List of Titles

Introduction : Remembering places of pain and shame

Authors: Logan, William , Reeves, Keir
Date: 2009
Type: Text , Book chapter
Relation: Places of pain and shame : Dealing with "Difficult Heritage" p. 1-14
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Description: Most societies have their scars of history resulting from involvement in war and civil unrest or adherence to belief systems based on intolerance, racial discrimination or ethnic hostilities. A range of places, sites and institutions represent the legacy of these painful periods: massacre and genocide sites, places related to prisoners of war, civil and political prisons, and places of 'benevolent' internment such as leper colonies and lunatic asylums. These sites bring shame upon us now for the cruelty and ultimate futility of the events that occurred within them and the ideologies they represented. Increasingly, however, they are now being regarded as 'heritage sites', a far cry from the view of heritage that prevailed a generation ago when we were almost entirely concerned with protecting the great and beautiful creations of the past: reflections of the creative genius of humanitiy rather than the reverse - the destructive and cruel side of history. Why has this shift occurred, and what implications does it have for professionals practising in the heritage field? In what ways is this a 'difficult' heritage to deal with?

Left to their own devices : The everyday realities of one-to-one classrooms

- Selwyn, Neil, Nemorin, Selena, Bulfin, Scott, Johnson, Nicola

Authors: Selwyn, Neil , Nemorin, Selena , Bulfin, Scott , Johnson, Nicola
Date: 2017
Type: Text , Journal article
Relation: Oxford Review of Education Vol. 43, no. 3 (2017), p. 289-310
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Description: The past decade has seen the expansion of personal digital technologies into schools. With many students and teachers now possessing smartphones, tablets, and laptops, schools are initiating one-to-one and ‘Bring Your Own Device’ (BYOD) policies aiming to make use of these ‘personal devices’ in classrooms. While often discussed in terms of possible educational benefits and/or organisational risks, the actual presence of personal devices in schools tends to be more mundane in nature and effect. Drawing upon ethnographic studies of three Australian high schools, this paper details ways in which the proliferation of digital devices has come to bear upon everyday experiences of school. In particular, the paper highlights the ways in which staff and students negotiate (in)appropriate technology engagement; the ordinary (rather than extraordinary) ways that students make use of their devices in classrooms; and the device-related tensions now beginning to arise in schools. Rather than constituting a radically ‘transformational’ form of schooling, the paper considers how the heightened presence of personal technologies is becoming subsumed into existing micro-politics of school organisation and control. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

“Struck by the way our bodies conveyed so much:” A collaborative self-study of our developing understanding of embodied pedagogies

- Forgasz, Rachel, McDonough, Sharon

Authors: Forgasz, Rachel , McDonough, Sharon
Date: 2017
Type: Text , Journal article
Relation: Studying Teacher Education Vol. 13, no. 1 (2017), p. 52-67
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Description: Embodied pedagogies offer methodological and pedagogical possibilities for exploring and understanding the emotional and embodied dimensions of teaching and learning to teach. In this paper we present a collaborative self-study that examines what we have learned about the nature, value and facilitation of embodied pedagogies through our experiences as both facilitators and participants. Through engaging in this self-study we have deepened our understanding of three aspects of embodied pedagogies: the nature of embodiment as a process of learning and coming to know, the challenges associated with engaging learners in embodied pedagogies, and some of the factors that contribute to skilful facilitation of embodied pedagogies. Articulating these understandings offers insight for ourselves and for other teacher educators looking to engage preservice teachers in embodied explorations and understandings of teaching and learning. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

A mediated model of the effects of human resource management policies and practices on the intention to promote women : An investigation of the theory of planned behaviour

- Biswas, Kumar, Boyle, Brendan, Mitchell, Rebecca, Casimir, Gian

Authors: Biswas, Kumar , Boyle, Brendan , Mitchell, Rebecca , Casimir, Gian
Date: 2017
Type: Text , Journal article
Relation: International Journal of Human Resource Management Vol. 28, no. 9 (2017), p. 1309-1331
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Description: This study investigates the role of supportive human resource management policies and practices in senior HR managers’ intention to promote women to senior management positions. Based on the theory of planned behaviour, we argue a model in which supportive HR policies and practices affect managers’ attitudes towards the promotion of women to senior positions and their perception of organisational norms and control over the decision. We employ partial least squares based structural equation modelling to investigate data from a sample of 183 firms in Bangladesh. Our results support the utility of the theory of planned behaviour in understanding the positive effects of HR practices on the intent of senior managers to promote women. Our findings suggest that the role of HR policies and practices is not only to eliminate opportunity for discrimination but also to encourage the development of deeper attitudinal and normative acceptance of women’s role in senior management. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Playing the ghost : Ghost hoaxing and supernaturalism in late nineteenth-century Victoria, Australia

- Waldron, David, Waldron, Sharn

Authors: Waldron, David , Waldron, Sharn
Date: 2016
Type: Text , Journal article , Review
Relation: Folklore (United Kingdom) Vol. 127, no. 1 (2016), p. 71-90
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Description: This article employs a Jungian analytical perspective in its exploration of the phenomenon of ghost hoaxing in late nineteenth- and early twentieth-century colonial Victoria, Australia, as observed through its reportage in the print media of the era. © 2016The Folklore Society.

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Facilitators and barriers to evidence-based practice : Perceptions of nurse educators, clinical coaches and nurse specialists from a descriptive study

- Malik, Gulzar, McKenna, Lisa, Plummer, Virginia

Authors: Malik, Gulzar , McKenna, Lisa , Plummer, Virginia
Date: 2016
Type: Text , Journal article
Relation: Contemporary Nurse Vol. 52, no. 5 (2016), p. 544-554
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Description: Background: Implementation of evidence-based practice (EBP) is a major initiative within health care settings to ensure clinical and policy decisions incorporate best available evidence. Aims: This paper reports findings from a descriptive study exploring nurse educators’, clinical coaches’ and nurse specialists’ perceptions of factors associated with using EBP. Methods: Data was collected from a senior group of nurses working in a tertiary health care network in Victoria, Australia by employing a questionnaire that was distributed to a total of 435 people, of whom 135 responded. Data Analysis:Descriptive statistics for each questionnaire item were determined using SPSS (Statistical Package for Social Sciences version 17). Thematic analysis was performed for the qualitative part of the questionnaire. Results Findings revealed that organisational support, sufficient resources, and access to continuing education were perceived as factors promoting acceptance of EBP. Barriers to such acceptance in health care settings were identified as lack of knowledge and skills, poor time allowance, limited support, and insufficient resources. Conclusion: The reported findings create evidence-based information for organisational strategic planning. Organisations need to develop educational programs to promote EBP and employ strategies to overcome barriers to implementation. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

‘Uni has a different language … to the real world’ : Demystifying academic culture and discourse for students from low socioeconomic backgrounds

- McKay, Jade, Devlin, Marcia

Authors: McKay, Jade , Devlin, Marcia
Date: 2014
Type: Text , Journal article
Relation: Higher Education Research and Development Vol. 33, no. 5 (2014), p. 949-961
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Description: The Australian government has set ambitious targets for increased higher-education participation of people from low socioeconomic backgrounds. There is, thus, a pressing need to explore how best to empower these students with what they require to progress and succeed at university. The paper draws on a literature review and qualitative data from a national study in which 89 students from low socioeconomic backgrounds and 26 staff were interviewed. The paper argues that demystifying academic culture and discourses for these students is a key step institutions and staff can take in assisting students from low socioeconomic backgrounds to progress and succeed at university. A recurring theme to emerge from both the literature and interviews with students and staff was that teaching the discourse empowers and enables students to learn, has a positive impact on their sense of belonging and ultimately helps them succeed in higher education. © 2014 HERDSA.

Mental health and wellbeing through schools: Thinking big, acting wisely

- Shute, Rosalyn, Slee, Phillip

Authors: Shute, Rosalyn , Slee, Phillip
Date: 2016
Type: Text , Book chapter
Relation: Mental Health and Wellbeing through Schools: The Way Forward p. 185-197
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Description: Here, we discuss a number of themes emerging from the foregoing chapters, including: adopting a systems framework; hard-to-tame problems; leadership and boundary spanners; models of organisational change; and teacher buy-in to programs. Some additional themes that we consider worthy of greater attention include the voices of young people, gender, and green schooling. We conclude that 'thinking big' is not antagonistic to 'acting small', if our interventions are wise. © 2016 selection and editorial matter, Rosalyn H. Shute and Phillip T. Slee, individual chapters, the contributors. All rights reserved

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The interrelations between internalized homophobia, depressive symptoms, and suicidal ideation among Australian gay men, lesbians, and bisexual women

- McLaren, Suzanne

Authors: McLaren, Suzanne
Date: 2016
Type: Text , Journal article
Relation: Journal of Homosexuality Vol. 63, no. 2 (2016), p. 156-168
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Description: Internalized homophobia has been linked to depression among gay men, lesbians, and bisexuals. Relatively little research has investigated the link between internalized homophobia and suicidal thoughts and behaviors. The current research investigated the interrelations among internalized homophobia, depressive symptoms, and suicidal ideation by testing additive, mediation, and moderation models. Self-identified Australian gay men (nÂ =Â 360), lesbians (nÂ =Â 444), and bisexual women (nÂ =Â 114) completed the Internalized Homophobia Scale, the Center for Epidemiological Studies Depression Scale, and the suicide subscale of the General Health Questionnaire. Results supported the additive and partial mediation models for gay men and the mediation and moderation models for lesbians. None of the models were supported for bisexual women. The findings imply that clinicians should focus on reducing internalized homophobia and depressive symptoms among gay men and lesbians, and depressive symptoms among bisexual women, to reduce suicidal ideation. © 2016 Taylor & Francis.

Rewriting the Script of Mentoring Pre-Service Teachers in Third Space: Exploring Tensions of Loyalty, Obligation and Advocacy

- McDonough, Sharon

Authors: McDonough, Sharon
Date: 2014
Type: Text , Journal article
Relation: Studying Teacher Education Vol. 10, no. 3 (September 2014), p. 210-221
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Description: Supporting pre-service teachers as they develop their understandings of teaching, learning and their identities as teachers is complex and multi-faceted work. I draw on self-study to explore my work in a new partnership model between a school in Victoria, Australia and a regional university. During 2013, I worked in both contexts and carried out the dual roles of teacher educator and secondary teacher. In this partnership, I set out to create a third space for mentoring and supporting pre-service teachers, making connections between their on-campus work and their developing practice in schools. Throughout the self-study, I kept field notes and a reflective journal. In analysing these, I identified the tensions and challenges of working in this space and in articulating my pedagogy as a university mentor. I experienced uncomfortable moments of learning, where I faced tensions related to issues of obligation, loyalty and advocacy. I argue that engaging in processes of translation and mediation enables university mentors to articulate a pedagogy of mentoring and, in so doing, to rewrite the script of mentoring for pre-service and supervising teachers.
Description: C1

Control and resilience : The importance of an internal focus to maintain resilience in academically able students

- Kronborg, Leonie, Plunkett, Margaret, Gamble, Nicholas, Kaman, Yvette

Authors: Kronborg, Leonie , Plunkett, Margaret , Gamble, Nicholas , Kaman, Yvette
Date: 2017
Type: Text , Journal article
Relation: Gifted and Talented International Vol. 32, no. 1 (2017), p. 59-74
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Description: This article reports one component of a longitudinal multilayered research project originating from a unique partnership between a university and a selective secondary school in Victoria, Australia. One hundred and twenty-five Year 10 academically able students at the school completed a survey at two different times to investigate a range of motivational constructs, including locus of control and resilience. Students were grouped according to their locus of control (LoC) focus (either internal or external), and, subsequently, scores from their resilience profiles were compared using multivariate analysis of variance. Findings illustrated that students with a more internally focused locus of control were more resilient at two time points. These findings have important implications for educators, as resilience is recognized as an important attribute to be developed in all students, including academically able students.

The influence of sport education on student motivation in physical education

- Spittle, Michael, Byrne, Kate

Authors: Spittle, Michael , Byrne, Kate
Date: 2009
Type: Text , Journal article
Relation: Physical Education and Sport Pedagogy Vol. 14, no. 3 (2009), p. 253-266
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Description: Background: Physical educators are faced with trying to provide motivating and enjoyable experiences in physical education. Sport Education is an instructional model that aims to provide positive motivational sport experiences by simulating the features of authentic sport. Research support for Sport Education is positive, however, the effects on student motivation and the motivational climate are not well understood. Purpose: To investigate the influence of the Sport Education model on student motivation (intrinsic/extrinsic motivation, goal orientations, and perceived motivational climate) in secondary physical education. Setting: Six classes were selected according to teacher and class availability in the sports of soccer, hockey, and football codes in a co-educational government school. Participants: Participants were 115 (male = 97, female = 18) Year-8 students (aged 13-14 years), in a Sport Education condition (n = 41) and a Traditional condition (n = 74).Measures: At pre- and post-test, all participants completed three questionnaires: the Intrinsic Motivation Inventory, the Task and Ego Orientation in Sport Questionnaire, and the Perceived Motivational Climate in Sport Questionnaire. Intervention: Participants completed either a Sport Education condition or a Traditional condition for one double period (100 minutes) one day per week for 10 weeks (Sport Education condition) or for five weeks (Traditional condition). The Sport Education condition incorporated six distinctive features: seasons, affiliation, formal competition, record keeping, festivity, and a culminating event. The Traditional condition used whole-group instruction led by the teacher. Research design: The study used a non-equivalent control group design with pre- and post-test procedures. The independent variable was teaching condition and the dependent variable was student motivation (assessed by intrinsic motivation, goal orientations, and motivational climate). The groups were already established and selected for convenience purposes. Data collection and analysis: Participants completed pre-test measures and then participated in their pre-established classes. Post-test measures were completed in the last class in each condition. A reliability analysis on measures was conducted using Cronach's alphas. A pre-test manipulation check was performed to check for any initial differences in motivation. To compare the difference in changes between conditions on motivation, a series of 2 × 2 repeated measures analyses of variance were conducted. A comparison of the relationship between motivation measures was conducted using Pearson's product moment correlation coefficients. Findings: There was a significant difference between the conditions on changes in perceived competence, task orientation, and mastery climate, with the Traditional condition decreasing significantly from pre- to post-test compared with the Sport Education condition. There were no significant differences on interest/enjoyment, effort/importance, pressure/tension, ego orientation, or performance climate. A mastery climate was positively related to task orientation and intrinsic motivation and a performance climate was related to ego orientation. Conclusions: The Sport Education condition was more successful in maintaining high levels of intrinsic motivation, task orientation, and mastery climate than the Traditional condition. That is, the Traditional condition was associated with a decrease in adaptive aspects of motivation for students, whereas the Sport Education condition maintained existing levels of motivation.
Description: 2003008192

Evidence-based practice, risk and reconstructions of responsibility in nursing

- Heggen, Kristin, Wellard, Sally

Authors: Heggen, Kristin , Wellard, Sally
Date: 2011
Type: Text , Book chapter
Relation: Professional responsibility new horizons of praxis p. 144-158
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Description: "Professional Responsibility: New Horizons of Praxis addresses the manifold and complex challenges inherent in professional responsibility. Since the beginning of the 20th Century, professions have been accorded a conjoined mandate - political and moral responsibility - to serve the interests of individual's and society. The quality of professional work, how professionals understand and live out their responsibilities in practice, is a matter of pervasive concern since increasingly they have such a prominent presence in most people's lives. Until the late 1960's, professionals' roles and responsibilities were rarely questioned, but such trust has since given way to collective scepticism concerning their commitment and willingness to live up to their moral and societal obligations. Abuse of power and privilege by some professionals has contributed to decline in trust by publics, the concept of 'good work' is increasingly challenged, and politicians and policy-makers have sought to regulate and hold professions to account. It is timely, therefore, to investigate critically conflicting discourses and practices on what counts as professional responsibility, to question how professionals understand and are prepared for a life of professional responsibility, and what acting with integrity and authority looks like in practice. One of the distinctive features of this book is the combination of normative and empirical dimensions that are used to dissect this question. The authors indicate from a diversity of disciplinary perspectives how professional responsibility includes particular thoughts and warranted actions yet remains multifaceted and inarticulate"-- Provided by publisher.
Description: 2003009457

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