projects. The project served 177 science teachers by supporting them with the pedagogical, technological, and scientific tools to teach modern geoscience. TXESS Revolution teachers directly impacted more than 29,000 students, of which about 69% are nonwhite, by exposing students in Texas to the geosciences and planting the seeds for them to pursue geoscience as a field of study. Using a train-the-trainer approach, TXESS Revolution teachers shared their professional development with other Texas teachers, strengthening Earth science education at all K-12 levels throughout the state, an impact that extends beyond preparation in Earth and space science. © 2013 National Association of Geoscience Teachers.
Understanding the contexts of adolescent female participation in sport and physical activity
- Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
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- Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.
Why children join and stay in sports clubs : Case studies in Australian, French and German swimming clubs
- 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
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- 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
Assessment of decision-making performance and in-game physical exertion of Australian football umpires
- Authors: Larkin, Paul , O'Brien, Brendan , Mesagno, Christopher , Berry, Jason , Harvey, Jack , Spittle, Michael
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Sports Sciences Vol. 32, no. 15 (2014), p. 1446-1453
- Full Text: false
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- Description: The aim of this study is to investigate the effects of in-game physical exertion on decision-making performance of Australian football umpires. Fifteen Australian football umpires (Mage = 36, s = 13.5 years; Mgames umpired = 235.2, s = 151.3) volunteered to participate in the study. During five competitive Australian football pre-season games, measures of in-game physical exertion (blood lactate levels, global positioning system [GPS]) and decision-making performance (video-based test) were obtained. There were no significant correlations between physical exertion in a particular quarter and decision-making performance in either the same quarter or any other quarter. Video-based decision-making performance was effected by time in game χ2(3) = 24.24, P = 0.001, with Quarter 4 performance significantly better than both Quarter 2 and Quarter 3. In-game physical exertion (blood lactate) significantly decreased over the course of the game χ2(3) = 11.58, P = 0.009. Results indicate no definable link between in-game physical exertion and decision-making performance. It is, however, presumed that decision-making performance may be affected by the time or context of the game. Future research is warranted to explore the relationship between physical exertion and decision-making performance to potentially inform Australian football umpire training programmes that replicate in-game physical and decision-making demands.
Associations between behavior regulation, competence, physical activity, and health for adolescent females
- Authors: Craike, Melinda , Polman, Remco , Eime, Rochelle , Symons, Caroline , Harvey, Jack , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 11, no. 2 (2014), p. 410-418
- Full Text: false
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Children's enjoyment of play during school lunchtime breaks : An examination of intraday and interday reliability
- Authors: Hyndman, Brendon , Telford, Amanda , Ullah, Shahid , Benson, Amanda , Finch, Caroline
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Physical Activity & Health Vol. 11, no. 1 (January 2014 2014), p. 109-117
- Full Text: false
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- Description: Background: Enjoyment and play during school lunchtime are correlated with children's physical activity. Despite this, there is an absence of studies reporting children's enjoyment of play during school lunchtime breaks. The purpose of this study was to examine the intraday and interday reliability of children's enjoyment of school lunchtime play. Methods: Surveys used to assess children's enjoyment of lunchtime play were distributed to and completed by 197 children (112 males, 85 females), aged 8-12 years attending an elementary school in Victoria, Australia. Children completed the surveys during class before lunch (expected enjoyment) and after lunch (actual enjoyment) for 5 days. The intra- and interday enjoyment of school lunchtime play reliability were determined using a weighted kappa. Results: Intraday kappa values ranged from fair (0.31) to substantial (0.75) within each of the 5 days (median kappa = 0.41). In comparison, "expected" (0.09-0.40; median 0.30) and "actual" (0.05-0.46; median 0.28) interday enjoyment of lunchtime play displayed low reliability. Conclusions: Children's enjoyment of lunchtime play appears to be more consistent within days than across days. The findings suggest that assessment of children's enjoyment of lunchtime play once on a single day would be representative of a particular day but not necessarily that particular school week.
Connecting literacy learning outside of school to the Australian Curriculum in the middle years
- Authors: Auld, Glenn , Johnson, Nicola
- Date: 2014
- Type: Text , Journal article
- Relation: Literacy Learning : the Middle Years Vol. 22, no. 2 (2014), p. 22-27
- Full Text: false
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- Description: The complexity of teacher's work is manifest in the divergent use of digital technologies in and out of school. This article explores the logical step of connecting students' out-of-school mediated literacy learning to the content descriptors of the Australian Curriculum. The study uses published evidence from four previous studies of young people to demonstrate the diverse ways that out-of-school practices can be linked to literacy learning in the Australian Curriculum. The authors frame this linking of informal literacy learning to the Australian Curriculum by highlighting the 'funds of knowledge' children bring through the school gate. [Author abstract]