Examining group differences in emotion regulation strategies and the state and trait anxiety of lifeguards and non-lifeguards in a real-world precompetitive situation
- Calverley, Hannah, Davis, Paul, Harvey, Jack, Mesagno, Christopher
- Authors: Calverley, Hannah , Davis, Paul , Harvey, Jack , Mesagno, Christopher
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 12, no. 2 (2020), p.
- Full Text:
- Reviewed:
- Description: The purpose of this study was to investigate differences, between swimmer-lifeguards and swimmer-non-lifeguards, in trait and state anxiety and emotion regulation techniques in a real-life precompetitive situation with a secondary focus on gender differences. The Emotion Regulation Questionnaire, Sport Anxiety Scale - 2 and the Mental Readiness Form - 3 were distributed to 100 participants at university swimming competitions in the United Kingdom. Swimmer-lifeguards displayed significantly lower cognitive (p=.03) and somatic state (p=.05) anxiety and cognitive trait anxiety (p=.02) than swimmer-non-lifeguards. Males reported significantly lower levels of cognitive and somatic trait anxiety (p<.01) than females. There was also a gender-group interaction, with male swimmer-lifeguards showing significantly lower somatic trait anxiety than the other groups (p<.03). Males indicated significantly greater use of reappraisal than females (p=.01); no other effects were observed. These results support previous research regarding lifeguard characteristics, however the nature of these qualities and how they originate require further exploration. © 2020 Human Kinetics Publishers Inc.. All rights reserved.
- Authors: Calverley, Hannah , Davis, Paul , Harvey, Jack , Mesagno, Christopher
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 12, no. 2 (2020), p.
- Full Text:
- Reviewed:
- Description: The purpose of this study was to investigate differences, between swimmer-lifeguards and swimmer-non-lifeguards, in trait and state anxiety and emotion regulation techniques in a real-life precompetitive situation with a secondary focus on gender differences. The Emotion Regulation Questionnaire, Sport Anxiety Scale - 2 and the Mental Readiness Form - 3 were distributed to 100 participants at university swimming competitions in the United Kingdom. Swimmer-lifeguards displayed significantly lower cognitive (p=.03) and somatic state (p=.05) anxiety and cognitive trait anxiety (p=.02) than swimmer-non-lifeguards. Males reported significantly lower levels of cognitive and somatic trait anxiety (p<.01) than females. There was also a gender-group interaction, with male swimmer-lifeguards showing significantly lower somatic trait anxiety than the other groups (p<.03). Males indicated significantly greater use of reappraisal than females (p=.01); no other effects were observed. These results support previous research regarding lifeguard characteristics, however the nature of these qualities and how they originate require further exploration. © 2020 Human Kinetics Publishers Inc.. All rights reserved.
Harry Potter and the terrors of the toilet
- Authors: Mills, Alice
- Date: 2006
- Type: Text , Journal article
- Relation: Childrens Literature in Education Vol. 37, no. 1 (2006), p. 1-13
- Full Text:
- Reviewed:
- Description: The Harry Potter series focuses upon the toilet as a site for heroic action and a threshold between worlds as well as a more traditional place for boys to be bullied and girls to weep. This article offers a Kristevan reading of the toilets as abject in Harry Potter, and shows how this concept helps us make sense of wider issues within the series, especially Harry's uneasy relation to the maternal. © 2006 Springer Science+Business Media, Inc.
- Description: C1
- Description: 2003002843
Pedagogy, school culture and teacher learning : Towards more durable and resistant approaches to secondary school literacy
- Authors: Smyth, John
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 406-419
- Full Text:
- Reviewed:
- Description: The relational, cultural and contextual view of literacy discussed in this paper has profound and widespread implications for the way teachers think about their students, their families, backgrounds and experiences and the aspirations students hold for the future. Focussing on the theoretical construct of teacher identity, the paper discusses the ways teachers worked and what happened to the culture of their schools when a structured literacy intervention enabled them to develop some agency as educational professionals, when provided with some 'social space' in respect of their literacy practices. The paper concludes that the teachers were involved to varying degrees in embracing changes that represented a move in the direction of a socially just pedagogy - the paper explains why. © 2007 J. Smyth.
- Description: C1
- Description: 2003005585
- Authors: Smyth, John
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 406-419
- Full Text:
- Reviewed:
- Description: The relational, cultural and contextual view of literacy discussed in this paper has profound and widespread implications for the way teachers think about their students, their families, backgrounds and experiences and the aspirations students hold for the future. Focussing on the theoretical construct of teacher identity, the paper discusses the ways teachers worked and what happened to the culture of their schools when a structured literacy intervention enabled them to develop some agency as educational professionals, when provided with some 'social space' in respect of their literacy practices. The paper concludes that the teachers were involved to varying degrees in embracing changes that represented a move in the direction of a socially just pedagogy - the paper explains why. © 2007 J. Smyth.
- Description: C1
- Description: 2003005585
Reaching out to the west : An assessment of Chinese students' views regarding foreign-delivered university programs in China
- Authors: Willis, Mike
- Date: 2010
- Type: Text , Journal article
- Relation: Journal of Teaching in International Business Vol. 21, no. 1 (2010), p. 53-68
- Full Text:
- Reviewed:
- Description: This article identifies the views and expectations of Chinese students located in nine cities in China and Hong Kong in regard to the delivery of foreign degree programs within China. This delivery mode is becoming a common form of educational delivery and augments other modes of international activity such as study abroad and distance education. The research has found that students wanted a relatively unadapted course, delivered in English by foreign academics, with a high level of academic and administrative servicing in China. They did not like subjects which had been overly adapted for the Chinese market, since these were viewed to be somewhat lacking in authenticity. However, some very minor areas of adaptation were required to meet some specific local requirements, but in essence students wanted courses which were a close replication of what it would be like to study in the foreign university location, whether it be in America, Australia, or Europe. The value of this research is that it identifies the desire of students for relatively unadapted foreign programs in China. This finding is of use to foreign universities planning courses and programs in China and also adds to the debate about the adaptation or standardization of services in a Chinese context. © Taylor & Francis Group, LLC.
- Authors: Willis, Mike
- Date: 2010
- Type: Text , Journal article
- Relation: Journal of Teaching in International Business Vol. 21, no. 1 (2010), p. 53-68
- Full Text:
- Reviewed:
- Description: This article identifies the views and expectations of Chinese students located in nine cities in China and Hong Kong in regard to the delivery of foreign degree programs within China. This delivery mode is becoming a common form of educational delivery and augments other modes of international activity such as study abroad and distance education. The research has found that students wanted a relatively unadapted course, delivered in English by foreign academics, with a high level of academic and administrative servicing in China. They did not like subjects which had been overly adapted for the Chinese market, since these were viewed to be somewhat lacking in authenticity. However, some very minor areas of adaptation were required to meet some specific local requirements, but in essence students wanted courses which were a close replication of what it would be like to study in the foreign university location, whether it be in America, Australia, or Europe. The value of this research is that it identifies the desire of students for relatively unadapted foreign programs in China. This finding is of use to foreign universities planning courses and programs in China and also adds to the debate about the adaptation or standardization of services in a Chinese context. © Taylor & Francis Group, LLC.
A scale for monitoring students' attitudes to learning mathematics with technology
- Pierce, Robyn, Stacey, Kaye, Barkatsas, Anastasios
- Authors: Pierce, Robyn , Stacey, Kaye , Barkatsas, Anastasios
- Date: 2007
- Type: Text , Journal article
- Relation: Computers and Education Vol. 48, no. 2 (2007), p. 285-300
- Full Text:
- Reviewed:
- Description: The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. 'Attitude to learning mathematics with technology' had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. © 2005 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003004898
- Authors: Pierce, Robyn , Stacey, Kaye , Barkatsas, Anastasios
- Date: 2007
- Type: Text , Journal article
- Relation: Computers and Education Vol. 48, no. 2 (2007), p. 285-300
- Full Text:
- Reviewed:
- Description: The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. 'Attitude to learning mathematics with technology' had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. © 2005 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003004898
Trends in economic degree enrolments within Australia 1990-2004
- Authors: Millmow, Alex
- Date: 2006
- Type: Text , Journal article
- Relation: Australasian Journal of Economics Education Vol. 3, no. 1&2 (2006), p. 111-124
- Full Text:
- Reviewed:
- Description: This paper argues that unlike the American experience where economic degree enrolments have now staged a complete recovery from the decline in the 1990s the situation in Australia remains subdued.
- Description: C1
- Description: 2003002154
- Authors: Millmow, Alex
- Date: 2006
- Type: Text , Journal article
- Relation: Australasian Journal of Economics Education Vol. 3, no. 1&2 (2006), p. 111-124
- Full Text:
- Reviewed:
- Description: This paper argues that unlike the American experience where economic degree enrolments have now staged a complete recovery from the decline in the 1990s the situation in Australia remains subdued.
- Description: C1
- Description: 2003002154
Quality learning of physics : Conceptions held by high school and university teachers
- Brass, Catherine, Gunstone, Richard, Fensham, Peter
- Authors: Brass, Catherine , Gunstone, Richard , Fensham, Peter
- Date: 2003
- Type: Text , Journal article
- Relation: Research in Science Education Vol. 33, no. 2 (2003), p. 245-271
- Full Text:
- Reviewed:
- Description: This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers - final year, high school physics teachers and academics teaching first year university physics. We begin by outlining our view of quality learning, that is a view of learning in which learners take control of their own learning and engage with active construction and reconstruction of their own meanings for concepts and phenomena. This view of quality learning recognises the crucial role of the affective dimension of learning on the extent to which students engage with and maintain such constructivist and metacognitive approaches to learning. The study explored the qualitatively different ways in which individuals conceptualise quality learning in physics, using semi structured interviews that explored aspects of learning that the respondents regarded as worth fostering in their classrooms. The interview approach was a modification of the Interview-About-Instances approach that allowed the possibility of interviewees suggesting instances of particular relevance to their view of quality learning. This process resulted in a considerable quantity of rich and complex data related to a large range of aspects of physics learning. These data are summarised here, and the qualitatively different conceptions of the respondents with respect to four significant aspects of physics learning are discussed. These aspects are: doing experimental work; linking physics to the real world; students taking responsibility for their own learning and being confident/feeling proud of what you can do. © 2003 Kluwer Academic Publishers.
- Description: C1
- Authors: Brass, Catherine , Gunstone, Richard , Fensham, Peter
- Date: 2003
- Type: Text , Journal article
- Relation: Research in Science Education Vol. 33, no. 2 (2003), p. 245-271
- Full Text:
- Reviewed:
- Description: This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers - final year, high school physics teachers and academics teaching first year university physics. We begin by outlining our view of quality learning, that is a view of learning in which learners take control of their own learning and engage with active construction and reconstruction of their own meanings for concepts and phenomena. This view of quality learning recognises the crucial role of the affective dimension of learning on the extent to which students engage with and maintain such constructivist and metacognitive approaches to learning. The study explored the qualitatively different ways in which individuals conceptualise quality learning in physics, using semi structured interviews that explored aspects of learning that the respondents regarded as worth fostering in their classrooms. The interview approach was a modification of the Interview-About-Instances approach that allowed the possibility of interviewees suggesting instances of particular relevance to their view of quality learning. This process resulted in a considerable quantity of rich and complex data related to a large range of aspects of physics learning. These data are summarised here, and the qualitatively different conceptions of the respondents with respect to four significant aspects of physics learning are discussed. These aspects are: doing experimental work; linking physics to the real world; students taking responsibility for their own learning and being confident/feeling proud of what you can do. © 2003 Kluwer Academic Publishers.
- Description: C1
Towards a pedagogy of group work : Working the rhetoric of group work in an undergaduate curriculum and pedagogy unit at the University of Ballarat
- Zeegers, Margaret, Davis, Robert, Russell, Rupert, Menon, E.
- Authors: Zeegers, Margaret , Davis, Robert , Russell, Rupert , Menon, E.
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 12, no. 10 (2006), p. 205-211
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003001856
- Authors: Zeegers, Margaret , Davis, Robert , Russell, Rupert , Menon, E.
- Date: 2006
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 12, no. 10 (2006), p. 205-211
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003001856
Listening to teachers, learning about teaching
- Authors: Brown, Maryann
- Date: 2009
- Type: Journal article
- Relation: Journal of Curriculum Studies Vol. 41, no. 1 (2009), p. 131-144
- Full Text:
- Reviewed:
- Authors: Brown, Maryann
- Date: 2009
- Type: Journal article
- Relation: Journal of Curriculum Studies Vol. 41, no. 1 (2009), p. 131-144
- Full Text:
- Reviewed:
Combining epidemiology and biomechanics in sports injury prevention research : A new approach for selecting suitable controls
- Finch, Caroline, Ullah, Shahid, McIntosh, Andrew
- Authors: Finch, Caroline , Ullah, Shahid , McIntosh, Andrew
- Date: 2011
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 41, no. 1 (2011), p. 59-72
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Several important methodological issues need to be considered when designing sports injury case-control studies. Major design goals for case-control studies include the accounting for prior injury risk exposure, and optimal definitions of both cases and suitable controls are needed to ensure this. This article reviews methodological aspects of published sports injury case-control studies, particularly with regard to the selection of controls. It argues for a new approach towards selecting controls for case-control studies that draws on an interface between epidemiological and biomechanical concepts. A review was conducted to identify sport injury case-control studies published in the peer-review literature during 1985-2008. Overall, 32 articles were identified, of which the majority related to upper or lower extremity injuries. Matching considerations were used for control selection in 16 studies. Specific mention of application of biomechanical principles in the selection of appropriate controls was absent from all studies, including those purporting to evaluate the benefits of personal protective equipment to protect against impact injury. This is a problem because it could lead to biased conclusions, as cases and controls are not fully comparable in terms of similar biomechanical impact profiles relating to the injury incident, such as site of the impact on the body. The strength of the conclusions drawn from case-control studies, and the extent to which results can be generalized, is directly influenced by the definition and recruitment of cases and appropriate controls. Future studies should consider the interface between epidemiological and biomechanical concepts when choosing appropriate controls to ensure that proper adjustment of prior exposure to injury risk is made. To provide necessary guidance for the optimal selection of controls in case-control studies of interventions to prevent sports-related impact injury, this review outlines a new case-control selection strategy that reflects the importance of biomechanical considerations, which ensures that controls are selected based on the presence of the same global injury mechanism as the cases. To summarize, the general biomechanical principles that should apply to the selection of controls in future case-control studies are as follows: (i) each control must have been exposed to the same global injury mechanism as the case, (e.g. head impact, fall onto outstretched arm); and (ii) intrinsic (individual) factors (e.g. age, sex, skill level) that might modify the person's response to the relevant biomechanical loads are adjusted when either selecting the controls or are in the analysis phase. The same considerations for control selection apply to other study designs such as matched cohort studies or case-crossover studies. © 2011 Adis Data Information BV. All rights reserved.
- Authors: Finch, Caroline , Ullah, Shahid , McIntosh, Andrew
- Date: 2011
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 41, no. 1 (2011), p. 59-72
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Several important methodological issues need to be considered when designing sports injury case-control studies. Major design goals for case-control studies include the accounting for prior injury risk exposure, and optimal definitions of both cases and suitable controls are needed to ensure this. This article reviews methodological aspects of published sports injury case-control studies, particularly with regard to the selection of controls. It argues for a new approach towards selecting controls for case-control studies that draws on an interface between epidemiological and biomechanical concepts. A review was conducted to identify sport injury case-control studies published in the peer-review literature during 1985-2008. Overall, 32 articles were identified, of which the majority related to upper or lower extremity injuries. Matching considerations were used for control selection in 16 studies. Specific mention of application of biomechanical principles in the selection of appropriate controls was absent from all studies, including those purporting to evaluate the benefits of personal protective equipment to protect against impact injury. This is a problem because it could lead to biased conclusions, as cases and controls are not fully comparable in terms of similar biomechanical impact profiles relating to the injury incident, such as site of the impact on the body. The strength of the conclusions drawn from case-control studies, and the extent to which results can be generalized, is directly influenced by the definition and recruitment of cases and appropriate controls. Future studies should consider the interface between epidemiological and biomechanical concepts when choosing appropriate controls to ensure that proper adjustment of prior exposure to injury risk is made. To provide necessary guidance for the optimal selection of controls in case-control studies of interventions to prevent sports-related impact injury, this review outlines a new case-control selection strategy that reflects the importance of biomechanical considerations, which ensures that controls are selected based on the presence of the same global injury mechanism as the cases. To summarize, the general biomechanical principles that should apply to the selection of controls in future case-control studies are as follows: (i) each control must have been exposed to the same global injury mechanism as the case, (e.g. head impact, fall onto outstretched arm); and (ii) intrinsic (individual) factors (e.g. age, sex, skill level) that might modify the person's response to the relevant biomechanical loads are adjusted when either selecting the controls or are in the analysis phase. The same considerations for control selection apply to other study designs such as matched cohort studies or case-crossover studies. © 2011 Adis Data Information BV. All rights reserved.
Teaching linear functions in context with graphics calculators : Students' responses and the impact of the approach on their use of algebraic symbols
- Bardini, Caroline, Pierce, Robyn, Stacey, Kaye
- Authors: Bardini, Caroline , Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: The International Journal of Science and Mathematics Education Vol. 2, no. 3 (2004), p. 353-376
- Full Text:
- Reviewed:
- Description: This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.
- Description: 2003000925
- Authors: Bardini, Caroline , Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: The International Journal of Science and Mathematics Education Vol. 2, no. 3 (2004), p. 353-376
- Full Text:
- Reviewed:
- Description: This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.
- Description: 2003000925
Monitoring progress in algebra in a CAS active context: Symbol sense, algebraic insight and algebraic expectation
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: The International Journal for Technology in Mathematics Education Vol. 11, no. 1 (2004), p. 1-11
- Full Text:
- Reviewed:
- Description: The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students’ work with CAS.
- Description: C1
- Description: 2003000924
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: The International Journal for Technology in Mathematics Education Vol. 11, no. 1 (2004), p. 1-11
- Full Text:
- Reviewed:
- Description: The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students’ work with CAS.
- Description: C1
- Description: 2003000924
Can twenty years of technology education assist "grass roots" syllabus implementation?
- Ginns, Ian, Norton, Stephen, McRobbie, Campbell, Davis, Robert
- Authors: Ginns, Ian , Norton, Stephen , McRobbie, Campbell , Davis, Robert
- Date: 2007
- Type: Text , Journal article
- Relation: International Journal of Technology & Design Education Vol. 17, no. 2 (2007), p. 197-215
- Full Text:
- Reviewed:
- Description: Teachers' informed acceptance of challenges associated with teaching technology might ensure the successful implementation of a Technology syllabus in primary schools. They must be prepared to analyse their own understandings of technology concepts and processes, teaching and resource needs, and engage in professional development activities designed to meet their needs. This paper investigates the introduction of a new Technology syllabus into a school and draws on a number of data sources, for example, surveys, interviews with individual teachers, classroom observations, and field notes. It was evident that very specific personal and classroom related issues (e.g., content and pedagogy), and broader issues related to the school and wider communities (e.g., resources and networking), impacted on teachers' acceptance of the syllabus. Based on these findings, the influence of 20 years of technology education and associated research on the essentials of classroom syllabus implementation by teachers is evaluated. Ways of making this store of knowledge and expertise more meaningful and accessible for teachers are explored. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Technology & Design Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Authors: Ginns, Ian , Norton, Stephen , McRobbie, Campbell , Davis, Robert
- Date: 2007
- Type: Text , Journal article
- Relation: International Journal of Technology & Design Education Vol. 17, no. 2 (2007), p. 197-215
- Full Text:
- Reviewed:
- Description: Teachers' informed acceptance of challenges associated with teaching technology might ensure the successful implementation of a Technology syllabus in primary schools. They must be prepared to analyse their own understandings of technology concepts and processes, teaching and resource needs, and engage in professional development activities designed to meet their needs. This paper investigates the introduction of a new Technology syllabus into a school and draws on a number of data sources, for example, surveys, interviews with individual teachers, classroom observations, and field notes. It was evident that very specific personal and classroom related issues (e.g., content and pedagogy), and broader issues related to the school and wider communities (e.g., resources and networking), impacted on teachers' acceptance of the syllabus. Based on these findings, the influence of 20 years of technology education and associated research on the essentials of classroom syllabus implementation by teachers is evaluated. Ways of making this store of knowledge and expertise more meaningful and accessible for teachers are explored. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Technology & Design Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Student response to the IT handicap
- Zeegers, Margaret, Beales, Brad
- Authors: Zeegers, Margaret , Beales, Brad
- Date: 2006
- Type: Text , Journal article
- Relation: International journal of learning Vol. 12, no. 10 (2006), p. 39-43
- Full Text:
- Reviewed:
- Description: This paper investigates undergraduates' innovative reflection-as a scripted and performed comedy routine in their School Revue-on their introduction as pre-service teachers (PSTs) to the discourses of Information Technologies (ITs) in teaching in schools. It is a small case study that we present here, mondful of the lack of generalisability that this presents, but we feel that it does lend itself to a close examination of a wide array of issues, experiences and outcomes in this small group that wrote and implemented the sketch in the Revue. Given the primacy of the role of language in any educational undertaking, it is perhaps not surprising that the focus of this sketch is on language, particularly as it is received by students, in that group of novice IT for Education students.
- Description: C1
- Description: 2003001862
- Authors: Zeegers, Margaret , Beales, Brad
- Date: 2006
- Type: Text , Journal article
- Relation: International journal of learning Vol. 12, no. 10 (2006), p. 39-43
- Full Text:
- Reviewed:
- Description: This paper investigates undergraduates' innovative reflection-as a scripted and performed comedy routine in their School Revue-on their introduction as pre-service teachers (PSTs) to the discourses of Information Technologies (ITs) in teaching in schools. It is a small case study that we present here, mondful of the lack of generalisability that this presents, but we feel that it does lend itself to a close examination of a wide array of issues, experiences and outcomes in this small group that wrote and implemented the sketch in the Revue. Given the primacy of the role of language in any educational undertaking, it is perhaps not surprising that the focus of this sketch is on language, particularly as it is received by students, in that group of novice IT for Education students.
- Description: C1
- Description: 2003001862
Linking physical education with community sport and recreation : A program for adolescent girls
- Casey, Meghan, Mooney, Amanda, Eime, Rochelle, Harvey, Jack, Smyth, John, Telford, Amanda, Payne, Warren
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
Dispositions of elite-level Australian rugby coaches towards game sense : Characteristics of their coaching habitus
- Authors: Light, Richard , Evans, John
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 3 (2013), p. 407-423
- Full Text:
- Reviewed:
- Description: Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the 'coaching habitus' of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual 'coaching habitus' by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011104
- Authors: Light, Richard , Evans, John
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 3 (2013), p. 407-423
- Full Text:
- Reviewed:
- Description: Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the 'coaching habitus' of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual 'coaching habitus' by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011104
Why children join and stay in sports clubs : Case studies in Australian, French and German swimming clubs
- Light, Richard, Harvey, Stephen, Memmert, Daniel
- Authors: Light, Richard , Harvey, Stephen , Memmert, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 4 (2013), p. 550-566
- Full Text:
- Reviewed:
- Description: This article builds upon research on youth sport clubs conducted from a socio-cultural perspective by reporting on a study that inquired into the reasons why children aged 9-12 joined swimming clubs in France, Germany and Australia. Comprising three case studies it employed a mixed method approach with results considered within the framework of Côté and colleagues' Development Model of Sport Participation (DMSP). It identifies the importance of parents, the social dimensions of experience in the clubs and of appropriate competition in attracting the children to the clubs and keeping them there. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011094
- Authors: Light, Richard , Harvey, Stephen , Memmert, Daniel
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 4 (2013), p. 550-566
- Full Text:
- Reviewed:
- Description: This article builds upon research on youth sport clubs conducted from a socio-cultural perspective by reporting on a study that inquired into the reasons why children aged 9-12 joined swimming clubs in France, Germany and Australia. Comprising three case studies it employed a mixed method approach with results considered within the framework of Côté and colleagues' Development Model of Sport Participation (DMSP). It identifies the importance of parents, the social dimensions of experience in the clubs and of appropriate competition in attracting the children to the clubs and keeping them there. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011094
Gaming across cultures: experimenting with alternate pedagogies
- Pillay, Soma, James, Reynold
- Authors: Pillay, Soma , James, Reynold
- Date: 2013
- Type: Text , Journal article
- Relation: Education and Training Vol. 55, no. 11 (2013), p. 7-233
- Full Text:
- Reviewed:
- Description: Purpose – Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross-cultural education are insufficiently adapted to student learning-style needs. This problem is particularly noticeable in one cross-cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems. Design/methodology/approach – Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management. Findings – Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship. Practical implications – There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer. Originality/value – In this study, the authors adopted a qualitative approach to trialling the use of games in a cross-cultural context with the view to reducing international cross-cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.
- Authors: Pillay, Soma , James, Reynold
- Date: 2013
- Type: Text , Journal article
- Relation: Education and Training Vol. 55, no. 11 (2013), p. 7-233
- Full Text:
- Reviewed:
- Description: Purpose – Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross-cultural education are insufficiently adapted to student learning-style needs. This problem is particularly noticeable in one cross-cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems. Design/methodology/approach – Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management. Findings – Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship. Practical implications – There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer. Originality/value – In this study, the authors adopted a qualitative approach to trialling the use of games in a cross-cultural context with the view to reducing international cross-cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.
Development and trial of a water exposure measure of estimated drowning risk for surf bathers
- Morgan, Damian, Ozanne-Smith, Joan
- Authors: Morgan, Damian , Ozanne-Smith, Joan
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 7, no. 2 (2013 2013), p. 116-135
- Full Text:
- Reviewed:
- Description: To better address drowning issues, risk assessment at the group and sample levels would be enhanced by precise measures of exposure to water. The aim of the study was to develop and pilot test a method of measuring exposure to water based on estimating immersions for surf bathers. Validated direct observation counts provided peak-bathing period point estimates and a daily bather immersion profile for an identified sampling frame comprising 20 beaches over 39 summer days. An estimated 10,089 water immersions occurred at the peak-bathing period in the sampling frame. Swimmers comprised 86.0% and surfers with equipment 14.0% of the observed bathing sample, respectively. For swimmers only on patrolled beaches, 77.1% bathed in the lifesaver supervised (flag) zones. The study has implications for the provision of organized bather supervision and provides a foundation for generation of hypotheses on the nature of drowning risk for selected surf bather groups.
- Authors: Morgan, Damian , Ozanne-Smith, Joan
- Date: 2013
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 7, no. 2 (2013 2013), p. 116-135
- Full Text:
- Reviewed:
- Description: To better address drowning issues, risk assessment at the group and sample levels would be enhanced by precise measures of exposure to water. The aim of the study was to develop and pilot test a method of measuring exposure to water based on estimating immersions for surf bathers. Validated direct observation counts provided peak-bathing period point estimates and a daily bather immersion profile for an identified sampling frame comprising 20 beaches over 39 summer days. An estimated 10,089 water immersions occurred at the peak-bathing period in the sampling frame. Swimmers comprised 86.0% and surfers with equipment 14.0% of the observed bathing sample, respectively. For swimmers only on patrolled beaches, 77.1% bathed in the lifesaver supervised (flag) zones. The study has implications for the provision of organized bather supervision and provides a foundation for generation of hypotheses on the nature of drowning risk for selected surf bather groups.
Narrative pedagogies in Science, Mathematics and Technology
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
- Full Text:
- Reviewed:
- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
- Full Text:
- Reviewed:
- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.