Time is on my side : How do engineering academics spend their days - an international study
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2012
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 3 (2012), p. 184-191
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- Description: This article uses empirical data from the international Changing Academic Profession (CAP) survey to establish similarities and differences in work patterns among the world's academic engineers. Overall working hours and the distribution of work between teaching, research and other activities are examined. Summary results indicate that in periods when classes are in session, engineering academics from South Korea and Hong Kong reported a longer working week than equivalent staff from other countries. Engineering academics from Mexico and South Africa spent the highest proportion of their time on teaching, whereas those from Argentina, China and Italy spent the highest proportion on research. The most likely reason for international differences in the length of the working week is that national systems (such as higher education) have been constructed from the individual histories and cultures in each country. © 2012 WIETE.
- Description: 2003010832
Unmet demand for training among mature age Australians: Prevalence, differentials and perceived causes
- Authors: Adair, Tim , Lourey, Emma , Taylor, Philip
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal on Ageing Vol. 35, no. 1 (2016), p. 36-41
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- Description: Aim To explore the prevalence of unmet demand for training by mature age Australians and to identify the main barriers to accessing training. Methods A total of 3007 Australians aged 45-74 years were surveyed using Computer Assisted Telephone Interviewing. The sample frame was randomly selected and stratified based on the capital city and the rest of the state, and data were weighted to be nationally representative. Results Over one-third (37%) of respondents who had worked in the past five years reported wanting to attend some form of training but were unable to; these were most likely women and those aged 45-54 year. Commonly cited reasons for not being able to attend training included not being able to fit it in with work commitments, affordability and employer reluctance. Conclusion Reduction of these barriers to workplace training can improve mature age people's ability to remain engaged in the workforce.
Nurse educator knowledge, attitude and skills towards using high-fidelity simulation : a study in the vocational education sector
- Authors: Akhter, Zainab , Malik, Gulzar , Plummer, Virginia
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 53, no. (2021), p.
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- Description: High-fidelity simulation has become an essential educational approach in nurse education globally. Several studies have explored the experience of undergraduate nursing students and educators with high-fidelity simulation; however, none have explored the experience of students in the vocational educational sector. The aim of the study was to explore nurse educators’ knowledge, attitude and skills toward using high-fidelity simulation in the setting of vocational education. An anonymous on-line survey design was conducted at three campuses of a major Australian Technical and Further Education vocational education setting. Forty-eight nurse educators teaching into Diploma of Nursing program for at least six months were invited to participate, 29 participated in the study, a response rate of 60%. Participants expressed lack of knowledge in managing technological issues, simulation facilitation procedures and conducting scenarios. Most participants had positive attitude towards high-fidelity simulation and rated their skills as ‘novice’. An urgent need for nurse educator training was identified to enhance knowledge and skills in technical and scenario management of high-fidelity simulation. A program of supportive mentoring by nurse educator mentors experienced in high-fidelity simulation, engaging with existing simulation associations, will enhance and sustain nurse educator knowledge, attitude and skills in a protected environment further, so that they can optimise training they provide to students for safe quality care of patients in the future. © 2021 Elsevier Ltd
Globalisation and the reshaping of teacher professional culture : Do we train competent technicians or informed players in the policy process?
- Authors: Angus, Lawrence
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at International yearbook on Teach Education 2003, Melbourne : 20th July, 2003
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- Description: E1
- Description: 2003000452
They're the future and they're going to take over everywhere
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2004
- Type: Text , Book chapter
- Relation: Doing Literacy Online Chapter 11 p. 225-244
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- Description: B1
- Description: 2003000747
ICT educational (dis)advantage : Cultural resources and the digital divide
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2004
- Type: Text , Book chapter
- Relation: Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions Chapter 11 p. 45-66
- Full Text: false
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- Description: B1
- Description: 2003000749
Globalization and educational change : Bringing about the reshaping and renorming of practice
- Authors: Angus, Lawrence
- Date: 2004
- Type: Text , Journal article
- Relation: Journal of Education Policy Vol. 19, no. 1 (Jan 2004), p. 23-41
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- Description: The tendency in education writing on globalization has been to examine the congruence of educational policies in western societies and the international effects of global governance of education by powerful transnational institutions such as the Organization for Economic Cooperation and Development and the European Union. The authors tend to identify massive changes in approaches to educational governance, including the establishment of a broadly common policy and management agenda that is characterized by 'new managerialism', devolution, and rigid accountability structures, entrepreneurialism, and school effectiveness, that have been imposed largely as a result of globalization. These measures are often seen as being directly related to the 'hollowing out' of the state, and the emergence of neo-liberalism as the informing ideology of both international capitalism and residual nation-states. There are few studies, however, of the dynamics of educational life and micro-political activities that enable or challenge or bring about the kinds of educational reshaping and renorming that are typically associated with globalization. This study attempts to analyse such micro-shaping, which, through reporting an ethnographic study in a site of educational practice, examines how school managers and teachers dealt with government policy intervention and, in the process, both willingly and unwillingly implemented significant educational change.
- Description: C1
- Description: 2003000752
Globalization and the reshaping of teacher professional culture : Do we train competent technicians or informed players in the policy process?
- Authors: Angus, Lawrence
- Date: 2006
- Type: Text , Book chapter
- Relation: Handbook of Teacher Education: Globalization, Standards and Professionalism in Times of Change Chapter 47 p. 141-156
- Full Text: false
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- Description: This book provides an international review of the current state of teacher education, with chapters from an international group of teacher educators. It focuses on major issues that are confronting teacher educators now and in the next decade. These include the impact of globalization on the profession of teaching, and how teacher education must deal with changing accountability requirements from governments and establish a set of minimum standards acceptable to enable a person to teach. The work also considers aspects of the three major phases of teacher education: the period prior to commencing in the profession, successful induction into the profession, and the ongoing professional development of teachers. Finally, it identifies ways in which new technologies can be used to improve the training and ongoing development of teachers. Cases from different countries are used to provide a rich base of data to help us understand how the profession is moving onwards.
- Description: B1
- Description: 2003002102
Why should I present my thesis about computer assisted Ndjebbana on a DVD?
- Authors: Auld, Glenn
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2002 Brisbane, Brisbane : 1st December, 2002
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- Description: This paper justifies the presentation of a Ph.D. thesis about computer-assisted Ndjebbana on a digital video disc (DVD). Ndjebbana is a language spoken by 200 Kunibidji, the indigenous landowners of Maningrida on the north coast of Arnhem Land, Australia. Simple digital talking books about the community were created in Ndjebbana and then presented on touch-screen computers located in Kunibidji houses. Kunibidji social practice and discourse around the computer were recorded on digital video, and the traces of what the screen displayed were recorded on the computer and later synchronized with the video. Using DVD technology, the Ndjebbana talking books and the digital video can be integrated into a scholarly text for academics and an Ndjebbana-narrated report for the Kunibidji, which can be combined to present a thesis. From a theoretical perspective, a thesis on a DVD can be located in the center of critical literacy, a critical theory of technology, and critical research methodologies. There are also logistical, semiotic, and ideological reasons for presenting a thesis about computer-assisted Ndjebbana on DVD. Such a presentation will link the tools and data of the research with academic discourse and will also support the empowerment of the Kunibidji by making them more informed about the research process.
- Description: E1
- Description: 2003000136
Students' attitudes, engagement and confidence in mathematics and statistics learning: ICT, gender, and equity dimensions
- Authors: Barkatsas, Anastasios
- Date: 2012
- Type: Text , Book chapter
- Relation: Towards Equity in Mathematics Education. Gender, Culture, and Diversity p. 151-179
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- Description: Abstract In this chapter the findings of five studies are reported. Two research instruments were used: the Mathematics and Technology Attitudes Scale (MTAS), and the Survey of Attitudes Toward Statistics Scale (SATS). The aims, methods, data analyses, selected findings and conclusions are presented, as well as implications for the teaching and learning of mathematics and statistics. The studies involved samples from Australia and Greece. Findings from the three MTAS studies revealed that there is a complex nexus of relationships between secondary mathematics students’ mathematics confidence, confidence with technology, attitude to learning mathematics with technology, affective engagement and behavioural engagement, achievement, and gender. Findings from the SATS studies indicated that male Greek tertiary students had more positive attitudes toward statistics than female students; there was no gender gap for the Australian tertiary students. Secondary students’ attitudes towards ICT use for mathematics learning require further scrutiny in order to bring about gender equity and to facilitate improved outcomes for all students. Gender and cultural sensitivity are paramount in the instructional planning, decision making, and implementation of secondary mathematics and tertiary statistics.
Integrated project-based curriculum: A case study in a Victorian School.
- Authors: Bendall, Derek
- Date: 2015
- Type: Text , Thesis , Masters
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- Description: Leaders of research in the field of effective education have recognised that in the late twentieth century traditional styles of teaching were no longer sustaining student interest, nor helping students achieve their fullest potential. Sir Ken Robinson, a leading commentator, has spoken about the problems with the current Western educational system that was designed during the Industrial Revolution to accommodate the needs of that time. Education reform has been broadly researched and discussed and a wide range of strategies and theories have been developed, including integrated Project-Based Curriculum. This study investigates the development of an integrated Project-Based Curriculum program, what this type of program involves, the implementation of the program and an analysis of qualitative and quantitative data collected throughout the program highlighting its potential benefits. Making use of a mixed method approach, this project examined the outcomes of an integrated Project-Based Curriculum program case study consisting of six teachers and fifty Year 7 students. The context of the study involves a private Christian school located in a suburban outer fringe area of Melbourne, Victoria, Australia. The study investigated the overarching question of whether integrated Project-Based Curriculum programs are constructive and beneficial to today’s schools. The research showed three key findings: that integrated Project-Based Curriculum programs are set up to allow students to make choices in their own education, which creates an appreciation of each discipline and a connection to the ‘real world’; that integrated Project- Based Curriculum involves a great deal of group work which develops a number of ‘lifelong’ 21st century work related skills, including collaboration, communication and creative and critical thinking; and most significantly, that integrated Project-Based Curriculum programs engage students to self-learn and come to class with a greater prior knowledge, enabling teachers to teach a more in-depth content that creates a deeper learning.
- Description: Masters in Education
Making #blacklivesmatter in universities: a viewpoint on social policy education
- Authors: Bennett, Bindi , Ravulo, Jioji , Ife, Jim , Gates, Trevor
- Date: 2021
- Type: Text , Journal article
- Relation: International journal of sociology and social policy Vol. 41, no. 11/12 (2021), p. 1257-1263
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- Description: Purpose The purpose of this viewpoint article is to consider the #BlackLivesMatter movement within the Aboriginal Australian struggle for equality, sovereignty and human rights. Indigenous sovereignty has been threatened throughout Australia's history of colonization. We provide a viewpoint and recommendations for social policy education and practice.Design/methodology/approach. We provide commentary and interpretation based upon the lived experience of Black, Indigenous and Other People of Color (BIPOC) co-authors, co-authors who are Allies, extant literature and practice wisdom as social policy educators. FindingsUniversities are sources of knowledge production, transmission and consumption within society. We provide critical recommendations for what social policy education within universities can address human rights and the #BlackLivesMatter movement.Originality/valueCulturally responsive inclusion for BIPOC has only just begun in Australia and globally within the context of the #BlackLivesMatter movement. This paper adds critical conversation and recommendations for what social policy programs might do better to achieve universities' teaching and learning missions.
Undergraduate nursing students' peformance in recognising and responding to sudden patient deterioration in high psychological fidelity simulated environments: Quantitative results from an Australian multi-centre study
- Authors: Bogossian, Fiona , Cooper, Simon J. , Cant, Robyn , Beauchamp, Alison , Porter, Joanne , Kain, Victoria , Bucknall, Tracey , Phillips, Nicole
- Date: 2014
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 34, no. 5 (2014), p. 691-696
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- Description: Objectives This paper reports the quantitative findings of the first phase of a larger program of ongoing research: Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends (FIRST2ACTTM). It specifically aims to identify the characteristics that may predict primary outcome measures of clinical performance, teamwork and situation awareness in the management of deteriorating patients. Design Mixed-method multi-centre study. Setting High fidelity simulated acute clinical environment in three Australian universities. Participants A convenience sample of 97 final year nursing students enrolled in an undergraduate Bachelor of Nursing or combined Bachelor of Nursing degree were included in the study. Method In groups of three, participants proceeded through three phases: (i) pre-briefing and completion of a multi-choice question test, (ii) three video-recorded simulated clinical scenarios where actors substituted real patients with deteriorating conditions, and (iii) post-scenario debriefing. Clinical performance, teamwork and situation awareness were evaluated, using a validated standard checklist (OSCE), Team Emergency Assessment Measure (TEAM) score sheet and Situation Awareness Global Assessment Technique (SAGAT). A Modified Angoff technique was used to establish cut points for clinical performance. Results Student teams engaged in 97 simulation experiences across the three scenarios and achieved a level of clinical performance consistent with the experts' identified pass level point in only 9 (1%) of the simulation experiences. Knowledge was significantly associated with overall teamwork (p = .034), overall situation awareness (p = .05) and clinical performance in two of the three scenarios (p = .032 cardiac and p = .006 shock). Situation awareness scores of scenario team leaders were low overall, with an average total score of 41%. Conclusions Final year undergraduate nursing students may have difficulty recognising and responding appropriately to patient deterioration. Improving pre-requisite knowledge, rehearsal of first response and team management strategies need to be a key component of undergraduate nursing students' education and ought to specifically address clinical performance, teamwork and situation awareness.
Best practice in clinical simulation education − are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education
- Authors: Bogossian, Fiona , Cooper, Simon J. , Kelly, Michelle , Levett-Jones, Tracy , McKenna, Lisa , Slark, Julia , Seaton, Philippa
- Date: 2018
- Type: Text , Journal article
- Relation: Collegian Vol. 25, no. 3 (2018), p. 327-334
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- Description: Background: Simulation is potentially a means of increasing clinical education capacity. Significant investments have been made in simulation but the extent to which this has improved uptake, quality and diversity of simulation use is unclear. Aim: To describe the current use of simulation in tertiary nursing education programs leading to nurse registration Australia and New Zealand, and determine whether investments in simulation have improved uptake, quality and diversity of simulation experiences. Methods: A cross sectional electronic survey distributed to lead nursing academics in programs leading to nurse registration in Australia and New Zealand. Findings: 51.6% of institutions responded and reported wide variation in allocation of program hours to clinical and simulation learning. Simulation was embedded in curricula and positively valued as an adjunct or substitute for clinical placement. While simulation environments were adequate, staff time, training and resource development were barriers to increasing the quality, amount and range of simulation experiences. Quality assurance and robust evaluation were weak. Discussion: Simulation program hours are inconsistently reported and underutilized in terms of potential contribution to clinical learning. Benefits of capital investment in simulation physical resources have been realised, but barriers persist for increasing high quality simulation in nursing programs. Conclusion: Transitioning components of clinical education from the clinical to tertiary sectors has resource implications. Establishment of sustainable, high quality simulation experiences requires staff training, shared resources, best practice and robust evaluation of simulation experiences in nursing curricula. © 2017 Australian College of Nursing Ltd
Makerspaces pedagogy - supports and constraints during 3D design and 3D printing activities in primary schools
- Authors: Bower, Matt , Stevenson, Michael , Forbes, Anne , Falloon, Garry , Hatzigianni, Maria
- Date: 2020
- Type: Text , Journal article
- Relation: Educational media international Vol. 57, no. 1 (2020), p. 1-28
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- Description: Makerspaces have been heralded as an effective way to support the development of 21st Century and STEM capabilities, yet there is a paucity of systematic, multiple-case analysis to guide educator and researcher practice. This collective case study examined 24 primary school classroom contexts to understand what supports and constrains learning and teaching in technology-oriented makerspaces. Thematic analysis of 24 teacher in-situ reflective journals and focus group interviews of all teacher participants revealed 19 supports and 11 constraints, relating to pedagogy, task design, learner attributes, technological factors, the school environment, and teacher capabilities and beliefs. These were used to form an evidence-based framework for learning and teaching in makerspaces. Findings are discussed in relation to previous research which has tended to be anecdotal and based on single cases. Implications for future teaching, research and policy initiatives are also detailed.
Self-study as a means of understanding and embracing the complexities of (re)learning as a teacher educator
- Authors: Brandenburg, Robyn
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Challenges for the profession: Perspectives and directions for teachers, teaching and teacher education Conference 2005, Sydney : 2nd June, 2005
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- Description: E1
- Description: 2003001319
Passions in the field : Initial student responses to a field placement initiative
- Authors: Brandenburg, Robyn , Whitefield, Ross , Ryan, Janette
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Field Based Learning 2001 Conference, Canberra : 26th October, 2003
- Full Text: false
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- Description: E1
- Description: 2003000070
Management of Maternal and Child Health Services in Victoria Australia : Education or Health Portfolio
- Authors: Breach, Rayleen , Jones, Linda , Sheeran, Leanne
- Date: 2014
- Type: Text , Journal article
- Relation: International Journal of Nursing Vol. 1, no. 2 (2014), p. 103-114
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- Description: In Victoria, Maternal and Child Health (MCH) service is currently located within the State Government’s Department of Education and EarlyChildhood Development (DEECD) portfolio. This department is accountable for the planning and provision of early childhood services in partnership with local government. The MCH service has experienced many changes in State Government departmental portfolios over the years.It was therefore considered relevant to explore the knowledge, attitudes and beliefs held by the MCH workforce in regards to the portfolio that they considered should manage the MCH service.A qualitative exploratory descriptive approach was used to explore the Knowledge, attitudes and beliefs of the Victorian MCH nurses regarding the positioning portfolio for the service. The involved interviewing 12 key stakeholders and 36 MCH nurses until data saturation was reached. Presented are the findings that indicated that the majority of the participants believed that the service did not belong well currently in either Victorian Government Education or Health portfolio. The strength of this opinion, however, highlights the need for some collaborative discussion with all concerned parties in order to appropriately position the MCH service in order to achieve optimum outcomes for children in Victoria.
Children's images of identity : Drawing the self and the other
- Authors: Brown, Jill , Johnson, Nicola
- Date: 2015
- Type: Text , Book
- Relation: Transgressions : Cultural studies and education No. 109
- Full Text: false
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- Description: The understandings which children have of Indigenous identity provide means by which to explore the ways in which Indigenous identity is both projected and constructed in society. These understandings play a powerful part in the ways in which Indigenous peoples are positioned in the mainstream society with which they are connected. The research presented in this edited collection uses children’s drawings to illuminate and explore the images children, both mainstream and Indigenous, have of Indigenous peoples. The data generated by this process allows exploration of the ways in which Indigenous identity is understood globally, through a series of locally focussed studies connected by theme and approach. The data serves to illuminate both the space made available by mainstream groups, and aspects of modernity accommodated within the Indigenous sense of self. Our aim within this project has been to analyse and discuss the ways in which children construct identity, both their own and that of others. Children were asked to share their thoughts through drawings which were then used as the basis for conversation with the researchers. In this way the interaction between mainstream modernity and traditional Indigenous identity is made available for discussion and the connection between children’s lived experiences of identity and the wider global discussion is both immediately enacted and located within broader international understandings of Indigenous cultures and their place in the world.
Contemporary ways of learning in secondary teacher education : Towards a deeper understanding of teacher learning
- Authors: Brown, Maryann
- Date: 2006
- Type: Text , Thesis , PhD
- Full Text:
- Description: "The focus of this portfolio is an exploration of contemporary ways of learning in secondary teacher education."
- Description: Doctor of Philosophy