A fine romance? Developing a transformational school-university partnership
- 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.
Building empathy through a design thinking project : a case study with middle secondary schoolboys
- 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
- 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.
Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination : a self-study of practice
- Authors: Brandenburg, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 22, no. 1 (2021), p. 16-31
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- Description: This article examines what it means for a teacher educator to enact a pedagogy of reflective practice in an initial teacher education classroom using self-study methodology. The focus of the article is the examination of a critical interaction that occurred in a third-year Bachelor of Education mathematics education tutorial (N = 15). The critical incident prompted further reflection through collecting and analysing data that included pre-service teacher (PST) oral feedback during the tutorial; structured written feedback that was based on peer presentations during tutorials; and mid-semester and post-semester ‘freewrites’. Teacher educator journal reflections provided further data for analysis. Thematic analysis together with teacher educator critical incident analysis, revealed key understandings for both the PSTs and the teacher educator. These learning outcomes included the importance of identifying PST perceptions and practices associated with participating in peer assessment; the incongruities between oral and written feedback; the crucial need for PST scaffolding when providing feedback; the impact of the learning environment; and the role of the teacher educator in explicitly facilitating discussions associated with critical incidents, conversations and interactions. Using self-study methodology to examine teaching surfaced unspoken and assumed beliefs, and through examination, led to authentic, negotiated learning and improved outcomes for PSTs and teacher educators. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
If not now, then when? Wellbeing and wholeheartedness in education
- Authors: Lemon, Narelle , McDonough, Sharon
- Date: 2021
- Type: Text , Journal article
- Relation: Educational Forum Vol. 85, no. 3 (2021), p. 317-335
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- Description: The COVID-19 pandemic, natural disasters, and political and social movements have required each of us to pause. Collectively they signal a unique moment in our history, and we argue that they provide us with an opportunity to consider what matters most as we move forward. Using poetic representation and Brené Brown’s guideposts for wholehearted living as a framework, we offer a series of provocation for readers to consider the role of wholeheartedness and wellbeing in education. © 2021 Kappa Delta Pi.
Literacy and numeracy support in vocational education : Perceptions from engineering apprentices in Victoria
- 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.
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.
An Australian international teaching practicum in China : exploring multiple perspectives
- Authors: Jin, Aijing , Parr, Graham , Cooley, Dean
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 47, no. 2 (2020), p. 263-281
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- Description: In the context of increasing interest in international teaching practicums, this study investigated the perceptions of Australian pre-service teachers, Chinese mentor teachers and Chinese school students vis-à-vis an international teaching practicum in Anshan, China. Utilising a case study design and thematic analysis methods, the authors critically investigate how the participants from Australia and China perceived the benefits and challenges associated with that practicum. The analysis draws on data from pre-service teachers’ reflective reports, mentor teachers’ interviews and local student questionnaires. The data show that this international teaching practicum was a mutually beneficial and valuable experience for all participants. However, the study revealed challenges and tensions with respect to the meeting of Australian and Chinese educational systems because of their very different social and cultural contexts. Recommendations are made for improving the experience of all participants in international teaching practicums into the future. © 2019, The Australian Association for Research in Education, Inc.
Epidemiology of injury and illness in 153 Australian international-level rowers over eight international seasons
- Authors: Trease, Larissa , Wilkie, Kellie , Lovell, Greg , Drew, Michael , Hooper, Ivan
- Date: 2020
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 54, no. 21 (2020), p. 1288-1293
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- Description: Aim To report the epidemiology of injury and illness in elite rowers over eight seasons (two Olympiads). Methods All athletes selected to the Australian Rowing Team between 2009 and 2016 were monitored prospectively under surveillance for injury and illness. The incidence and burden of injury and illness were calculated per 1000 athlete days (ADs). The body area, mechanism and type of all injuries were recorded and followed until the resumption of full training. We used interrupted time series analyses to examine the association between fixed and dynamic ergometer testing on rowers' injury rates. Time lost from illness was also recorded. Results All 153 rowers selected over eight seasons were observed for 48 611 AD. 270 injuries occurred with an incidence of 4.1-6.4 injuries per 1000 AD. Training days lost totalled 4522 (9.2% AD). The most frequent area injured was the lumbar region (84 cases, 1.7% AD) but the greatest burden was from chest wall injuries (64 cases, 2.6% AD.) Overuse injuries (n=224, 83%) were more frequent than acute injuries (n=42, 15%). The most common activity at the time of injury was on-water rowing training (n=191, 68). Female rowers were at 1.4 times the relative risk of chest wall injuries than male rowers; they had half the relative risk of lumbar injuries of male rowers. The implementation of a dynamic ergometers testing policy (Concept II on sliders) was positively associated with a lower incidence and burden of low back injury compared with fixed ergometers (Concept II). Illness accounted for the greatest number of case presentations (128, 32.2% cases, 1.2% AD). Conclusions Chest wall and lumbar injuries caused training time loss. Policy decisions regarding ergometer testing modality were associated with lumbar injury rates. As in many sports, illness burden has been under-recognised in elite Australian rowers. ©
Generation, gender, and leadership : Metaphors and images
- 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.
How do male primary teachers negotiate expectations to perform gendered roles in their schools?
- Authors: Cruickshank, Vaughan , Pedersen, Scott , Cooley, Dean , Hill, Allen
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 47, no. 2 (2020), p. 307-322
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- Description: Primary schools are dynamic environments where teachers take on multiple roles, often simultaneously, to help promote high-quality learning and meet the various needs of their students. Within the primary school context both female and male teachers are required to perform multiple roles; however, these roles are often socially constructed based on gender. Traditionally, primary schools in countries such as Australia, New Zealand and the United States have a high proportion of female teachers. Despite their minority status, research has noted that male primary teachers in the minority are often expected to take primary responsibility for roles such as disciplinarian, manual labourer, sports coach, and lead in science, technology, engineering and mathematics education. Role differentiation in primary schools often reflects broader societal gender constructions that are increasingly subjected to critical scrutiny. Yet that same level of scrutiny has not always been applied to educational contexts. It is the aim of this paper, therefore, to more fully examine how gendered roles influence the experience of male primary teachers and more specifically, how those teachers cope with the expectations placed on them because they are men. Understanding the sources and types of coping strategies will aid in the development of specific interventions to improve the retention of other male primary teachers. © 2019, The Australian Association for Research in Education, Inc.
Rib stress injuries in the 2012-2016 (Rio) Olympiad : a cohort study of 151 Australian rowing team athletes for 88 773 athlete days
- Authors: Harris, Rachel , Trease, Larissa , Wilkie, Kellie , Drew, Michael
- Date: 2020
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 54, no. 16 (2020), p. 991-996
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- Description: Aim To describe the demographics, frequency, location, imaging modality and clinician-identified factors of rib stress injury in a cohort of elite rowers over the Rio Olympiad (2012-2016). Methods Analysis of prospectively recorded medical records for the Australian Rowing Team in 2013-2015 and the combined Australian Rowing Team and Olympic Shadow Squad in 2016, examining all rib stress injuries. Results 19 rib stress injuries (12 reactions and 7 fractures) were identified among a cohort of 151 athletes and included 12 female and 7 male cases, 11 open weight, 8 lightweight, 12 scull and 7 sweep cases. The most common locations of injury identified by imaging, were the mid-axillary line and rib 6. Period prevalence varied from 4 to 15.4 and incidence ranged from 0.27 to 0.13 per 1000 athlete days. There were no significant differences in prevalence by sex, sweep versus scull or weight class. There was a statistically significant increase in incidence in the pre-Olympic year (2015, p<0.001). MRI was the most commonly used modality for diagnosis. Stress fracture resulted in median 69 (IQR 56-157) and bone stress reaction resulted in 57 (IQR 45-78) days lost to full on water training. Conclusions In our 4-year report of rib stress injury in elite rowing athletes, period prevalence was consistent with previous reports and time lost (median
‘The sun is far away, but there must be the sun’ : Chinese students’ experiences of an international teaching practicum in China
- Authors: Jin, Aijing , Parr, Graham , Hui, Leng
- Date: 2020
- Type: Text , Journal article
- Relation: Educational Research Vol. 62, no. 4 (2020), p. 474-491
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- Description: Background: Small cohorts of pre-service teachers (PSTs) have been successfully undertaking teaching practicums in a range of international settings for more than 40 years, as part of their initial teacher education studies. Most research into these international teaching practicums (ITPs) has concentrated on the benefits for western PSTs and their western academic mentors, but limited attention has been paid to the experiences, benefits and challenges of non-western practicum partners. The study addresses this gap in the literature by focusing on Chinese students’ perceptions of a three-week international teaching practicum in China. Purpose: The purpose of the study was to examine the experiences of Chinese students who were taught by Australian PSTs as part of an international teaching practicum in China. Method: Using content analysis methods and a border-crossing theoretical framework, this small scale qualitative case study analysed, in depth, the reflective writing of Year 7 (12- to 13-year-old) and Year 11 (16- to 17-year-old) students from three schools across two different cities in China. Findings: The analysis indicated that students enjoyed the practicum experience, with many of the older students showing a nuanced appreciation of the cultural and pedagogical contrasts between the Australian PSTs’ teaching of English and that of their usual Chinese teachers. While some students were concerned that the Australians’ teaching did not adequately prepare them for high-stakes national tests, others reported that their whole attitude to learning English had changed so that English was now one of their favourite subjects as a result of being taught by the Australian pre-service teachers. Conclusions: Through investigating local Chinese students’ experiences of an international teaching practicum, this study contributes to the now substantial body of literature that affirms the value of such intercultural education programmes. The study argues for the value of intercultural ‘crossing over’ experiences for non-western as well as western practicum partners, and urges educational researchers to listen to the voices of local students when researching international teaching practicums. © 2020 NFER.
A novel hamstring strain injury prevention system: post-match strength testing for secondary prevention in football
- 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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Changing lives : Improving care leaver access to higher education
- Authors: Wilson, Jacqueline , Harvey, Andrew , Mendes, Philip
- Date: 2019
- Type: Text , Journal article
- Relation: Oxford Review of Education Vol. 45, no. 4 (2019), p. 573-586
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- Description: Australian and international research documents the limited access of young people transitioning from out-of-home care (OOHC) to further and higher education. This paper examines the processes, outcomes, and key findings of the Raising Expectations project, a collaborative university and industry approach to promote higher education among care leavers at two Australian universities. That approach was informed by the co-authors' previous research, including interviews with enrolled care-leaver students. The paper highlights the relevance of that research in the design and implementation of Raising Expectations. Our findings reiterate the importance of policy and practice reforms informed by rigorous research, particularly involving the voices and agency of care leavers. We outline strategies adopted by the participating universities resulting in a fourfold increase in enrolments, growth in school outreach activities, and significantly improved retention rates. The paper also highlights barriers to higher education access and success, through care-leaver student interviews and policy analysis. These interviews revealed the need for better university outreach and information to prospective care-leaver students, improved support for enrolled care-leaver students, and better capturing of data by universities and governments. The paper also highlights policy barriers to the greater expansion of care-leavers at university, especially in the absence of extended state care.
Controlled ecological evaluation of an implemented exercise-training programme to prevent lower limb injuries in sport : Population-level trends in hospital-treated injuries
- 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.
Effects of introducing innovative teaching methods in engineering classes : A case study on classes in an Indian university
- Authors: Subramanian, Dhenesh , Kelly, Patricia
- Date: 2019
- Type: Text , Journal article
- Relation: Computer Applications in Engineering Education Vol. 27, no. 1 (2019), p. 183-193
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- Description: Technology has been revolutionized in the past few decades and its impacts on student learning have not been fully explored. The digital divide between a student's personal technology usage and its use within the classroom remains to be bridged. This study focuses on using technology-based innovative teaching methods with engineering classes and understanding their impact on students. The findings suggest that these learners benefited from and prefer to use innovative teaching methods backed by technology support in class. Students deprived of such innovative methods and technology would prefer to have them introduced to aid their learning experience. The study strengthens the need for decision makers in educational institutions to invest in innovative teaching methods supported by technology in order to provide a better learning platform for students, particularly in India, where engineering graduates are regarded as lacking essential skills in communication and innovation.
Efficacy of a compulsory homework programme for increasing physical activity and improving nutrition in children: A cluster randomised controlled trial
- 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).
Experiences of difference : A phenomenological study with intellectually gifted pre-adolescent/early adolescent boys and their mothers
- Authors: King, Julie , Shute, Rosalyn , McLachlan, Angus
- Date: 2019
- Type: Text , Journal article
- Relation: Roeper Review-a Journal on Gifted Education Vol. 41, no. 3 (2019), p. 185-198
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- Description: Within a theoretical framework of cognitive dissonance, this phenomenological study explored Australian intellectually gifted pre-adolescent/early adolescents' experiences of asynchrony. The study focuses on mothers and sons. Eleven boys aged 10 to 14 years, and nine of their mothers, participated in semi-structured interviews. Seven boys reported feelings of difference, but these were generally vague. One reported strongly upsetting feelings of difference, while several evaluated difference as positive. All mothers believed their sons had experienced strong feelings of difference, emphasizing friendship rather than academic matters, though children raised both. Despite most reporting only mild feelings of difference, boys, as well as mothers, articulated efforts to minimize these feelings. Although this sometimes caused a sense of inauthenticity, the data suggest that parents' and boys' own efforts to accommodate their needs had largely succeeded and left most boys well-adjusted.