"In the eye of the beholder...": Girls', boys' and teachers' perceptions of boys' aggression to girls
- Authors: Owens, Larry , Shute, Rosalyn , Slee, Phillip
- Date: 2005
- Type: Text , Journal article
- Relation: International Education Journal Vol. 5, no. 5 (2005), p. 142-151
- Full Text:
- Reviewed:
- Description: Because children and young teenagers usually associate in same-sex groups, psychological research concerned with adolescent aggression has often concentrated on within-sex relationships. However, during adolescence, boys and girls increasingly interact socially. This paper reports a study of boy-to-girl aggression as perceived by girls, boys and their teachers. Focus group discussions were conducted with groups of Grade 9 adolescents (aged between 14 and 15 years) across four middle class schools in metropolitan Adelaide, South Australia, and individual interviews were conducted with their teachers. Thematic analyses revealed different understandings by girls, boys and teachers of the same behaviour. Girls and teachers reported that boys frequently use verbally offensive language including sexual harassment toward girls but boys argued that they were often not being malicious but rather just joking and that girls over-reacted. Girls, boys and teachers agreed that boys often harassed girls in order to impress other boys and for their own entertainment or fun. Teachers also emphasised home and cultural background factors in influencing boys' behaviour toward girls. All three groups agreed that boys' behaviour toward girls could have devastating effects on the girl victims. Girls' appearance was reported as a major contributing factor associated with boys' victimisation such that, while physical attractiveness could protect a girl from boys' meanness, over-weight girls or those seen as being unattractive or 'uncool' were vulnerable. However, girls were not seen universally as passive victims. Girls, boys and teachers reported that many girls responded assertively and even matched boys' aggression. Girls and boys agreed that teacher intervention was often not helpful. In contrast, teachers reported the effectiveness of school anti-harassment policies and a range of successful interventions. This study highlights the importance of understanding behaviour from different perspectives and confirms research that emphasises the crucial role of the peer group in influencing aggressive interactions among students in schools. © 2005 Shannon Research Press.
- Description: C1
- Description: 2003001255
'Geographies of exclusion' in the policy reform of teachers' work
- Authors: Smyth, John
- Date: 2002
- Type: Text , Journal article
- Relation: Discourse Vol. 23, no. 3 (2002), p. 357-363
- Full Text: false
- Reviewed:
'VisionZero': Is it achievable for rugby-related catastrophic injuries in South Africa?
- Authors: Brown, James , Viljoen, Wayne , Readhead, Clint , Baerecke, Gail , Lambert, Mike , Finch, Caroline
- Date: 2017
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 51, no. 15 (2017), p. 1106-1107
- Relation: http://purl.org/au-research/grants/nhmrc/1058737
- Full Text: false
- Reviewed:
- Description: The Chris Burger Petro Jackson Players’ Fund (CBPJPF) was founded by Morne Du Plessis when his provincial rugby teammate—Chris Burger—was fatally injured during a match (www.playersfund.org.za). The CBPJPF aims to assist all seriously injured rugby players through donations made by individuals and organisations, including SA RUGBY. These seriously injured players form the CBPJPF ‘membership’ who often mention their appreciation for this lifeline. However, the founding member of the CBPJPF—Morne Du Plessis—is quick to say ‘we don’t want any new members’.5
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
- Full Text:
- Reviewed:
- 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.
A call to capture fatalities in consensus statements for sports injury/illness surveillance
- Authors: Fortington, Lauren , Kucera, Kristen , Finch, Caroline
- Date: 2017
- Type: Text , Journal article , Editorial
- Relation: British Journal of Sports Medicine Vol. 51, no. 14 (2017), p. 1052-1053
- Full Text: false
- Reviewed:
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
- Full Text:
- Reviewed:
- 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.
A high school teacher's experience of local school management : A case of the 'system behaving badly towards teachers'
- Authors: Smyth, John
- Date: 2003
- Type: Text , Journal article
- Relation: Australian Journal of Education Vol. 47, no. 3 (2003), p. 265-282
- Full Text: false
- Reviewed:
- Description: The move to local school management (LSM) in its various formations is one of the most significant educational policy moves to occur in recent times in western countries. Although something is known about the effects on governance, budgeting and resource decision making, relatively little is known about the rhetorical and actual ways teachers' work is affected. Even the proponents admit this, albeit in terms of the little known relay effect on student learning. Drawing on the narrative biography of a single high school teacher, as part of a larger multi-sited ethnography, this study revealed the level of policy incoherence to be such that most of the worst excesses of accountability and marketisation accompanying LSM were minimised. Emerging from a deeply held set of pedagogical values and convictions, this instance confirmed a robust view of teacher identity as lying beyond those of victim construction.
- Description: 2003003527
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.
- Full Text:
- Reviewed:
A reflection on reflection
- Authors: Smith, Patricia
- Date: 2002
- Type: Text , Journal article
- Relation: Primary voices K-6 Vol. 10, no. 4 (2002), p. 31-34
- Full Text: false
- Reviewed:
- Description: Reflects on the articles in this themed issue on reflective practice. Notes that these teacher/authors have been influenced by prior learning, past experience, feelings, attitudes, values, the school constraints on the learning environment, and their own assumptions about teaching. Describes how teachers have formed a learning community to increase awareness of reflective teaching.
- Description: C1
- Description: 2003000133
A systematic review of the psychological and social benefits of participation in sport for adults : Informing development of a conceptual model of health through sport
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. (2013), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The definition of health incorporates the physical, social and mental domains, however the Physical Activity (PA) guidelines do not address social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by adults. Secondly, the information arising from the systematic review has been used to develop a conceptual model of Health through Sport. Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included. Results: A total of 3668 publications were initially identified, of which 11 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being wellbeing and reduced distress and stress. Sport may be associated with improved psychosocial health in addition to improvements attributable to participation in PA. Specifically, club-based or team-based sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. Notwithstanding this, individuals who prefer to participate in sport by themselves can still derive mental health benefits which can enhance the development of true-self-awareness and personal growth which is essential for social health. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the cross-sectional nature of studies to date. Conclusion: It is recommended that participation in sport is advocated as a form of leisure-time PA for adults which can produce a range of health benefits. It is also recommended that the causal link between participation in sport and psycho-social health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
A systematic review of the psychological and social benefits of participation in sport for children and adolescents: Informing development of a conceptual model of health through sport
- Authors: Eime, Rochelle , Young, Janet , Harvey, Jack , Charity, Melanie , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 10, no. Article 98 (2013), p.
- Full Text:
- Reviewed:
- Description: Background: There are specific guidelines regarding the level of physical activity (PA) required to provide health benefits. However, the research underpinning these PA guidelines does not address the element of social health. Furthermore, there is insufficient evidence about the levels or types of PA associated specifically with psychological health. This paper first presents the results of a systematic review of the psychological and social health benefits of participation in sport by children and adolescents. Secondly, the information arising from the systematic review has been used to develop a conceptual model.Methods: A systematic review of 14 electronic databases was conducted in June 2012, and studies published since 1990 were considered for inclusion. Studies that addressed mental and/or social health benefits from participation in sport were included.Results: A total of 3668 publications were initially identified, of which 30 met the selection criteria. There were many different psychological and social health benefits reported, with the most commonly being improved self-esteem, social interaction followed by fewer depressive symptoms. Sport may be associated with improved psychosocial health above and beyond improvements attributable to participation in PA. Specifically, team sport seems to be associated with improved health outcomes compared to individual activities, due to the social nature of the participation. A conceptual model, Health through Sport, is proposed. The model depicts the relationship between psychological, psychosocial and social health domains, and their positive associations with sport participation, as reported in the literature. However, it is acknowledged that the capacity to determine the existence and direction of causal links between participation and health is limited by the fact that the majority of studies identified (n=21) were cross-sectional.Conclusion: It is recommended that community sport participation is advocated as a form of leisure time PA for children and adolescents, in an effort to not only improve physical health in relation to such matters as the obesity crisis, but also to enhance psychological and social health outcomes. It is also recommended that the causal link between participation in sport and psychosocial health be further investigated and the conceptual model of Health through Sport tested. © 2013 Eime et al.; licensee BioMed Central Ltd.
- Description: C1
Aboriginal languages in North-east Victoria- The status of 'Waveru' reconsidered
- Authors: Clark, Ian
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Australian Indigenous Issues Vol. 14, no. 4 (2011), p.
- Full Text: false
- Reviewed:
- Description: 2003009098
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
- Full Text:
- Reviewed:
- 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 argument for new understandings and explanations of early school leaving that go beyond the conventional
- Authors: Smyth, John
- Date: 2005
- Type: Text , Journal article
- Relation: London Review of Education Vol. 3, no. 2 (2005), p. 117-130
- Full Text: false
- Reviewed:
- Description: This paper presents an argument around the need to rethink the issue of early school leaving from the vantage point of students and teachers, and the conditions and pathways that need to be constructed and brought into existence within schooling, if such conditions do not already exist. The attempt is to move discussions outside of the well-meaning but ultimately unhelpful literatures of 'at risk' categories that end up blaming students, their families or backgrounds. The claim being advanced is that the focus needs to be on relationships, school cultures, and pedagogical arrangements that make schools more attractive and educationally engaging places.
- Description: C1
- Description: 2003001466
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
- Full Text: false
- Reviewed:
- 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.
An exploratory study into work/family balance within the Australian higher education sector
- Authors: Pillay, Soma , Kluvers, Ron , Abhayawansa, Subhash , Vranic, Vedran
- Date: 2013
- Type: Text , Journal article
- Relation: Higher Education Research and Development Vol. 32, no. 2 (2013), p. 228-243
- Full Text: false
- Reviewed:
- Description: The higher education landscape is undergoing major transformation, with a significant impact on the work and family practices of academics and professional staff. The purpose of this exploratory study is to examine the extent to which (1) time-related, (2) strain-related and (3) demographical variables impact on the work/family balance of academic and professional staff in Victorian universities and Technical and Further Education (TAFE) institutes. Our findings reveal that university employees experience greater work/family imbalance. The results of this research demonstrate how the three constructs contribute to work/family imbalance in academia, especially within the university sector. This paper is believed to be the first to explore work/family balance from an Australian cross-sectoral perspective. It provides an agenda for future theory and research to increase understanding of work/family balance from a cross-sectoral perspective.
Applying implementation science to sports injury prevention
- Authors: Donaldson, Alex , Finch, Caroline
- Date: 2013
- Type: Text , Editorial , Journal article
- Relation: British Journal of Sports Medicine Vol. 47, no. 8 (2013), p. 473-475
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Relation: http://purl.org/au-research/grants/nhmrc/565907
- Full Text: false
- Reviewed:
- Description: Recent commentary in the BJSM has argued that a key challenge for future sports injury prevention is to reduce the ‘research to practice’ gap. Unfortunately, very few examples of this type of research actually exist. In this issue, Myklebust et al describe their approach to anterior cruciate ligament (ACL) injury prevention in Norwegian Handball over the past 13 years. This is one of the first published papers on the long-term outcomes of a sports injury prevention intiative that has shown promising efficacy in controlled trials. While this paper describes an impressive intial research effort and outstanding example of long-term follow-up through an ACL Injury Surveillance Programme, it also highlights challenges associated with conducting sports injury prevention implementation research.
- Description: Editorial
- Description: 2003011041
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
Attitude to the study of chemistry and its relationship with achievement in an introductory undergraduate course
- Authors: Brown, Stephen , White, Sue , Sharma, Bibhya , Wakeling, Lara , Naiker, Mani , Chandra, Shaneel , Gopalan, Romila , Bilimoria, Veena
- Date: 2015
- Type: Text , Journal article
- Relation: Journal of the Scholarship of Teaching and Learning Vol. 15, no. 2 (2015), p. 33-41
- Full Text: false
- Reviewed:
- Description: A positive attitude to a subject may be congruent with higher achievement; however, limited evidence supports this for students in undergraduate chemistry – this may result from difficulties in quantifying attitude. Therefore, in this study, the Attitude to the Study of Chemistry Inventory (ASCI) – a validated instrument to quantify attitude, was used to measure attitude to chemistry in 125 undergraduates studying an introductory course in chemistry, as part of a BSc Chemistry major. The 13 week course contained 4 summative assessments: practical (PRAC), tutorial (TUT), on-line web-based learning (OWL), and a final exam (FE). Sub-scales within ASCI which quantify the ‘affective’ and ‘cognitive’ components of attitude were determined. Firstly, for all 125 students, weak correlations (r) between the affective scale score and FE (r=0.275, P<0.01) and TOTAL (r=0.228, P<0.05), were recorded. Secondly, a low achieving (LA, n=48) and a high achieving (HA, n=77) group were identified using a cluster analysis procedure. The HA group scored higher than the LA group in PRAC, OWL, FE and TOTAL (all P<0.001), but the clusters were not different in their scores for either the affective or the cognitive components of attitude. There was no correlation between attitude and achievement in the HA group, and only one weak positive correlation (0.409), between the affective score and achievement in the LA group. We suggest that although a positive attitude may be an important part of the undergraduate experience, it is at best only weakly associated with achievement in undergraduate chemistry.
Back to basics with some new tools : First ensure the safety of sporting environments
- Authors: Finch, Caroline , Brown, James , Readhead, Clint , Lambert, Mike , Viljoen, Wayne
- Date: 2017
- Type: Text , Journal article , Editorial
- Relation: British Journal of Sports Medicine Vol. 51, no. 15 (2017), p. 1109-1110
- Full Text: false
- Reviewed: