2024-03-29T14:15:17Z
https://researchonline.jcu.edu.au/cgi/oai2
oai:researchonline.jcu.edu.au:2134
2022-06-15T06:54:12Z
7374617475733D756E707562
74797065733D746865736973
Ready, set, don't go: pre-school retention practices that restrict children's access to school
Anderson, Robyn
Repeating the Pre-school year has become common practice in Queensland schools. Other increasingly used practices with similar intent and outcomes include returning children to Pre-school from Year 1, Transition programs and delayed school entry. Although Pre-school retention has been a long accepted remedy for children‘s underachievement and low levels of readiness for school, research from the United States warns that such practices offer few benefits for children (Hong & Raudenbush, 2005; Hong & Yu, 2006; Jimerson, 2001a, 2001b) and may be harmful (Jimerson, 2001a; Shepard & Smith, 1989; Walberg et al., 2004). In addition, data collected from Queensland in Australia and North Carolina in the United States revealed a substantial increase in Pre-school retention rates over the last decade.
In the light of such concerns, case studies employing a constructivist approach were conducted at nine Queensland schools to examine these practices. Unstructured interviews were conducted with fifty-one teachers and parents to examine their explanations for the continued employment of Pre-school retention and other related practices. The study found that although multiple discourses were available, teachers drew on a dominant way of assessing children‘s readiness for school. Children needed to be ‘school-ready‘, that is, they were required to have particular skills and behaviours or cultural resources to successfully participate in schooling. Children who did not have the cultural resources valued at school were positioned ‘unready‘ for school, discouraged from commencing school and were repeated at Pre-school, returned to Preschool from Year 1, placed in Transition classes or their entry to school was delayed.
Boys and younger children were more often repeated at Pre-school, returned to Preschool from Year 1 or had delayed school entry. Mobile children and children with little or no pre-school experience were targeted for Transition classes. Among children targeted for Transition classes were Indigenous children and children from schools whose catchment areas were marked by families of low socio-economic status. Such groups of children have already encountered challenges in education and are among groups of children identified in social justice policies (Department of Education, Queensland, 1994; Department of Education and the Arts, Queensland, 2005a). The study found that practices underpinned by school-ready discourse contradicted social justice policies (Department of Education, Queensland, 1994; Department of Education and the Arts, Queensland, 2005a).
Teachers from two of the nine schools in the study employed practices which valued all children‘s cultural resources with which they commenced school, positioned all children in a positive way and as competent and ‘ready‘ learners. These practices, which were underpinned by the more recent constructivist/interactionist understandings of school readiness, incorporated a shared responsibility of families, schools and communities to prepare children for school (Australian Research Alliance for Children and Youth (ARACY), 2007). They are further supported by current research (ARACY, 2007; Pianta & Cox, 1999), early childhood education departments (NAEYC, 1997) and curriculum bodies (QSA, 2007). In conclusion, the study recommends that teachers‘ efforts to prepare children for school be supported with continued professional development incorporating more recent conceptualisations of school readiness.
2008
Thesis
NonPeerReviewed
application/pdf
https://researchonline.jcu.edu.au/2134/2/02whole.pdf
https://doi.org/10.25903/g019-tt96
Anderson, Robyn (2008) Ready, set, don't go: pre-school retention practices that restrict children's access to school. PhD thesis, James Cook University.
https://researchonline.jcu.edu.au/2134/
open
oai:researchonline.jcu.edu.au:24929
2024-03-02T15:19:16Z
7374617475733D707562
74797065733D61727469636C65
Pre-service teachers' attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice
Tomas, Louisa
Girgenti, Sarah
Jackson, Cliff
The Education for Sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N=100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers' EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed.
Routledge
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/24929/1/24929%20Tomas%20et%20al%20in%20press.pdf
application/pdf
https://researchonline.jcu.edu.au/24929/11/24929_Thomas%20et%20al_2017.pdf
http://dx.doi.org/10.1080/13504622.2015.1109065
Tomas, Louisa, Girgenti, Sarah, and Jackson, Cliff (2017) Pre-service teachers' attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice. Environmental Education Research, 23 (3). pp. 324-347.
https://researchonline.jcu.edu.au/24929/
restricted
oai:researchonline.jcu.edu.au:24999
2024-02-29T14:45:45Z
7374617475733D707562
74797065733D61727469636C65
Students' regulation of their emotions in a science classroom
Tomas, Louisa
Rigano, Donna
Ritchie, Stephen M.
Research aimed at understanding the role of the affective domain in student learning in classrooms has undergone a recent resurgence due to the need to understand students’ affective response to science instruction. In a case study of a Year 8 science class in North Queensland, students worked in small groups to write, film, edit and produce short videos about the socio-scientific issue of coal seam gas mining as part of a unit on energy. Student emotions over the course of the unit of work were recorded using emotion diaries (a self-report measure), video recordings of lessons and end-of-project interviews. We identify trends in student emotions and
analyze their relation to classroom activities using two constructs for interpreting the affective dimension of student learning: emotional energy and emotion regulation. By analyzing a salient classroom event, we report students’ regulation of negative emotions like frustration and anger as they worked together to complete the video project successfully. Furthermore, we propose that emotions, particularly positive emotions, elicited by the video task and not the socio-scientific issue dominated students' experiences and perceptions of the unit. This raises questions about how students' positive emotions might be regulated effectively so that they remain focused on the intended learning.
Wiley-Blackwell
2016-02
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/24999/11/24999%20Tomas%20et%20al%202016%20Accepeted.pdf
application/pdf
https://researchonline.jcu.edu.au/24999/6/Tomas_et_al-2015-Journal_of_Research_in_Science_Teaching.pdf
http://dx.doi.org/10.1002/tea.21304
Tomas, Louisa, Rigano, Donna, and Ritchie, Stephen M. (2016) Students' regulation of their emotions in a science classroom. Journal of Research in Science Teaching, 53 (2). pp. 234-260.
https://researchonline.jcu.edu.au/24999/
restricted
oai:researchonline.jcu.edu.au:28959
2023-10-11T04:26:51Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Educational Evolution: A Review of MOOCs in Institutes of Higher Education
Arumynathan, Pamela
There was considerable speculation regarding the ideal use and potential impact of massive open online courses (MOOCs) on teaching, learning, and traditional higher educational infrastructures. Many universities and colleges rushed into implementing MOOCs without clear understanding of this potential disruptive force on the educational landscape. This study examines the MOOC phenomenon more closely. The qualitative research approach based on Everett Rogers’ model of innovation diffusion is employed in this study. MOOCs’ early adopters were defined as faculty members from US institutions who offered MOOCs between April 2012 and December 2013. Initial MOOC implementation efforts in order to better determine motivations, implications, and future impact on higher education, which provided greater context to this rapidly shifting innovation, were studied. The findings indicate that the primary institutional motivation to sponsor MOOCs was to raise and/or enhance institutional branding. The findings also indicated that the faculty that was self-selected to participate in MOOCs at the early stage was open to experimentation as well as to the inherent risks associated with the trial of a new educational innovation. This review uncovered important implications on the main pedagogical mission of the university and its professors as a result of instructor and institutional involvement with MOOCs. More specifically, this study revealed that MOOCs have pushed pedagogical issues to the forefront, and faculty early adopters have shifted their classroom teaching in ways believed to improve the classroom experience and create more interactive learning opportunities for students as a result of MOOCs.
Springer
Purnendu Mandal, Purnendu
Vong, John
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/28959/1/28959.pdf
https://doi.org/10.1007/978-981-287-585-3_9
Arumynathan, Pamela (2016) Educational Evolution: A Review of MOOCs in Institutes of Higher Education. In: Purnendu Mandal, Purnendu, and Vong, John, (eds.) Smart Technologies for Smart Nations: Perspectives from the Asia-Pacific Region. Managing the Asian Century . Springer, Singapore, pp. 125-133.
https://researchonline.jcu.edu.au/28959/
restricted
oai:researchonline.jcu.edu.au:34324
2020-03-27T18:34:02Z
7374617475733D707562
74797065733D626F6F6B
Effective Legal Writing: a practical guide
Corbett-Jarvis, Nichola
Grigg, Brendan
A clear, accessible and practical guide to the skill of legal writing. This practical, student-focused text introduces writing skills essential for successful study in law and explains how to apply them in a legal context. Although designed as a course book for first year law students, it has ongoing relevance throughout law school and beyond.
Basic literacy, legal literacy and writing skills are explored in a way that is fully integrated into legal content, reflecting current pedagogical best-practice. The text assists students to develop sound legal writing skills, providing a solid foundation to enhance performance in professional legal writing tasks. It includes many examples, case studies and exercises and is supported by extensive online resources for lecturers.
The second edition offers expanded examples of legal writing required of both students and professionals including case notes, letters, barristers' opinions and outlines of arguement. It reinforces the importance of academic integrity, especially in relation to admission, by embedding these concepts into practical exercises.
LexisNexis Butterworths
2017
Book
NonPeerReviewed
application/pdf
https://researchonline.jcu.edu.au/34324/1/34324_Corbett-Jarvis%20and%20Gigg_2017_Final.pdf
https://store.lexisnexis.com.au/product?product=effective-legal-writing-a-practical-guide-2nd-edition&meta_F_and=9780409343205
Corbett-Jarvis, Nichola, and Grigg, Brendan (2017) Effective Legal Writing: a practical guide. LexisNexis Butterworths, Sydney, NSW, Australia.
https://researchonline.jcu.edu.au/34324/
restricted
oai:researchonline.jcu.edu.au:34954
2023-08-03T19:34:48Z
7374617475733D707562
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The cone-of-learning: a visual comparison of learning systems
Hamilton, John R.
Tee, Singwhat
Purpose: Four learning modes, interacting through students as different learning systems, are mapped into a cone-of-learning continuum that allows tertiary institutions to visually re-consider where within their cone-of-learning, they choose to position their learning approaches. Two forms of blended learning are also distinguished. The paper aims to discuss these issues.
Design/methodology/approach: Undergraduate law, business, IT, and creative arts student perceptions are structural equation modelled (SEM) into traditional, blended-enabled, blended-enhanced, and flexible learning systems.
Findings: Within the SEM derived learning cone-of-learning continuum, a migration from traditional learning systems towards blended and flexible learning systems typically offers higher-net levels of undergraduate student learning experiences and outcomes.
Research limitations/implications: The authors do not capture learning system feedback loops, but the cone-of-learning approaches can position against chosen competitors. The authors recognise benchmark, positioning, and transferability differences may exist between different tertiary institutions; different learning areas; and different countries of operation. Cone-of-learning studies can expand to capture student perceptions of their value acquisitions, overall satisfaction, plus trust, and loyalty considerations.
Practical implications: The cone-of-learning shows shifts towards flexibility as generating higher student learning experiences, higher student learning outcomes, and as flexible technologies mature this demands higher student inputs. These interactive experiential systems approaches can readily incorporate new technologies, gamifications, and engagements which are testable for additional student deep-learning contributions. Experiential deep-learning systems also have wide industrial applications.
Social implications: Understanding the continuum of transitioning between and across deeper-learning systems offers general social benefit.
Originality/value: Learning system studies remain complex, variable systems, dependent on instructors, students, and their shared experiential engagements environments. This cone-of-learning continuum approach is useful for educators, business, and societal life-long learners who seek to gauge learning and outcomes.
Emerald
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/34954/7/34954_Hamilton_Tee_2015_Accepted.pdf
application/pdf
https://researchonline.jcu.edu.au/34954/6/34954%20Hamilton%20and%20Tee%202016.pdf
http://dx.doi.org/10.1108/TQM-09-2013-0111
Hamilton, John R., and Tee, Singwhat (2016) The cone-of-learning: a visual comparison of learning systems. The TQM Journal, 28 (1). pp. 21-39.
https://researchonline.jcu.edu.au/34954/
restricted
oai:researchonline.jcu.edu.au:38061
2024-03-01T14:29:47Z
7374617475733D707562
74797065733D61727469636C65
Improving assessment practice through cross-institutional collaboration: an exercise on the use of OSCEs
Malau-Aduli, Bunmi Sherifat
Teague, Peta-Ann
Turner, Richard
Holman, Benjamin
D'souza, Karen
Garne, David
Heal, Clare
Heggarty, Paula
Hudson, Judith Nicky
Wilson, Ian G.
Van Der Vleuten, Cees
Background: This study was undertaken to improve assessment practice on OSCEs through collaboration across geographically dispersed medical schools in Australia.
Methods: A total of eleven OSCE stations were co-developed by four medical schools and used in summative 2011 and 2012 examinations for the assessment of clinical performance in the early clinical and exit OSCEs in each school's medical course. Partial Credit Rasch Model was used to evaluate the psychometric properties of the shared OSCE data. Evaluation of the quality assurance reports was used to determine the beneficial impact of the collaborative benchmarking exercise on learning and teaching outcomes.
Results: The data for each examination demonstrated sufficient fit to the Rasch model with infit mean square values ranging from 0.88 to 0.99. Person separation (1.25–1.63) indices indicated good reliability. Evaluation of perceived benefits showed that the benchmarking process was successful as it highlighted common curriculum areas requiring specific focus and provided comparable data on the quality of teaching at the participating medical schools.
Conclusion: This research demonstrates the validity of the psychometric data and benefits of evaluating clinical competence across medical schools without the enforcement of a prescriptive national curriculum or assessment.
Informa Healthcare
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/38061/11/38061%20Malau-Aduli%20et%20al%202016%20-%20Accepted%20Version.pdf
application/pdf
https://researchonline.jcu.edu.au/38061/6/38061%20Malau-Aduli%20et%20al%202015.pdf
http://dx.doi.org/10.3109/0142159X.2015.1016487
Malau-Aduli, Bunmi Sherifat, Teague, Peta-Ann, Turner, Richard, Holman, Benjamin, D'souza, Karen, Garne, David, Heal, Clare, Heggarty, Paula, Hudson, Judith Nicky, Wilson, Ian G., and Van Der Vleuten, Cees (2016) Improving assessment practice through cross-institutional collaboration: an exercise on the use of OSCEs. Medical Teacher, 38 (3). pp. 263-271.
https://researchonline.jcu.edu.au/38061/
open
oai:researchonline.jcu.edu.au:39430
2024-03-02T15:47:26Z
7374617475733D707562
74797065733D61727469636C65
Curriculum development for quantitative skills in degree
programs: a cross-institutional study situated in the life sciences
Matthews, Kelly
Belward, Shaun
Coady, Carmel
Rylands, Leanne
Simbag, Vilma
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative
skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices
in higher education are discussed.
Taylor & Francis
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/39430/12/39430%20Matthews%20et%20al%202015_Accepted.pdf
application/pdf
https://researchonline.jcu.edu.au/39430/11/39430%20Matthews%20et%20al%202016.pdf
http://dx.doi.org/10.1080/07294360.2015.1107875
Matthews, Kelly, Belward, Shaun, Coady, Carmel, Rylands, Leanne, and Simbag, Vilma (2016) Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences. Higher Education Research & Development, 35 (3). pp. 545-559.
https://researchonline.jcu.edu.au/39430/
open
oai:researchonline.jcu.edu.au:39619
2024-03-02T15:19:57Z
7374617475733D707562
74797065733D61727469636C65
Dual benefits of a student-assisted inter-professional men's healthy lifestyle pilot program
Sealey, Rebecca
George, Nadene
Gordon, Susan
Simmons, Lisa
Men are less willing to seek health professional advice than women, and die more often than women from preventable causes. Therefore it is important to increase male engagement with health initiatives. This study reports the outcomes of a student-assisted, inter-professional, 12 week health program for overweight adult males. The program included weekly health education and structured, supervised group exercise sessions. Thirteen males (participants) and eighteen university students (session facilitators) completed the program. Participants were assessed for a range of health and physical activity measures and health and health profession knowledge. Participants demonstrated significant improvement in activity, knowledge and perceptions of physical and mental function, and appreciated the guided, group sessions. Students completed an inter-professional readiness questionnaire and reported significant improvement in the understanding of the benefits of inter-professional education and of their role in health care. This program provides evidence of the dual benefit that occurs from the delivery of a student-assisted, inter-professional men’s health program to at-risk community members.
Sage
2017-07
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/39619/7/39619_Sealey_etal_2015_Accepted_Version.pdf
application/pdf
https://researchonline.jcu.edu.au/39619/2/39619%20Sealey%20et%20al%202017.pdf
http://dx.doi.org/10.1177/1557988315601725
Sealey, Rebecca, George, Nadene, Gordon, Susan, and Simmons, Lisa (2017) Dual benefits of a student-assisted inter-professional men's healthy lifestyle pilot program. American Journal of Men's Health, 11 (4). pp. 1133-1141.
https://researchonline.jcu.edu.au/39619/
open
oai:researchonline.jcu.edu.au:39831
2017-11-21T06:04:16Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Practice communities and practice leaders
Taylor, Pauline
Patton, Narelle
[Extract] In this chapter, we explore notions of practice communities and practice leaders, seeking to illuminate how, and to what extent, different voices are shaping contemporary practice discourse. We use the term "practice communities" to include all who contribute to the evolution of practice through actively instigating change and employing constraint: practitioners; neophytes; society; those with whom who we practice; accreditation bodies; policy-makers and, managers. We take the stance that all participants in practice communities have a right and a responsibility to contribute to the discourse and that practice is co-constituted and embodied. Practice does not exist outside of practising. Practice knowledge is constituted in practice, for practice. In relation to practice leadership, we highlight the increasing regulation and surveillance of professional practice and propose distributed leadership as an alternate leadership model that privileges the embodied nature of practice as well as the largely marginalised voices of everyday practitioners and those with whom they work.
Sense Publishing
Higgs, Joy
Trede, Franziska
2016-06
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/39831/1/Ch26_Taylor_Patton_accepted%2520final%2520version%2520June%25202015-1.pdf
Taylor, Pauline, and Patton, Narelle (2016) Practice communities and practice leaders. In: Higgs, Joy, and Trede, Franziska, (eds.) Professional Practice Marginalia. Sense Publishing, Rotterdam, The Netherlands.
https://researchonline.jcu.edu.au/39831/
restricted
oai:researchonline.jcu.edu.au:39835
2017-11-21T06:04:36Z
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74797065733D626F6F6B5F73656374696F6E
Hearing the marginalised voices
Taylor, Pauline
Sutton, Katelin
[Extract] In this chapter, we explore how we might hear marginalised voices in the practice discourse. We propose (after Taylor, 2010) that Bakhtin's (1981, 1984) notions of dialogical rhetoric, heteroglossia, polyphony and carnival are helpful in conceptualising how these voices might be heard. We examine these theories and how they might relate to the focus of this chapter and draw on the work of Sparkes (1997, 2007),Cash (2007) and Francis and Hey (2009) for insights into how marginalised voices might be represented, speak out and speak back from within and beyond the margins of the primary discourse. The particular form of this book, using marginalia, allows us to juxtapose marginalised and dominant voices in the text and bring together disparate perspectives, opening up opportunities for a mutual construction of "truth" about professional practice. We considered that, by using Bakhtin's (1984, 1987) theories of language and discourse, this chapter could be presented as a dialogic interaction of multiple voices by writing in and from the margins of the primary discourse.
Sense Publishing
Higgs, Joy
Trede, Franziska
2016-05
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/39835/1/Taylor_Sutton_Chapter_22%2520final%2520accepted%2520version.pdf
Taylor, Pauline, and Sutton, Katelin (2016) Hearing the marginalised voices. In: Higgs, Joy, and Trede, Franziska, (eds.) Professional Practice Marginalia. Sense Publishing, Rotterdam, The Netherlands.
https://researchonline.jcu.edu.au/39835/
restricted
oai:researchonline.jcu.edu.au:40201
2024-03-02T15:47:28Z
7374617475733D707562
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Becoming an artist: exploring the motivations of undergraduate students at a regional Australian University
Daniel, Ryan
Johnstone, Robert
Despite the well-documented challenges that artists face in developing and sustaining a viable career, there is ongoing interest and enrolment in higher education programmes in the creative and performing arts. At the same time, extant research demonstrates that a higher education degree does not necessarily lead to enhanced career success for graduates of these programmes. Hence, this paper explores survey data from 120 creative and performing arts students at a regional Australian higher education institution, in terms of their motivation to study at this level and to pursue a career as an artist. The findings reveal various insights into the factors that motivate this group of students, as well as issues of wider relevance to providers of higher education programmes in the creative and performing arts.
Routledge
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/40201/1/40201%20Daniel%20and%20Johnstone%202017.pdf
http://dx.doi.org/10.1080/03075079.2015.1075196
Daniel, Ryan, and Johnstone, Robert (2016) Becoming an artist: exploring the motivations of undergraduate students at a regional Australian University. Studies in Higher Education, 42 (6). pp. 1015-1032.
https://researchonline.jcu.edu.au/40201/
restricted
oai:researchonline.jcu.edu.au:40227
2024-03-05T14:18:44Z
7374617475733D707562
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Parent-rated measures of bilingual children's speech accuracy: implications for a universal speech screen
Kim, Jae-Hyun
Ballard, Elaine
McCann, Clare M.
Purpose: This study investigated whether parents were reliable in judging their bilingual children's speech and whether parent-rated measure of children's speech could be used as a tool for a universal speech screen to identify children with speech sound disorder (SSD).
Method: Single word samples from 33 Korean-English bilingual (KEB) preschool children were analysed for percentage of consonants correct (PCC) in each language. Their parents completed the Intelligibility in Context Scale (McLeod, Harrison, & McCormack, 2012) and a similarly constructed scale devised by Stertzbach and Gildersleeve-Neumann (2006). Spearman rank correlations were used to examine the association between the PCC scores and the parent-rated measures in each language.
Results: A number of factors influenced parents' reliability in judging their bilingual children's speech, including language dominance and the nature of the questions that were asked. The perception of strangers on a child's speech problems, as judged by the parents, could be significant in identifying children with SSD. When the cut-off ICS mean score derived from a previous monolingual research was applied to KEB children, over 40% of the sample was identified as requiring a comprehensive clinical assessment by a speech-language pathologist.
Conclusion: Implementation of a universal speech screen utilising parent-rated measures of children's speech cannot be introduced without further research.
Taylor & Francis
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/40227/6/40227%20Kim%20et%20al%202016.pdf
http://dx.doi.org/10.3109/17549507.2015.1081284
Kim, Jae-Hyun, Ballard, Elaine, and McCann, Clare M. (2016) Parent-rated measures of bilingual children's speech accuracy: implications for a universal speech screen. International Journal of Speech-Language Pathology, 18 (2). pp. 202-211.
https://researchonline.jcu.edu.au/40227/
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oai:researchonline.jcu.edu.au:40451
2024-03-03T14:24:22Z
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Academic work/life balance: a brief quantitative analysis of the Australian experience
Cannizzo, Fabian
Osbaldiston, Nick
In this article, we explore the discourse of work/life balance and how academics experience and understand it. Using survey data from research conducted in 2014, the article argues that the concept of 'life' within the dichotomy of work/life has often assumed characteristics. While we find in our survey work that academics are indeed working longer hours and often sacrificing leisure time for outputs such as publications, it is still widely unknown how academics understand 'life' in relation to their occupation/vocation. Our data indicates further that pressures on academics to establish their credentials through quantifiable data (such as publication statistics) causes notions of work/life balance to become porous, with many academics reporting working from home and in 'non-labour time' such as the weekend. Despite these results, we argue that a more nuanced account of work/life balance needs to be attained for the discussion to proceed further.
Sage
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/40451/9/40451%20Cannizzo%20et%20al%202016.pdf
http://dx.doi.org/10.1177/1440783315600803
Cannizzo, Fabian, and Osbaldiston, Nick (2016) Academic work/life balance: a brief quantitative analysis of the Australian experience. Journal of Sociology, 52 (4). pp. 890-906.
https://researchonline.jcu.edu.au/40451/
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oai:researchonline.jcu.edu.au:40560
2019-03-01T19:10:35Z
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74797065733D626F6F6B5F73656374696F6E
Multimodal meaning-making for young children: partnerships through blogging
Binder, Marni J.
Sorin, Reesa
Nolan, Jason
Chu, Sarah
The authors describe an arts-based collaborative research project with four- and five-year-old children in Canada and Australia to generate perceptions and awareness of environments. Children constructed postcards, providing them with opportunities to make meaning of their and others' worlds. These were shared on a blog over a 10-week period. Blogs offer multimodal, peer-to-peer conversations between communities of learners that extend beyond the classroom walls. The online format encouraged the children to search beyond the postcards to find out more about their own and others' environments and to begin the discourse on issues of sustainability.
Taylor and Francis
Garvis, Suzanne
Lemon, Narelle
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/40560/6/40560_Binder_etal_2016.pdf
https://www.routledge.com/products/9781138804418
Binder, Marni J., Sorin, Reesa, Nolan, Jason, and Chu, Sarah (2016) Multimodal meaning-making for young children: partnerships through blogging. In: Garvis, Suzanne, and Lemon, Narelle, (eds.) Understanding Digital Technologies and Young Children: an international perspective. Taylor and Francis, London, UK, pp. 92-111.
https://researchonline.jcu.edu.au/40560/
restricted
oai:researchonline.jcu.edu.au:40747
2018-03-16T18:42:51Z
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Modality preference and learning style theories: rethinking the role of sensory modality in learning
Lodge, Jason M.
Hansen, Louise
Cottrell, David
Learning styles have been widely accepted in pedagogical practice but suffer from a distinct lack of empirical support. While a diverse range of learning styles have been proposed, modality preference has received the most attention within educational research and practice. Supporters of this theory posit that each individual has a dominant sense and that when new material is presented in this preferred modality, learning is improved. For the most part this theory has been debunked, however, it leaves open the question of exactly how sensory modality influences learning. This critical review identifies methodological limitations in previous research and provides a perspective from psychological science, which supports the implausibility of modality preference as a basis for instructional design. To extend on the existing literature, an alternative position is presented suggesting that modality effects are task dependent, hence modality matters, but it matters for everyone in the same way depending on the nature of the learning activity.
Routledge
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/40747/1/40747%20Lodge%20et%20al%202016.pdf
http://dx.doi.org/10.1080/23735082.2015.1083115
Lodge, Jason M., Hansen, Louise , and Cottrell, David (2016) Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1). pp. 4-17.
https://researchonline.jcu.edu.au/40747/
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oai:researchonline.jcu.edu.au:40772
2022-02-04T19:12:03Z
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"Yeah, I like the fact that it's so multicultural": reasons higher education students choose Singapore
Anderson, Robyn Margaret
A gap exists in the research literature as to why international higher education students from Europe choose to study in Singapore. This paper aims to make a contribution to the research literature by presenting the findings of interviews conducted with students from Europe studying at a large Australian higher education campus in Singapore. Findings from the research show that higher education institutions in Asia have become a viable alternative for some European higher education students to the traditional study destinations of their home countries in Europe. Factors influencing students' choice of study destination as well as reasons for their choice of a higher education institution are discussed. Based on the analyses of these findings, suggestions for future policy and practice are offered to strengthen this growing area not only in Singapore but also throughout Asia as well.
Common Ground Publishing
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/40772/3/40772%20Anderson%202015.pdf
http://commonground.cgpublisher.com/product/pub.260/prod.125
Anderson, Robyn Margaret (2016) "Yeah, I like the fact that it's so multicultural": reasons higher education students choose Singapore. International Journal of Learning in Higher Education, 23 (1). pp. 17-29.
https://researchonline.jcu.edu.au/40772/
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oai:researchonline.jcu.edu.au:41099
2022-02-04T19:13:28Z
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74797065733D626F6F6B5F73656374696F6E
It is not about "being best in the world" … it is about "being best for the world"
Carter, Margaret Anne
Dasson, Merilyn
Kanakis, Katerina
Using mixed methods, this study reported the practices of educators, principals and teachers, promoting non-cognitive values based social teaching and learning in Catholic Singapore preschools. Drawing on descriptive statistical data and correlational data from surveys (n=56) and thematic analysis from one focus group (n= 5), this study investigates the instructional role of educators as agents of change, working with children to equip them in learning minimum level prosocial behaviours necessary for working successfully in their preschool surroundings. The educator's leadership style in promoting non cognitive factors including core values and social conventions are reported through the five themes identified in the focus group data: credible professional; purposeful collaborator; astute manager; coaching teacher; discerning monitor. The results from the survey support the data that was found within the focus group such as the importance of consistency, teaching social rules and respectful relationships. Acknowledging that variations in leadership and teaching style exist, findings show the common denominator was the educators' beliefs and core values informing the service orientated vision of values based social teaching and learning. The findings contribute to the field by extending the knowledge base of early years practitioners working with non-cognitive values based social conventions in their early childhood education and care settings.
Sense Publishers
Swe Khine, Myint
Areepattamannil, Shaljan
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41099/1/41099_Carter_etal_2016.pdf
https://www.sensepublishers.com/catalogs/bookseries/contemporary-approaches-to-research-in-learning-innovations/non-cognitive-skills-and-factors-in-educational-attainment/
Carter, Margaret Anne, Dasson, Merilyn, and Kanakis, Katerina (2016) It is not about "being best in the world" … it is about "being best for the world". In: Swe Khine, Myint, and Areepattamannil, Shaljan, (eds.) Non-cognitive Skills and Factors in Educational Attainment. Contemporary Approaches to Research in Learning Innovations . Sense Publishers, Rotterdam, The Netherlands, pp. 355-372.
https://researchonline.jcu.edu.au/41099/
restricted
oai:researchonline.jcu.edu.au:41135
2024-03-03T14:59:06Z
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Career preferences and opinions on animal welfare and ethics: a survey of veterinary students in Australia and New Zealand
Cornish, Amelia R.
Caspar, Georgina L.
Collins, Teresa
Degeling, Christopher
Fawcett, Anne
Fisher, Andrew D.
Freire, Rafael
Hazel, Susan J.
Hood, Jennifer
Johnson, A. Jane
Lloyd, Janice
Phillips, Clive J.C.
Stafford, Kevin
Tzioumis, Vicky
McGreevy, Paul D.
Historically, the veterinary profession has understood animal welfare primarily in terms of animal health and productivity, with less recognition of animals' feelings and mental state. Veterinary students' career preferences and attitudes to animal welfare have been the focus of several international studies. As part of a survey in Australia and New Zealand, this study reports on whether veterinary students prioritize animal welfare topics or professional conduct on the first day of practice, and examines links between students' career preferences and their institution, gender, and year of study. The questionnaire was designed to explore the importance that students assign to topics in animal welfare and ethics. Of the 3,320 students invited to participate in the online survey, a total of 851 students participated, representing a response rate of 25.5%. Students' preferences increased for companion-animal practice and decreased for production-animal practice as they progressed through their studies. Females ranked the importance of animal welfare topics higher than males, but the perceived importance declined for both genders in their senior years. In line with previous studies, this report highlighted two concerns: (1) the importance assigned to animal welfare declined as students progressed through their studies, and (2) males placed less importance overall on animal welfare than females. Given that veterinarians have a strong social influence on animal issues, there is an opportunity, through enhanced education in animal welfare, to improve student concern for animal welfare and in turn improve animal care and policy-making by future veterinarians.
University of Toronto Press
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41135/1/41135_Cornish_etal_2017.pdf
http://dx.doi.org/10.3138/jvme.0615-091R2
Cornish, Amelia R., Caspar, Georgina L., Collins, Teresa, Degeling, Christopher, Fawcett, Anne, Fisher, Andrew D., Freire, Rafael, Hazel, Susan J., Hood, Jennifer, Johnson, A. Jane, Lloyd, Janice, Phillips, Clive J.C., Stafford, Kevin, Tzioumis, Vicky, and McGreevy, Paul D. (2016) Career preferences and opinions on animal welfare and ethics: a survey of veterinary students in Australia and New Zealand. Journal of Veterinary Medical Education, 43 (3). pp. 310-320.
https://researchonline.jcu.edu.au/41135/
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oai:researchonline.jcu.edu.au:41178
2018-03-12T05:05:59Z
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Implementing education for sustainability in higher education through student-centred pedagogies.
Evans, Neus (Snowy)
Education for Sustainability scholars advocate for student-centred transformative pedagogies that espouse learning through active, participatory and experiential learning. However, within higher education there is a lack of empirical and reflective research to support implementation. This chapter begins to address this gap through an action research study that investigated the implementation process and outcome of such pedagogies. Data from weekly journals, student questionnaires and group interview is used to explore learnings related to the processes, methods and challenges experienced. Findings highlight tensions and complexities between theory and practice of EfS pedagogical practice within the university context.
Routledge
Barth, Matthias
Michelsen, Gerd
Rieckmann, Marco
Thomas, Ian
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41178/6/41178%20Evans%202016.pdf
https://www.routledge.com/products/9780415727303
Evans, Neus (Snowy) (2016) Implementing education for sustainability in higher education through student-centred pedagogies. In: Barth, Matthias, Michelsen, Gerd, Rieckmann, Marco, and Thomas, Ian, (eds.) Routledge Handbook of Higher Education for Sustainable Development. Routledge Handbooks . Routledge, Abingdon, UK, pp. 445-461.
https://researchonline.jcu.edu.au/41178/
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oai:researchonline.jcu.edu.au:41283
2016-11-14T00:55:27Z
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74797065733D626F6F6B5F73656374696F6E
The new realism: a rationale for supporting children's climate activism
Whitehouse, Hilary
Children and their families all over the world are now experiencing the disruptive realities of climate change. The business-as-usual scenario still mapped out for us by current economic and political thinking puts all world communities in a precarious situation. Every community is facing new threats and teachers can no longer honestly educate children for a future where the earth's climate remains benign. Unless the ultimate human project is to make the world safe only for jellyfish - which sounds like a joke but isn't, given how the oceans are heating and acidifying - then it is time to take the risks of climate disruption seriously within elementary education. The new realism means it is increasingly necessary for teachers and their students to contemplate activism as part of their pedagogy of climate change education. This chapter sets out a rationale for activism to increase understanding of why practical activism is becoming essential and acceptable within elementary education at this difficult time in human history.
Routledge
Winograd, Ken
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41283/3/41283%20Whitehouse%202016.pdf
application/pdf
https://researchonline.jcu.edu.au/41283/4/41283%20Whitehouse%202016%20-%20Accepted%20Version.pdf
https://www.routledge.com/products/9781138944367
Whitehouse, Hilary (2016) The new realism: a rationale for supporting children's climate activism. In: Winograd, Ken, (ed.) Education in Times of Environmental Crises: teaching children to be agents of change. Routledge, New York, NY, USA, pp. 161-170.
https://researchonline.jcu.edu.au/41283/
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oai:researchonline.jcu.edu.au:41350
2020-04-17T18:56:50Z
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Consequences of KPIs and performance management in higher education
Kairuz, Therese
Andriés, Lynn
Nickloes, Tracy
Truter, Ilse
Purpose: The core business of universities is learning. Cognitive thinking is critical for learning and the development of new knowledge which are essential in higher education. Creative, reflective and critical thinking are negatively affected by unrealistic demands and stress. The purpose of this conceptual paper is to argue that Key Performance Indicators (KPIs) and performance management are detrimental in the higher education sector, as they cause undue stress which impacts negatively on that essential criterion of academia, cognitive thinking.
Design/Methodology/Approach: To explore this issue, the authors discuss the impact of stressful demands in the context of Australian higher education. The paper draws on literature that describes 'managerialism' and on neuroscientific evidence to develop a hypothesis that supports a more holistic approach to human resources management of academics.
Findings: Performance management and measures (including KPIs) add to the complex demands of academic work despite a lack of evidence that they are appropriate in the higher education sector.
Originality/value: Performance management systems and KPIs undermine creative, reflective and critical thinking.
Principles governing education should supersede the ever-growing emphasis that is being placed on quantitative measures and bureaucratic demands in higher education.
Emerald Group Publishing
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41350/8/41350%20Kairuz%20et%20al_in%20press_accepted%20version.pdf
application/pdf
https://researchonline.jcu.edu.au/41350/7/41350%20Kairuz%20et%20al%202016.pdf
http://dx.doi.org/10.1108/IJEM-05-2015-0067
Kairuz, Therese, Andriés, Lynn, Nickloes, Tracy, and Truter, Ilse (2016) Consequences of KPIs and performance management in higher education. International Journal of Educational Management, 30 (6). pp. 881-893.
https://researchonline.jcu.edu.au/41350/
open
oai:researchonline.jcu.edu.au:41492
2017-01-24T01:33:04Z
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74797065733D626F6F6B5F73656374696F6E
Common quantitative methods
Shields, Linda
Smyth, Wendy
[Extract] This chapter provides an overview of the meaning, purpose and issues related to quantitative research designs, and presents the common approaches used to answer a variety of nursing and midwifery questions. Related factors such as sampling, data collection, assessment of measurement instruments and data analysis arc discussed in Chapters l 0-13. The focus here is on providing research consumers with the information to evaluate quantitative studies critically.
Elsevier
Schneider, Zevia
Whitehead, Dean
2016-02-26
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41492/6/41492-Shields-Smyth-2016.pdf
http://www.elsevierhealth.com.au/nursing-and-midwifery-research-9780729542302.html?___store=en_gb#product_tabs_description_tabbed
Shields, Linda, and Smyth, Wendy (2016) Common quantitative methods. In: Schneider, Zevia, and Whitehead, Dean, (eds.) Nursing and Midwifery Research: methods and appraisal for evidence-based practice. Elsevier, Chatswood, NSW, Australia, pp. 143-164.
https://researchonline.jcu.edu.au/41492/
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oai:researchonline.jcu.edu.au:41517
2024-03-05T14:30:51Z
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"You want to get it right": a regional Queensland school's experience in strengthening parent-school partnerships
Campbell, Claire
Dalley-Trim, Leanne
Cordukes, Lorraine
This paper discusses the key findings from a qualitative case study that was conducted in response to one regional Queensland state school's identified need for a customised approach to parent engagement in the early years. Data were collected via six semi-structured focus group interviews with parents (n = 18) of children in the Preparatory year level at the school. A priori analysis of the data revealed three key barriers to parents' engagement with the school; namely, communication, consistency and family commitments.
The intention of the study was to capture parents' perspectives and experiences in order to customise and strengthen the school's approach to parent engagement. The key findings and implications presented herein contribute to the body of knowledge on parent engagement practices in early childhood education settings. Moreover, this article emphasises the importance of the development of an individualised approach to parent engagement that is informed by parents.
Early Childhood Australia
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41517/7/41517%20Campbell%20et%20al%202016%20-%20Author%20Accepted%20Version.pdf
application/pdf
https://researchonline.jcu.edu.au/41517/6/41517%20Campbell%20et%20al%202016.pdf
Campbell, Claire, Dalley-Trim, Leanne, and Cordukes, Lorraine (2016) "You want to get it right": a regional Queensland school's experience in strengthening parent-school partnerships. Australasian Journal of Early Childhood, 41 (3). pp. 109-116.
https://researchonline.jcu.edu.au/41517/
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oai:researchonline.jcu.edu.au:41597
2017-08-03T00:59:51Z
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Integrating Eastern and Western learning styles
Barlas, Joanna
Learning styles in Eastern and Western educational settings are known to differ with the former focusing on understanding through memorization prior to application and the latter focusing on understanding through experiences initially (Kennedy, 2002; Pang, Ho, & Man, 2009; Tavakol & Dennick, 2010). It can be challenging to be a foreign lecturer in a higher education setting, balancing the cultural learning styles of students with a different teaching approach. This paper will share the experiences of blending the teaching approaches of didactic teaching with facilitation in lectorials and clinical supervision within an Australian competency-based psychology program for a Singapore student population. Strategies to build on individual learning styles and to encourage reflection and self-directed learning, including appropriate use of technology, will be discussed.
Sage Journals
2016-11-03
Article
NonPeerReviewed
application/pdf
https://researchonline.jcu.edu.au/41597/1/41579%20Barlas%202016.pdf
http://dx.doi.org/10.1177/1475725716673002
Barlas, Joanna (2016) Integrating Eastern and Western learning styles. Psychology Learning & Teaching, 15 (3). p. 393.
https://researchonline.jcu.edu.au/41597/
open
oai:researchonline.jcu.edu.au:42198
2018-04-05T04:14:23Z
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The impact of changing assessment: does it make a difference to students' grade performance?
Ahmed, Rafiuddin
Assessment in higher education sector is widely researched for its relevance to outcome measurements in different forms such as grade performance, students' exit skills at graduation, and employability. One of the most widely used forms of assessment, summative assessment, is used to gauge students' performances in these dimensions. The current quasi-experimental study reports the impact of a change in assessment from a single summative paper-based mid-term examination to three short online, open book, continuous mid-term examinations in a third-year management accounting subject. The study finds that students' performance, as measured by marks in the final exam and overall marks in the subject, did not significantly improve as a result of the change in assessment format. Other measures of performance such as changes in student numbers in different grade categories did not reveal changes at any statistically significant level. The findings of this study are contrary to the existing literature that changes in assessment improve grade performance in a subject. The implication of the findings are that changes in assessment need to be weighed against the benefits from it, and that traditional paper-based assessment still works as well, if not better than technology driven assessment such as online open book examinations.
Allied Academies
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42198/6/42198%20Ahmed%202016.pdf
http://www.alliedacademies.org/academy-of-educational-leadership-journal/
Ahmed, Rafiuddin (2016) The impact of changing assessment: does it make a difference to students' grade performance? Academy of Educational Leadership Journal, 20 (1). pp. 1-9.
https://researchonline.jcu.edu.au/42198/
open
oai:researchonline.jcu.edu.au:42259
2018-06-15T18:50:18Z
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QULOC webinar series makes a big difference
Wolstenholme, Jackie
Hickson, Sue
Cawley, Justine
Wo, Lynette
Campagnolo, Jenny
Rae, Sandy
Liaison librarians need to develop their research support skills, and a series of webinars in Queensland, run by Queensland University Libraries Office of Cooperation (QULOC) has made it easier than ever to do that.
The need for liaison librarians (also known as subject or discipline librarians) to develop research support skills has been identified in many publications. Two prominent examples are the Research Libraries UK (RLUK) 2012 report by Mary Auckland, ‘Re-skilling for Research', and the Association of Research Libraries (ARL) 2013 report by Janice Jaguszewski and Karen Williams, 'New Roles for New Times: Transforming liaison roles in research libraries’. Liaison librarians are using these skills to support researchers as well as extending the depth of support they can provide to undergraduates.
Australian Library and Information Association
2016-01
Article
NonPeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42259/1/Wolstenholme%20et%20al%20INCITE_JanFeb_2016_LR-2%20QULOC%20Webinar%20Series.pdf
Wolstenholme, Jackie, Hickson, Sue, Cawley, Justine, Wo, Lynette, Campagnolo, Jenny, and Rae, Sandy (2016) QULOC webinar series makes a big difference. INCITE, 37 (1-2). p. 29.
https://researchonline.jcu.edu.au/42259/
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oai:researchonline.jcu.edu.au:42261
2017-03-24T18:45:23Z
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Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship
Birden, Hudson
Barker, Jane
Wilson, Ian
Background: We interviewed graduates from the first two cohorts of a postgraduate medical program that had a senior year longitudinal integrated clerkship in a practice setting in rural New South Wales, Australia to determine how well their training prepared them to be junior doctors (3-4 years after graduation), and what aspects of that training they thought were particularly useful.
Methods: In-depth interviews.
Results: Fourteen junior doctors were interviewed. Participants reported feeling well prepared in ability to develop close relationships with clinical supervisors, good clinical and procedural skills, ability to work autonomously and work in teams, knowledge of health systems, ability to ensure self-care, and professionalism. Consensus view was that a rural placement was an excellent way to learn medicine for a variety of reasons including relationships with clinicians, less competition for access to patients, and opportunities to extend their clinical skills and act up to intern level.
Conclusion: The advantages we found in the training these junior doctors received which prepared them well for internship were integral both to the longitudinal, unstructured placement, and to the fact that it was carried out in a rural area. The two aspects of these placements appear to act synergistically, reinforcing the learning experience.
Informa Healthcare
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42261/6/42261%20Birden%20et%20al%202016.pdf
http://dx.doi.org/10.3109/0142159X.2015.1114594
Birden, Hudson, Barker, Jane, and Wilson, Ian (2016) Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship. Medical Teacher, 38 (9). pp. 946-956.
https://researchonline.jcu.edu.au/42261/
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oai:researchonline.jcu.edu.au:42391
2024-03-02T15:48:20Z
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Australian nursing students' experience of bullying and/or harassment during clinical placement
Budden, Lea M.
Birks, Melanie
Cant, Robyn
Bagley, Tracy
Park, Tanya
Bullying and harassment in nursing are unacceptable behaviours in the workplace. There is a large body of evidence relating this problem, however little of it focuses on the experiences of nursing students. This prospective cross-sectional survey investigated Australian undergraduate nursing students' (N = 888) experiences of bullying and/or harassment during clinical placement. Half (50.1%) of the students indicated they had experienced this behaviour in the previous 12 months. Younger students were more likely to be bullied/harassed than older students (p = 0.05). Participants identified perpetrators of bullying/harassment as registered nurses (56.6%), patients (37.4%), enrolled nurse's (36.4%), clinical facilitators (25.9%), preceptors (24.6%), nurse managers (22.8%) and other student nurses (11.8%). The majority of students reported that the experience of being bullied/harassed made them feel anxious (71.5%) and depressed (53.6%). Almost a third of students (32.8%) indicated that these experiences negatively affected the standard of care they provided to patients with many (46.9%) reconsidering nursing as their intended career. In the face of workforce attrition in nursing, the findings of this study have implications for education providers, clinical institutions and the profession at large.
Elsevier
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42391/6/42391%20Budden%20et%20al%202016.pdf
http://dx.doi.org/10.1016/j.colegn.2015.11.004
Budden, Lea M., Birks, Melanie, Cant, Robyn, Bagley, Tracy, and Park, Tanya (2016) Australian nursing students' experience of bullying and/or harassment during clinical placement. Collegian, 24 (2). pp. 125-133.
https://researchonline.jcu.edu.au/42391/
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oai:researchonline.jcu.edu.au:42484
2023-08-03T19:35:38Z
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74797065733D6D6F6E6F6772617068
iAspire Student Support: how to make, revise and condense lecture notes
Taylor, Donnalee
This is the first in a series of "iAspire Student Support" articles to help students in their transition to university.
Issue 1: How to make, revise and condense lecture notes includes:
• How to make good lecture notes
• How to review, revise and reduce your lecture notes
• How to condense your notes for studying
• How revision and repetition improves your knowledge retention
James Cook University
2016-02-05
Report
NonPeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42484/1/42484%20Taylor%202016.pdf
https://research.jcu.edu.au/portfolio/donnalee.taylor/
Taylor, Donnalee (2016) iAspire Student Support: how to make, revise and condense lecture notes. Report. James Cook University, Townsville, QLD, Australia.
https://researchonline.jcu.edu.au/42484/
open
oai:researchonline.jcu.edu.au:42496
2024-03-01T14:30:10Z
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Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland
Evans, Neus (Snowy)
Ferreira, Jo-Anne
Davis, Julie
Stevenson, Robert B.
This article reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into preservice teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This article describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide, multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity for embedding EfS at the individual, institutional, and state levels in preservice teacher education. Collectively, the project components provide a system-wide framework that offers strategies, examples, insights, and resources that can serve as a model for other states and/or territories wishing to implement EfS in a systematic and coherent fashion.
Cambridge University Press
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42496/6/42496%20Evans%20et%20al%202016.pdf
http://dx.doi.org/10.1017/aee.2015.47
Evans, Neus (Snowy), Ferreira, Jo-Anne, Davis, Julie, and Stevenson, Robert B. (2016) Embedding EfS in teacher education through a multi-level systems approach: lessons from Queensland. Australian Journal of Environmental Education, 32 (1). pp. 65-79.
https://researchonline.jcu.edu.au/42496/
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oai:researchonline.jcu.edu.au:42497
2024-03-01T14:30:12Z
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Environmental and sustainability education research, past and future: three perspectives from late, mid, and early career researchers
Stevenson, Robert (Bob)
Ferreira, Jo-Anne
Emery, Sherridan
The first research symposium, organised in conjunction with the Australian Association for Environmental Education (AAEE) biennial conference, began with a dialogue between scholars at three different academic career stages. As we all entered the field at different periods in its development, the first part of our presentation and this article provide our perspectives on the context, approaches and issues that characterised the field at the time we became involved in environmental education (EE) and EE research. The second part of this article presents the lessons we have learnt from EE research, and where we see the field headed in the future.
Cambridge University Press
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42497/6/42497%20Stevenson%20et%20al%202016.pdf
http://dx.doi.org/10.1017/aee.2015.49
Stevenson, Robert (Bob), Ferreira, Jo-Anne, and Emery, Sherridan (2016) Environmental and sustainability education research, past and future: three perspectives from late, mid, and early career researchers. Australian Journal of Environmental Education, 32 (Special Issue 1). pp. 1-10.
https://researchonline.jcu.edu.au/42497/
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oai:researchonline.jcu.edu.au:42498
2024-03-04T14:28:43Z
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Psycho-social resilience, vulnerability and suicide prevention: impact evaluation of a mentoring approach to modify suicide risk for remote Indigenous Australian students at boarding school
McCalman, Janya
Bainbridge, Roxanne
Russo, Sandra
Rutherford, Katrina
Tsey, Komla
Wenitong, Mark
Shakeshaft, Anthony
Doran, Chris
Jacups, Susan
Background: The proposed study was developed in response to increased suicide risk identified in Aboriginal and Torres Strait Islander students who are compelled to attend boarding schools across Queensland when there is no secondary schooling provision in their remote home communities. It will investigate the impact of a multicomponent mentoring intervention to increase levels of psychosocial resilience. We aim to test the null hypothesis that students' resilience is not positively influenced by the intervention. The 5-year project was funded by the Australian National Health and Medical Research Council from December 2014.
Methods/Design: An integrated mixed methods approach will be adopted; each component iteratively informing the other. Using an interrupted time series design, the primary research methods are quantitative: 1) assessment of change in students' resilience, educational outcomes and suicide risk; and 2) calculation of costs of the intervention. Secondary methods are qualitative: 3) a grounded theoretical model of the process of enhancing students' psychosocial resilience to protect against suicide. Additionally, there is a tertiary focus on capacity development: more experienced researchers in the team will provide research mentorship to less experienced researchers through regular meetings; while Indigenous team members provide cultural mentorship in research practices to non-Indigenous members.
Discussion: Australia's suicide prevention policy is progressive but a strong service delivery model is lacking, particularly for Indigenous peoples. The proposed research will potentially improve students' levels of resilience to mitigate against suicide risk. Additionally, it could reduce the economic and social costs of Indigenous youth suicide by obtaining agreement on what is good suicide prevention practice for remote Indigenous students who transition to boarding schools for education, and identifying the benefits-costs of an evidence-based multi-component mentoring intervention to improve resilience.
BioMed Central
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42498/1/Psychosocial_resilience.pdf
https://doi.org/10.1186/s12889-016-2762-1
McCalman, Janya, Bainbridge, Roxanne, Russo, Sandra, Rutherford, Katrina, Tsey, Komla, Wenitong, Mark, Shakeshaft, Anthony, Doran, Chris, and Jacups, Susan (2016) Psycho-social resilience, vulnerability and suicide prevention: impact evaluation of a mentoring approach to modify suicide risk for remote Indigenous Australian students at boarding school. BMC Public Health, 16 (98). pp. 1-12.
https://researchonline.jcu.edu.au/42498/
open
oai:researchonline.jcu.edu.au:42789
2023-08-03T19:35:39Z
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iAspire Student Support: study groups - join one today
Taylor, Donnalee
This is the first in a series of "iAspire Student Support" articles to help students in their transition to university. Issue 2:
- How to make, revise and condense lecture notes includes
- Study group benefits
- Effective study group tips
- How to form a study group
- The cone of learning and memory
James Cook University
2016-02-15
Report
NonPeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42789/1/iAspire%20Study%20groups%20join%20one%20today%20v1i2_DBTaylor2016.pdf
https://research.jcu.edu.au/portfolio/donnalee.taylor/
Taylor, Donnalee (2016) iAspire Student Support: study groups - join one today. Report. James Cook University, Townsville, QLD, Australia.
https://researchonline.jcu.edu.au/42789/
open
oai:researchonline.jcu.edu.au:42790
2023-08-03T19:35:39Z
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74797065733D6D6F6E6F6772617068
iAspire Student Support: study strategies and habits for success
Taylor, Donnalee
This is the first in a series of "iAspire Student Support" articles to help students in their transition to university. Issue 3:
- Study strategies
- improve your study area
- Study methods
- Top 8 study habits
James Cook University
2016-02-15
Report
NonPeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42790/6/42790%20Taylor%202016.pdf
https://research.jcu.edu.au/portfolio/donnalee.taylor/
Taylor, Donnalee (2016) iAspire Student Support: study strategies and habits for success. Report. James Cook University, Townsville, QLD, Australia.
https://researchonline.jcu.edu.au/42790/
open
oai:researchonline.jcu.edu.au:42863
2024-03-02T15:18:52Z
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The importance of animal welfare science and ethics to veterinary students in Australia and New Zealand
Freire, Rafael
Phillips, Clive J.C.
Verrinder, Joy M.
Collins, Teresa
Degeling, Chris
Fawcett, Anne
Fisher, Andrew D.
Hazel, Susan
Hood, Jennifer
Johnson, Jane
Lloyd, Janice K.F.
Stafford, Kevin
Tzioumis, Vicky
McGreevy, Paul D.
The study of animal welfare and ethics (AWE) as part of veterinary education is important due to increasing community concerns and expectations about this topic, global pressures regarding food security, and the requirements of veterinary accreditation, especially with respect to Day One Competences. To address several key questions regarding the attitudes to AWE of veterinary students in Australia and New Zealand (NZ), the authors surveyed the 2014 cohort of these students. The survey aimed (1) to reveal what AWE topics veterinary students in Australia and NZ consider important as Day One Competences, and (2) to ascertain how these priorities align with existing research on how concern for AWE relates to gender and stage of study. Students identified triage and professional ethics as the most important Day One Competences in AWE. Students ranked an understanding of triage as increasingly important as they progressed through their program. Professional ethics was rated more important by early and mid-stage students than by senior students. Understanding the development of animal welfare science and perspectives on animal welfare were rated as being of little importance to veterinary graduates as Day One Competences, and an understanding of "why animal welfare matters" declined as the students progressed through the program. Combined, these findings suggest that veterinary students consider it more important to have the necessary practical skills and knowledge to function as a veterinarian on their first day in practice.
University of Toronto Press
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42863/1/42863%20Freire%20et%20al%202017.pdf
http://dx.doi.org/10.3138/jvme.1215-191R
Freire, Rafael, Phillips, Clive J.C., Verrinder, Joy M., Collins, Teresa, Degeling, Chris, Fawcett, Anne, Fisher, Andrew D., Hazel, Susan, Hood, Jennifer, Johnson, Jane, Lloyd, Janice K.F., Stafford, Kevin, Tzioumis, Vicky, and McGreevy, Paul D. (2017) The importance of animal welfare science and ethics to veterinary students in Australia and New Zealand. Journal of Veterinary Medical Education, 44 (2). pp. 208-216.
https://researchonline.jcu.edu.au/42863/
restricted
oai:researchonline.jcu.edu.au:42908
2024-03-02T15:48:28Z
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Learning in Earth and space science: a review of conceptual change instructional approaches
Mills, Reece
Tomas, Louisa
Lewthwaite, Brian
In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change is generated pre- and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning; focuses on the learning of geological phenomena through the construction of multiple representations; and employs qualitative data collection throughout the implementation of an instructional approach.
Routledge
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42908/1/42908_Mills_etal_2016_accepted%20version.pdf
application/pdf
https://researchonline.jcu.edu.au/42908/2/42908%20Mills%20et%20al%202016.pdf
http://dx.doi.org/10.1080/09500693.2016.1154227
Mills, Reece, Tomas, Louisa, and Lewthwaite, Brian (2016) Learning in Earth and space science: a review of conceptual change instructional approaches. International Journal of Science Education, 38 (5). pp. 767-790.
https://researchonline.jcu.edu.au/42908/
open
oai:researchonline.jcu.edu.au:42952
2024-02-29T14:21:43Z
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A five-country survey on ethics education in preservice teaching programs
Maxwell, Bruce
Tremblay-Laprise, Audrée-Anne
Filion, Marianne
Boon, Helen
Daly, Caroline
van den Hoven, Mariette
Heilbronn, Ruth
Lenselink, Myrthe
Walters, Sue
Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organisation for Economic Co-Operation and Development (OECD) countries—the United States, England, Canada, Australia, and the Netherlands—the study's findings shed light on teacher educators' perspectives on the contribution of ethics content to the education of future teachers and provide a snapshot of how well existing programs line up with their aspirations. The results showed that 24% of the ITE programs surveyed contain at least one mandatory stand-alone ethics course. The meaning of the results vis-à-vis opportunities for expanding ethics education in preservice teaching programs is also discussed.
Corwin Press
2016-03
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42952/2/Journal%20of%20Teacher%20Education-2016-Maxwell-135-51__published.pdf
http://dx.doi.org/10.1177/0022487115624490
Maxwell, Bruce, Tremblay-Laprise, Audrée-Anne, Filion, Marianne, Boon, Helen, Daly, Caroline , van den Hoven, Mariette, Heilbronn, Ruth, Lenselink, Myrthe, and Walters, Sue (2016) A five-country survey on ethics education in preservice teaching programs. Journal of Teacher Education, 67 (2). pp. 135-151.
https://researchonline.jcu.edu.au/42952/
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oai:researchonline.jcu.edu.au:42961
2024-03-03T14:39:57Z
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Perspectives from emerging researchers: what next in EE/SE research?
Aguayo, Claudio
Higgins, Blanche
Field, Ellen
Nicholls, Jennifer
Pudin, Susan
Tiu, Sangion Appiee
Osborn, Maia
Hashemzadeh, Farshad
Lubuulwa, Kevin Kezabu
Boulet, Mark
Christie, Belinda A.
Mah, Jeremy
Following the inaugural Australian Association for Environmental Education (AAEE) research symposium in November 2014, we — a group of emerging researchers in Environmental Education/Sustainability Education (EE/SE) — commenced an online collaboration to identify and articulate our responses to the main themes of the symposium. Identifying as #aaeeer, our discussions coalesced into four main areas that we felt captured not only some of our current research interests, but also 'under-explored' areas that need further attention and that also held the potential for meaningful and 'dangerous' contributions to EE/SE research and practice. These themes were: (1) uncertain futures, (2) traditional knowledges for the future, (3) community EE/SE, and (4) the rise of the digital, explorations of which we present in this article. By no means intended to capture all that is worth researching in this field, these themes, and this article, are deliberately presented by #aaeeer to spark discussions, as well as showcase an example of online collaboration between researchers in a number of countries.
Australian Association for Environmental Education
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/42961/1/Perspectives_from_emerging_researchers.pdf
http://dx.doi.org/10.1017/aee.2015.57
Aguayo, Claudio , Higgins, Blanche, Field, Ellen, Nicholls, Jennifer, Pudin, Susan , Tiu, Sangion Appiee , Osborn, Maia, Hashemzadeh, Farshad , Lubuulwa, Kevin Kezabu , Boulet, Mark , Christie, Belinda A. , and Mah, Jeremy (2016) Perspectives from emerging researchers: what next in EE/SE research? Australian Journal of Environmental Education, 32 (1). pp. 17-29.
https://researchonline.jcu.edu.au/42961/
restricted
oai:researchonline.jcu.edu.au:43065
2018-05-25T18:56:08Z
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Education for Wicked Problems and the Reconciliation of Opposites: a theory of bi-relational development
Adam, Raoul J.
The recognition and reconciliation of 'opposites' lies at the heart of our most personal and global problems and is arguably one of the most neglected developmental tasks of Western education. Such problems are 'wicked' in the sense that they involve real-life decisions that have to be made in rapidly changing contexts involving irreducible tensions and paradoxes. By exploring our human tendency to bifurcate the universe, Education for Wicked Problems & the Reconciliation of Opposites proposes a way to recognise and (re)solve some of our most wicked problems.
Applying an original theory of bi-relational development to wicked problems, Adam proposes that our everyday ways of knowing and being can be powerfully located and understood in terms of the creation, emergence, opposition, convergence, collapse and trans-position of dyadic constituents such as nature/culture, conservative/liberal and spirit/matter. He uses this approach to frame key debates in and across domains of knowledge and to offer new perspectives on three of the most profound and related problems of the twenty-first century: globalisation, sustainability and secularisation.
This book is a comprehensive study of dyads and dyadic relationships and provides a multidisciplinary and original approach to human development in the face of wicked problems. It will be of great interest to students and academics in education and psychosocial development as well as professionals across a range of fields looking for new ways to recognise and (re)solve the wicked problems that characterise their professions.
Routledge
2016-03
Book
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43065/1/43065%20Adam%202016.pdf
https://www.routledge.com/products/9781138962859
Adam, Raoul J. (2016) Education for Wicked Problems and the Reconciliation of Opposites: a theory of bi-relational development. Routledge, Abingdon, UK.
https://researchonline.jcu.edu.au/43065/
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oai:researchonline.jcu.edu.au:43078
2024-03-02T15:18:56Z
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The first year experience of occupational therapy students at an Australian regional university: promoting student retention and developing a regional and remote workforce
Boehm, Jackie
Cordier, Reinie
Thomas, Yvonne
Tanner, Bronwyn
Salata, Karen
Objective: Student retention at regional universities is important in addressing regional and remote workforce shortages. Students attending regional universities are more likely to work in regional areas. First year experience at university plays a key role in student retention. This study aimed to explore factors influencing the first year experience of occupational therapy students at a regional Australian university.
Design: Surveys were administered to 58 second year occupational therapy students in the first week of second year. Data were analysed using descriptive statistics, inferential statistics (Pearson χ2; Spearman rho) and summarising descriptive responses.
Setting: An Australian regional university.
Participants: Second year undergraduate occupational therapy students.
Main outcome measures: Factors influencing students' decisions to study and continue studying occupational therapy; factors enhancing first year experience of university.
Results: Fifty-four students completed the survey (93.1%). A quarter (25.9%) of students considered leaving the course during the first year. The primary influence for continuing was the teaching and learning experience. Most valued supports were orientation week (36.7%) and the first year coordinator (36.7%).
Conclusion: The importance of the first year experience in retaining occupational therapy students is highlighted. Engagement with other students and staff and academic support are important factors in facilitating student retention. It is important to understand the unique factors influencing students' decisions, particularly those from regional and remote areas, to enter and continue in tertiary education to assist in implementing supports and strategies to improve student retention.
Wiley-Blackwell
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43078/1/43078%20Boehm%20et%20al%202017.pdf
http://dx.doi.org/10.1111/ajr.12252
Boehm, Jackie, Cordier, Reinie, Thomas, Yvonne, Tanner, Bronwyn, and Salata, Karen (2017) The first year experience of occupational therapy students at an Australian regional university: promoting student retention and developing a regional and remote workforce. Australian Journal of Rural Health, 25. pp. 22-27.
https://researchonline.jcu.edu.au/43078/
restricted
oai:researchonline.jcu.edu.au:43237
2024-03-04T15:18:37Z
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Training for general practice: how Australia's programs compare to other countries
Sen Gupta, Tarun
Hays, Richard
Background: General practice in Australia and internationally has undergone a dramatic transformation over the past half century in terms of recognition, academic status, organisation and funding. Training pathways have also evolved in response to this changing environment.
Objectives: This paper compares some of the features of Australian and international general practice training using the educational standards developed by the World Organization of Family Doctors' (WONCA) Working Party on Education as a framework.
Discussion: General practice training in Australia, particularly rural training, is strong by international standards, but more lessons can still be learnt from other settings. Local contextual factors mean there are substantial differences in training across jurisdictions, but there are a number of similarities. There is increasing attention being paid to the many roles of a general practitioner, and the importance of a formalised, structured and well-resourced training program. More needs to be done internationally to ensure high-level primary care is available to all people, particularly the underserved.
Royal Australian College of General Practitioners
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43237/1/43237%20Gupta%20et%20al%202016.pdf
http://www.racgp.org.au/afp/2016/januaryfebruary/training-for-general-practice-how-australia%E2%80%99s-programs-compare-to-other-countries/
Sen Gupta, Tarun, and Hays, Richard (2016) Training for general practice: how Australia's programs compare to other countries. Australian Family Physician, 45 (1-2). pp. 18-21.
https://researchonline.jcu.edu.au/43237/
openpub
oai:researchonline.jcu.edu.au:43245
2024-02-28T14:18:02Z
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74797065733D61727469636C65
School policies on bullying and cyberbullying: perspectives across three Australian states
Chalmers, Caitlin
Campbell, Marilyn Anne
Spears, Barbara A.
Butler, Des
Cross, Donna
Slee, Phillip
Kift, Sally
Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these policies, their effectiveness is not clear. As policies and guidelines about bullying and cyberbullying are developed within education departments, this paper explores the perspectives of those who are involved in their construction.
Purpose: This study examined the perspectives of professionals involved in policy construction, across three different Australian states. The aim was to determine how their relative jurisdictions define bullying and cyberbullying, the processes for developing policy, the bullying prevention and intervention recommendations given to schools and the content considered essential in current policies.
Sample: Eleven key stakeholders from three Australian states with similar education systems were invited to participate. The sample selection criteria included professionals with experience and training in education, cyber-safety and the responsibility to contribute to or make decisions which inform policy in this area for schools in their state.
Design and methods: Participants were interviewed about the definitions of bullying they used in their state policy frameworks; the extent to which cyberbullying was included; and the content they considered essential for schools to include in anti-bullying policies. Data were collected through in-depth, semi-structured interviews and analysed thematically.
Findings: Seven themes were identified in the data: (1) Definition of bullying and cyberbullying; (2) Existence of a policy template; (3) Policy location; (4) Adding cyberbullying; (5) Distinguishing between bullying and cyberbullying; (6) Effective policy; and (7) Policy as a prevention or intervention tool. The results were similar both across state boundaries and also across different disciplines.
Conclusion: Analysis of the data suggested that, across the themes, there was some lack of information about bullying and cyberbullying. This limitation could affect the subsequent development, dissemination and sustainability of school anti-bullying policies, which have implications for the translation of research to inform better student outcomes.
Routledge
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43245/1/JCU_43245_AAM.pdf
http://dx.doi.org/10.1080/00131881.2015.1129114
Chalmers, Caitlin, Campbell, Marilyn Anne, Spears, Barbara A., Butler, Des, Cross, Donna, Slee, Phillip, and Kift, Sally (2016) School policies on bullying and cyberbullying: perspectives across three Australian states. Educational Research, 58 (1). pp. 91-109.
https://researchonline.jcu.edu.au/43245/
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oai:researchonline.jcu.edu.au:43634
2024-03-02T14:39:54Z
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Outcomes from Flexible Learning Options for disenfranchised youth: what counts?
te Riele, Kitty
Wilson, Kimberley
Wallace, Valda
McGinty, Sue
Lewthwaite, Brian
Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. This work is not straightforward, due to debates about the purposes of education and to difficulties in measurement.
This paper analyses Australian practical and evaluation reports, so-called grey literature, to examine the specific outcomes that are the focus of those publications, alongside the evidence that is provided to substantiate these claims. Our aim is to contribute to better understandings of what counts as success in these settings, and how that success may be demonstrated.
Overall, the reports focus on five different sets of outcomes: traditional academic outcomes, post-program destinations, student engagement, personal and social well-being, and broader community engagement and well-being. Across the reports, there was a strong emphasis on qualitative research methods, often supplemented with descriptive statistics and case studies. The paper concludes by exploring the implications of the analysis for determining 'what counts' as outcomes from Flexible Learning Options.
Taylor & Francis
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43634/1/43634_te%20Riele%20et%20al_2017.pdf
http://dx.doi.org/10.1080/13603116.2016.1168878
te Riele, Kitty, Wilson, Kimberley, Wallace, Valda, McGinty, Sue, and Lewthwaite, Brian (2017) Outcomes from Flexible Learning Options for disenfranchised youth: what counts? International Journal of Inclusive Education, 12 (2). pp. 117-130.
https://researchonline.jcu.edu.au/43634/
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oai:researchonline.jcu.edu.au:43650
2023-10-13T18:19:16Z
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Using student videos in the prevention of cyberbullying in higher education settings
Carter, Margaret Anne
Van Luyn, Ariella
M'Balla-Ndi, Marie
[Extract] The push towards online tertiary education has many benefits; however, it increases the risk of cyberbullying in higher education settings. This paper reports on the early stages of a multidisciplinary research project involving the design of educational resources to prevent cyberbullying. It focuses on the use of student-produced videos of fictional scenarios of cyberbullying, which are included on a 'prevent cyberbullying website'. The paper argues that the production of student videos is one means for higher education students to explore their own experiences with intervention in and prevention of cyberbullying.
Centre for Applied Youth Research
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43650/1/43650_Carter_etal_2016.pdf
http://cayr.info/jays-v-1-n-2/
Carter, Margaret Anne, Van Luyn, Ariella, and M'Balla-Ndi, Marie (2016) Using student videos in the prevention of cyberbullying in higher education settings. Journal of Applied Youth Studies, 1 (2). pp. 23-40.
https://researchonline.jcu.edu.au/43650/
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oai:researchonline.jcu.edu.au:43668
2024-03-03T14:56:47Z
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Junior secondary school students' conceptions about plate tectonics
Mills, Reece
Tomas, Louisa
Lewthwaite, Brian
There are ongoing calls for research that identifies students' conceptions about geographical phenomena. In response, this study investigates junior secondary school students' (N=95) conceptions about plate tectonics. Student response data was generated from semi-structured interviews-about-instances and a two-tiered multiple-choice test instrument developed and validated by the researchers. There were three main findings: (1) students held many alternative conceptions about plate tectonics, most of which have not been reported in previous research; (2) students' alternative conceptions most commonly concerned the formation of landforms at tectonic plate boundaries; and (3) students were especially confused about the cause of subduction at an oceanic-continental convergent plate boundary. The findings of this study can assist geography teachers and researchers to develop innovative pedagogies that consider students' pre instructional alternative conceptions and promote conceptual change learning.
Routlede
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43668/1/IRGEE%20accepted%20version.pdf
application/pdf
https://researchonline.jcu.edu.au/43668/11/43668_Mills%20et%20al_2017_final%20published%20version.pdf
http://dx.doi.org/10.1080/10382046.2016.1262511
Mills, Reece, Tomas, Louisa, and Lewthwaite, Brian (2017) Junior secondary school students' conceptions about plate tectonics. International Research in Geographical and Environmental Education, 26 (4). pp. 297-310.
https://researchonline.jcu.edu.au/43668/
open
oai:researchonline.jcu.edu.au:43682
2016-12-14T14:58:01Z
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Pre-service teachers and climate change: a stalemate?
Boon, Helen J.
Findings from the second phase of a study of pre-service teachers' attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers participated in a survey study in the last year of their Bachelor of Education degree to examine developments to their attitudes to environmental education and their knowledge of climate change as a result of training. Results showed their attitudes towards environmental education were consistently favourable, but their climate change science knowledge had not changed as a result of their participation in their degree. Data on preservice teachers' sources of knowledge for climate change, their views on important substantive climate change knowledge for their future students and their perceptions of gaps in their own training in relation to climate change were also investigated in order to triangulate the survey data. Implications for preservice teacher education are discussed.
Social Science Press
2016-04
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43682/1/Boon%20Pre-service%20teachers%20and%20climate%20change%20Published%20April%202016.pdf
http://dx.doi.org/10.14221/ajte.2016v41n4.3
Boon, Helen J. (2016) Pre-service teachers and climate change: a stalemate? Australian Journal of Teacher Education, 41 (4). pp. 39-63.
https://researchonline.jcu.edu.au/43682/
openpub
oai:researchonline.jcu.edu.au:43970
2024-03-05T15:08:49Z
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74797065733D61727469636C65
Teacher-perceived principal leadership styles, decision-making styles and job satisfaction: how congruent are data from Indonesia with the Anglophile and Western literature?
Hariri, Hasan
Monypenny, Richard
Prideaux, Murray
School leadership is seen as important for both schools and for government and private policy-makers. The relationships between teacher-perceived principal leadership styles, teacher-perceived principal decision-making styles and teacher-perceived job satisfaction in schools in Lampung Province, Indonesia were examined. Data were collected by questionnaires from 475 teachers. This paper uses Indonesian data, but the relationships studied will be of wider interest to school stakeholders in Indonesia and to a wider global readership. Considerable effort was placed on the collection of robust data to address existing gaps in the literature about these relationships. The data are available to be shared with other interested parties. Findings suggest that five variables (of the nine variables that were studied) can significantly (p < .001) predict teacher job satisfaction. Transformational leadership style and rational decision-making style are the best predictors and are likely to contribute to increased teacher job satisfaction. In contrast, laissez-faire leadership style, intuitive decision-making style and avoidant decision-making style are likely to contribute to decreased teacher job satisfaction. This paper is the third paper of five papers about school leadership in Indonesia.
Taylor & Francis
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43970/6/43970%20Hariri%20et%20al%202016.pdf
http://dx.doi.org/10.1080/13632434.2016.1160210
Hariri, Hasan, Monypenny, Richard, and Prideaux, Murray (2016) Teacher-perceived principal leadership styles, decision-making styles and job satisfaction: how congruent are data from Indonesia with the Anglophile and Western literature? School Leadership and Management, 36 (1). pp. 41-62.
https://researchonline.jcu.edu.au/43970/
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oai:researchonline.jcu.edu.au:43996
2024-02-28T14:19:21Z
7374617475733D707562
74797065733D61727469636C65
Free open access medical education resource knowledge and utilisation amongst emergency medicine trainees: a survey in four countries
Thurtle, Natalie
Banks, Colin
Cox, Megan
Pain, Tilley
Furyk, Jeremy
Introduction: Free Open Access Medical Education encompasses a broad array of free online resources and discussion fora. The aim of this paper was to describe whether Emergency Medicine trainees in different contexts know about Free Open Access Medical Education, whether or not they know about its different platforms, which ones they use, and what the major barriers to regular usage are.
Methods: A convenience sample was surveyed on awareness and use of Free Open Access Medical Education blogs, podcasts, websites and Twitter at three institutions (in Australia, Botswana and Papua New Guinea) and one deanery (United Kingdom) between June 2013 and June 2014 using an online survey tool or via hand-distributed survey.
Results: 44 trainees responded: four from Botswana, seven from Papua New Guinea, ten from the United Kingdom and 23 from Australia. 82% were aware of blogs, 80% of websites, 75% of podcasts and 61% of Twitter as resources in Emergency Medicine. Awareness and use of specific resources were lower in Botswana and Papua New Guinea. For blogs, podcasts and websites, trainees who had looked at a resource at least once were neutral or agreed that it was relevant. For Twitter, some trainees found it difficult to navigate or not relevant. Lack of awareness of resources rather than lack of internet access was the main barrier to use.
Conclusion: The Emergency Medicine trainees in both developed and low resource settings studied were aware that Free Open Access Medical Education resources exist, but trainees in lower income settings were generally less aware of specific resources. Lack of internet and device access was not a barrier to use in this group.
Elsevier
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/43996/1/43996%20Thurtle%20et%20al%202016.pdf
http://dx.doi.org/10.1016/j.afjem.2015.10.005
Thurtle, Natalie, Banks, Colin, Cox, Megan, Pain, Tilley, and Furyk, Jeremy (2016) Free open access medical education resource knowledge and utilisation amongst emergency medicine trainees: a survey in four countries. African Journal Of Emergency Medicine, 6 (1). pp. 12-17.
https://researchonline.jcu.edu.au/43996/
open
oai:researchonline.jcu.edu.au:44035
2024-03-05T14:31:00Z
7374617475733D707562
74797065733D61727469636C65
Failing quantitative literacy: but who is failing? students or universities?
Boreland, Jennifer
There is substantial evidence that first year business students have difficulty with quantitative subjects, and the literature examines some of the underlying causes of poor results in subjects such as accounting, business statistics and economics. Whilst a range of reasons for poor student performance in these subjects generally have been posited, there appears to be little research into the experience of international students in these subjects, despite the large number enrolled in business degrees. For example, what impact might English language proficiency (ELP) have on quantitative literacy? Is there an intersection between these two? If they do indeed intersect, as is posited by this author, then it becomes important to determine whether the English entry standards set by Universities for entry to undergraduate business degrees are appropriate or whether they are setting international students up for failure. While there is a plethora of research about how universities are attempting to assure international student preparedness through English language proficiency levels, there is a void of research on how this relates to quantitative subjects in business degrees. This paper argues that there is a need to address this issue through further research into the intersection between ELP and quantitative literacy to ensure Universities make informed decisions about entry standards and thus fulfil their obligations to assure that all students are appropriately equipped to participate successfully in their course. Further, if there is evidence of a correlation between ELP and quantitative literacy, there are implications for curriculum design, teaching and learning and approaches to learning support which will provide equitable opportunities for international students to participate successfully in their studies.
Association for Academic Language and Learning
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44035/1/44035_Boreland_2016.pdf
http://journal.aall.org.au/index.php/jall/article/view/380
Boreland, Jennifer (2016) Failing quantitative literacy: but who is failing? students or universities? Journal of Academic Language and Learning, 10 (1). A57-A68.
https://researchonline.jcu.edu.au/44035/
restricted
oai:researchonline.jcu.edu.au:44147
2022-11-04T19:36:55Z
7374617475733D696E7072657373
74797065733D61727469636C65
Voices from the distance: communicating the experience of remote education
Marchant, Jillian
Despite significant progress in education practices, access issues remain for many Australian residents of areas with limited resources and infrastructure. Some individuals residing in marginalised areas are engaged with distance education due to technological progression and advances at education institutions. Understanding the educational attainment of distance education students is relevant for research and policy in order to appreciate their engagement and benefits from education. This study involves adult students who are residents in the rural areas of South Australia: offering them a chance to incorporate their voices in policy and research discussions about the beneficial aspects that support their education endeavours. To understand the support mechanisms for adult learners in rural communities, an inductive approach is used, including a case study methodology utilising semi-structured interviews. An analysis of reports about communities and education richly communicate learner experiences with aspects of distance education and reveal the support that they have encountered. Encouragingly, these reports identify an array of assist mechanisms that originate both within and outside of contributors local communities. Highlighting these mechanisms here assists an identification of the existing practices that promote successful outcomes for these marginalised adult students and further inform policy about equitable access. It is anticipated that further investigations, including those conducted in other rural settings may communicate the paths for continuing the expansion of both access and outcomes for distance learners.
African Virtual University
Ojwang, Tom
2022
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44147/1/Marchant2015VoicesFromTheDistance.pdf
Marchant, Jillian (2022) Voices from the distance: communicating the experience of remote education. Journal of Research in Open, Distance and eLearning. (In Press)
https://researchonline.jcu.edu.au/44147/
restricted
oai:researchonline.jcu.edu.au:44150
2024-03-03T15:00:44Z
7374617475733D707562
74797065733D61727469636C65
Using a community of inquiry framework to teach a nursing and midwifery research subject: an evaluative study
Mills, Jane
Yates, Karen
Harrison, Helena
Woods, Cindy
Chamberlain-Salaun, Jennifer
Trueman, Scott
Hitchins, Marnie
Background: Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains—teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking).
Objectives: Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework.
Setting, Participants, and Methods: This evaluative study incorporated a validated Communities of Inquiry survey (n = 29) and interviews (n = 10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically.
Results: Five main themes were identified: subject design and delivery; cultivating community through social interaction; application—knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community.
Conclusions: The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage in "doing" research by forging professional and intellectual communities.
Elsevier
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44150/1/44150_Yates_2016.pdf
http://dx.doi.org/10.1016/j.nedt.2016.04.016
Mills, Jane, Yates, Karen, Harrison, Helena, Woods, Cindy, Chamberlain-Salaun, Jennifer, Trueman, Scott, and Hitchins, Marnie (2016) Using a community of inquiry framework to teach a nursing and midwifery research subject: an evaluative study. Nurse Education Today, 43. pp. 34-39.
https://researchonline.jcu.edu.au/44150/
restricted
oai:researchonline.jcu.edu.au:44173
2018-03-20T21:28:29Z
7374617475733D707562
74797065733D61727469636C65
Kindergarten children demonstrating numeracy concepts through drawings and explanations: Intentional Teaching within play-based learning
Chigeza, Philemon
Sorin, Reesa
Using both child-guided and adult-guided learning, Intentional Teaching in the early years can be a powerful tool for enhancing young children's numeracy skills. As Epstein (2009) notes, this can include providing "opportunities for children to represent things by drawing, building and moving" (p. 47). This paper investigates how kindergarten (four-five year olds) children represented and demonstrated numeracy concepts through their drawings and explanations, completed for a research study that used arts-based strategies to enhance children's environmental understanding. This research study involved kindergarten children in Australia creating and exchanging postcards (drawings and explanations) of their local environments with their peers in Canada. Findings include that the kindergarten children, through creating postcards of their physical environments and explanations, demonstrated their growing understanding of numeracy concepts, such as spatial orientation, quantification and attributes of objects. The study argues for quality Intentional Teaching and the development of an 'early childhood numeracy progress monitoring framework' that maps and assesses children’s mathematical development.
Social Science Press
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44173/6/44173%20Chigeza%20et%20al%202016.pdf
http://dx.doi.org/10.14221/ajte.2016v41n5.5
Chigeza, Philemon, and Sorin, Reesa (2016) Kindergarten children demonstrating numeracy concepts through drawings and explanations: Intentional Teaching within play-based learning. Australian Journal of Teacher Education, 41 (5). pp. 64-77.
https://researchonline.jcu.edu.au/44173/
openpub
oai:researchonline.jcu.edu.au:44209
2018-03-20T21:26:56Z
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74797065733D61727469636C65
Ethics education in Australian preservice teacher programs: a hidden imperative?
Boon, Helen J.
Maxwell , Bruce
This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of required standalone ethics subjects in the pre-service teacher training programs despite recent accreditation requirements by AITSL. When analysed by program type, the prevalence of an ethics related subject requirement in pre-service teacher programs revealed a concerning trend; post graduate programs, as a general rule, had a much lower prevalence of a mandatory ethics-related subject, including those subjects which are traditionally used as vehicles for embedding ethics, such as the Foundations of Education. Notwithstanding, all respondents agreed that the value of ethics in pre-service teacher programs is irrefutable. Implications for further research are discussed.
Social Science Press
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44209/2/44209%20Boon%20et%20al%202016.pdf
http://dx.doi.org/10.14221/ajte.2016v41n5.1
Boon, Helen J., and Maxwell , Bruce (2016) Ethics education in Australian preservice teacher programs: a hidden imperative? Australian Journal of Teacher Education, 41 (5). 1. pp. 1-20.
https://researchonline.jcu.edu.au/44209/
openpub
oai:researchonline.jcu.edu.au:44247
2018-03-06T02:27:59Z
7374617475733D707562
74797065733D61727469636C65
The inherent vulnerability of the Australian Curriculum's cross-curriculum priorities
Salter, Peta
Maxwell, Jacinta
National curriculum development is a complex and contested process. By its very function, a national curriculum serves to organise diverse interests into a common framework, a task fraught with cultural and political tensions and compromises. In the emergent Australian Curriculum these tensions are manifest in and around the cross-curriculum priorities (CCPs): sustainability, Asia and Australia’s engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. These priorities have been under fire since their introduction to the curriculum and the announcement of a review of the emerging curriculum prompted fears of a renewed attack. Studies from diverse fields of education research suggest that a lack of high-level institutional support for initiatives such as the CCPs places them in jeopardy. This paper focuses on two priorities: Asia and Australia's engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. It employs interest convergence theory as a framework to understand connections between the intentions behind the inclusion of the CCPs and the outcomes of the Review of the Australian Curriculum. Furthermore, this paper draws on interview-based research that explores how the priorities are constructed by those who are expected to work with them, from pre-service through to experienced teachers. This theoretical framework provides an explanation for the perennially precarious nature of these kinds of curriculum initiatives.
Routledge
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44247/1/44247_Salter%20and%20Maxwell_2016.pdf
http://dx.doi.org/10.1080/17508487.2015.1070363
Salter, Peta, and Maxwell, Jacinta (2016) The inherent vulnerability of the Australian Curriculum's cross-curriculum priorities. Critical Studies in Education, 57 (3).
https://researchonline.jcu.edu.au/44247/
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oai:researchonline.jcu.edu.au:44248
2024-03-03T14:52:10Z
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Navigating the 'inter' in intercultural education
Salter, Peta
Maxwell, Jacinta
The structure of the Australian national curriculum encompasses engagement with 'intercultural education'. Significantly, the context from which the curriculum was developed was heavily influenced by a multiculturalist ideology in which notions of cohesion and harmony were dominant. Therefore, those working with the curriculum need to understand the limited ways in which ideas of 'diverse' culture might be constructed. As a cultural text this curriculum is a place of encounter between teachers and the various influences on the curriculum document itself. We assert that the perpetuation of ideographs in the context and text of the curriculum, underpin how 'intercultural understanding' is positioned in the Australian Curriculum, and limit the narrative possibility of this encounter. It is essential to identify and interrogate such ideographs if we are to be cognisant of the complex politics of national curriculums and opportunities to 're-open' the place for encounter.
Routledge
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44248/1/44248%20Salter%20and%20Maxwell%202017.pdf
http://dx.doi.org/10.1080/01596306.2016.1179171
Salter, Peta, and Maxwell, Jacinta (2017) Navigating the 'inter' in intercultural education. Discourse: Studies in the Cultural Politics of Education, 39 (1). pp. 15-30.
https://researchonline.jcu.edu.au/44248/
restricted
oai:researchonline.jcu.edu.au:44313
2023-08-03T19:35:52Z
7374617475733D707562
74797065733D61727469636C65
Was that said with a smile?: factors influencing effective online negotiations
Holland, Claire
Taylor, Donnalee
Communication and negotiation skills are vital in day-to-day business and social operations and play an important role in interpersonal aspects of daily life. In terms of negotiation, the ability to express oneself in daily communication and interactions with co-workers and clients is important for success. Increasingly, people are involved in collaborative teams that span vast geographical locations and online trading and commerce are common practice. The ease in which individuals can adapt to different communication mediums and their actual or perceived online communication literacy will impact their success, particularly in negotiations. If users increase their understanding of the differences across computer mediated communication (CMC) and face to face (FTF) mediums of communication then negotiators can increase their ability to make conscious choices with their communication style and recognise how to adapt their negotiation skill set to better suit the medium being used. The inability of CMC users to directly observe body language and facial cues in addition to the lack of explanation or ineffective descriptions of nonverbal behaviours may lead to greater misinterpretation of communication by the receiver, particularly in online negotiations. This is also true if additional cues such as voice and tonality are absent. The following is a review of literature on the factors influencing effective online and CMC negotiations and outlines the potential for further research.
Lawbook
2016-05
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44313/6/44313_Holland_Taylor_2016.pdf
Holland, Claire, and Taylor, Donnalee (2016) Was that said with a smile?: factors influencing effective online negotiations. Australasian Dispute Resolution Journal, 27. pp. 103-110.
https://researchonline.jcu.edu.au/44313/
restricted
oai:researchonline.jcu.edu.au:44343
2019-06-11T19:30:14Z
7374617475733D707562
74797065733D61727469636C65
Impact of sustainability pedagogies on pre-service teachers' self-efficacy
Evans, Neus (Snowy)
Tomas, Louisa
Woods, Cindy
Education for sustainable development (ESD) espouses student-centred,transformative pedagogies that promote learning through active, participatory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within the constraints of a traditional lecture to investigate the effect on pre-service teachers' selfreported ESD self-efficacy. A quasi-experimental, pre–post test design with a non-randomized control group was applied whereby lectures in the treatment group adopted sustainability pedagogies, in addition to the more traditional teaching methods employed in both groups. While a significant improvement was observed in pre-service teachers' ESD self-efficacy in both groups, there is no evidence to suggest that the inclusion of sustainability pedagogies is more effective for enhancing pre-service teachers' ESD self-efficacy than traditional, teacher-centred pedagogies alone. Participants reported that an increase in their knowledge and understanding of sustainability concepts most strongly influenced their ESD self-efficacy.
Sage
2016-09
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44343/6/44343%20Evans%20et%20al%202016.pdf
application/pdf
https://researchonline.jcu.edu.au/44343/11/44343%20Evans%20et%20al%202016%20-%20Submitted%20Version.pdf
http://dx.doi.org/10.1177/0973408216650953
Evans, Neus (Snowy), Tomas, Louisa, and Woods, Cindy (2016) Impact of sustainability pedagogies on pre-service teachers' self-efficacy. The Journal of Education for Sustainable Development, 10 (2). pp. 1-19.
https://researchonline.jcu.edu.au/44343/
restricted
oai:researchonline.jcu.edu.au:44425
2024-03-03T14:56:48Z
7374617475733D707562
74797065733D61727469636C65
Mineral supertrumps: a new card game to assist learning of mineralogy
Spandler, Carl
Mineralogy is an essential component of Earth Science education, yet many students struggle to obtain adequate comprehension and knowledge of mineralogy during tertiary (postsecondary) degree programs. The use of educational games can be an effective strategy for science teaching as games provide an active learning environment that enhances student engagement and motivation. This paper introduces a new card game called "Mineral Supertrumps" that can be used to counter the challenge of learning mineralogy at either secondary or tertiary level. The card game includes information on the properties of 54 minerals, which include the most important rock-forming minerals as well as minerals of industrial and economic significance. The game is easy to learn and play, and it is designed to motivate learning of mineral properties through active and competitive game-play in a group setting. Group play also helps to build identity and culture around student cohorts, which may also promote learning outcomes. Most students in the second year of a tertiary geology program surveyed after playing the game found it enjoyable to play and considered it to be effective for enhancing learning about mineral properties and their application to society and other Earth Science disciplines. Nevertheless, our survey results also indicate that student engagement with the game (and hence, learning benefits) may be limited if the game is not integrated with other course content, and/or it is not linked to incentive-based exercises (e.g., assessment).
National Association of Geoscience Teachers
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44425/1/Spandler2016.pdf
http://dx.doi.org/10.5408/15-095.1
Spandler, Carl (2016) Mineral supertrumps: a new card game to assist learning of mineralogy. Journal of Geoscience Education, 64 (2). pp. 108-114.
https://researchonline.jcu.edu.au/44425/
restricted
oai:researchonline.jcu.edu.au:44476
2023-01-04T04:01:39Z
7374617475733D707562
74797065733D61727469636C65
Imagining a future: changing the landscape for third space professionals in Australian higher education institutions
Veles, Natalia
Carter, Margaret-Anne
In the last decade there has been a shift in the discourses around professional staff in higher education that has been influenced by neoliberal agenda that focused on driving education reforms. Earlier discussions centring around nomenclature variations have progressed to those about creating and developing borderless professionals operating in the third space – a notional space where professional staff and academic staff with diverse and valuable skills work as equal professional partners on complex and multifaceted projects. This article looks at the evolution of the debates around professional staff. It considers how the notions of professionalism and professionalisation are being reconceptualised in the third space. Discussion progresses towards capability building and developmental opportunities of aspiring third space professional staff in higher education settings. Possible pathways of engaging with and empowering professional staff in designing their future careers and professional identities are considered. Building a community of research practices under the auspices of the Association for Tertiary Education Management (ATEM) and engaging postgraduate students in the university third space project work are proposed as potential areas for further research in the field of professional staff capability building.
Routledge
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44476/12/44476-Veles-Carter-2016-Accepted-Version.pdf
application/pdf
https://researchonline.jcu.edu.au/44476/11/44476-Veles-Carter-2016.pdf
http://dx.doi.org/10.1080/1360080X.2016.1196938
Veles, Natalia, and Carter, Margaret-Anne (2016) Imagining a future: changing the landscape for third space professionals in Australian higher education institutions. Journal of Higher Education Policy and Management, 38 (5). pp. 519-533.
https://researchonline.jcu.edu.au/44476/
open
oai:researchonline.jcu.edu.au:44489
2022-02-04T19:24:38Z
7374617475733D707562
74797065733D61727469636C65
Responding to changing landscapes in social work education in mental health: possible ways forward
Carter, Margaret A.
Francis, Abraham
This paper commences with a definition of mental health and wellbeing, followed by a snapshot of mental health, with particular attention to the evolving landscape of social work education in Australia. A discussion of strength based practices and recovery orientated approaches to mental health and wellbeing sets the scene for contemporary social work practice. The response of higher education to changes in the social work field is highlighted with reference to blended pedagogy as a mode of delivery responsive to both changes in the profession and the shifting demographics of the 21st century learner.
Primrose Hall Publishing Group
2016-05
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44489/3/44489_Carter_Francis_2016.pdf
http://www.ijicc.net/index.php/past-editions/24-vol2iss3.html
Carter, Margaret A., and Francis, Abraham (2016) Responding to changing landscapes in social work education in mental health: possible ways forward. International Journal of Innovation, Creativity and Change, 2 (3). pp. 83-95.
https://researchonline.jcu.edu.au/44489/
openpub
oai:researchonline.jcu.edu.au:44509
2024-03-03T14:25:27Z
7374617475733D707562
74797065733D61727469636C65
Supporting biomedical students struggling with second-choice-syndrome to thrive rather than just survive first year
Taylor, Donnalee B.
Harrison, Glenn J.
The James Cook University (JCU) Biomedical Science students struggle with their first year and "second-choice-syndrome" as evidenced by high inter-degree transfer rates and low primary degree completions despite the cohort having high subject or unit grade point averages. This project evaluated the impact of two extracurricular support initiatives (email newsletters and themed luncheons) to deliver just-in-time information and support on student engagement and success. Students and academics rated the initiatives highly with positive support themes of networking, collegiality, belonging and engagement; there was no direct improvement in subject grades or degree satisfaction metrics. However, there was an increase in degree, college, and university student retention. It is becoming increasingly important to recognize and separate the classic academic measures of grades as an indication of success and that more personal or social support is required for students to thrive regardless of cohort demographics or career path. A student's initial experience on campus is important and influences students’ persistence in higher education and their believed capabilities.
Sage
2018
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44509/1/44509_Taylor_Harrison_2018.pdf
http://dx.doi.org/10.1177/1521025116654162
Taylor, Donnalee B., and Harrison, Glenn J. (2018) Supporting biomedical students struggling with second-choice-syndrome to thrive rather than just survive first year. Journal of College Student Retention, 20 (2). pp. 176-196.
https://researchonline.jcu.edu.au/44509/
restricted
oai:researchonline.jcu.edu.au:44520
2016-11-22T23:39:48Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
Integrating cross cultural sensitivity in the workplace: developing globally proficient professionals
Bandaranaike, Suniti
Gurtner, Yetta
Cross cultural sensitivity is an increasingly desired and indispensable attribute of the 21st century where globalisation and labour market mobility demand interactions with individuals from diverse backgrounds and cultures. Cross cultural sensitivity [CCS] is defined in this research as the ability to apply appropriate knowledge and skills to understand the cultural beliefs, attitudes, values and behaviours of oneself and those of other cultures. The objective of this paper is to develop and expand sensitivity within the workforce to cultural diversity using a new work skills framework based on cross cultural sensitivity, preparing the next generation of global professionals. The approach is grounded in literature around the concept of cultural intelligence [CQ] and cross cultural understanding to identify cognitive, metacognitive, motivational and behavioural attributes (Earley & Ang, 2003) further contributing to cultural sensitivity in the workforce. These attributes are incorporated into the proposed cross culturally sensitive work skills framework with reference to six generic work skills [initiative, technology, lifelong learning, self-management, problem solving and communication]identified previously in a well-established and validated teaching and learning framework, the Work Skills Development Framework (Bandaranaike & Willison, 2009). This innovative theoretical framework based on cross cultural sensitivity, while enabling attitudinal and behavioural changes to ameliorate cultural disparities at all levels in the workplace, is primarily intended for use as a teaching and learning assessment tool with Cooperative Work Integrated Education (CWIE) students. In the long term the work environment will significantly improve and help develop globally proficient professionals for the future.
WACE International Research Symposium
2016-06
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44520/6/44520%20Bandaranaike%20and%20Gurtner%202016.pdf
http://waceinc.org/uvictoria2016/assets/WACE_IRS_2016_Refereed_Conference%20Proceedings.pdf
Bandaranaike, Suniti, and Gurtner, Yetta (2016) Integrating cross cultural sensitivity in the workplace: developing globally proficient professionals. In: Proceedings of the 2nd International Research Symposium on Cooperative and Work-Integrated Education. pp. 13-21. From: 2nd International Research Symposium on Cooperative and Work-Integrated Education, 12-15 June 2016 , Victoria, Canada.
https://researchonline.jcu.edu.au/44520/
openpub
oai:researchonline.jcu.edu.au:44567
2023-09-01T18:19:11Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Learning about blended learning through students' experiences: an exploratory study in postgraduate guidance and counselling programs in a university with campuses in Australia and Singapore
Carter, Margaret Anne
Pagliano, Paul
Knight, Cecily
Goldie, Donna
The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.
IGI Global
Parsons, David
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44567/6/44567_Carter_et%20al_2016.pdf
http://dx.doi.org/10.4018/978-1-5225-0359-0.ch004
Carter, Margaret Anne, Pagliano, Paul, Knight, Cecily, and Goldie, Donna (2016) Learning about blended learning through students' experiences: an exploratory study in postgraduate guidance and counselling programs in a university with campuses in Australia and Singapore. In: Parsons, David, (ed.) Mobile and Blended Learning Innovations for Improved Learning Outcomes. IGI Global, Hershey, PA, USA, pp. 60-83.
https://researchonline.jcu.edu.au/44567/
open
oai:researchonline.jcu.edu.au:44604
2023-02-15T01:26:19Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
Beyond binary thinking, knowing and teaching mathematics
Chigeza, Philemon
This presentation provides a framework for engaging binary thinking, knowing and teaching of mathematics (e.g., teacher-centred/ student-centred, transmission/discovery, explicit teaching/ inquiry). The framework proposes three general positions (1) oppositional, (2) equipositional, and (3) parapositional ways of thinking, knowing and teaching mathematics (Adam & Chigeza, 2014). Like grid points on a map the three general positions offer navigational markers in the complex terrain of mathematics education. The presentation illustrates potential strengths and weaknesses of these three general positions in regards to teaching measurement in Year 5 and Year 8 mathematics classrooms. The presentation calls for dissolving the binary teaching approaches that have proven divisive in mathematics education.
Queensland Association of Maths Teachers
2016
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44604/1/Presentation%20PAPER.pdf
Chigeza, Philemon (2016) Beyond binary thinking, knowing and teaching mathematics. In: [Presented at the 2016 Queensland Association of Maths Teachers Annual Conference]. From: QAMTAC-16: Queensland Association of Maths Teachers Annual Conference: big things STEM from maths, 25-26 June 2016, Cairns, QLD, Australia.
https://researchonline.jcu.edu.au/44604/
open
oai:researchonline.jcu.edu.au:44713
2016-10-07T01:59:48Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
Predicting foreign language anxiety: trait emotional intelligence and Big-Five personality traits
Goh, Sin Er
Dillon, Denise
Goh, Samantha Yi Wei
We examined emotional intelligence and personality traits as predictors of foreign language anxiety (FLA) across four foreign language learning skills (listening, reading, writing, and speaking). 105 (62.8% female) foreign language students completed measures of emotional intelligence (EI), personality and FLA across the 4 skills. Independently, EI and personality were found to be significant predictors. A combination of EI and personality predicted listening FLA only.
DEStech Publications
2016
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44713/4/44713%20Goh%20and%20Dillon%202016_accepted%20version.pdf
Goh, Sin Er, Dillon, Denise, and Goh, Samantha Yi Wei (2016) Predicting foreign language anxiety: trait emotional intelligence and Big-Five personality traits. In: Proceedings of the Asia-Pacific English Language Teaching Conference. pp. 63-69. From: ELTC 2016: Asia-Pacific English Language Teaching Conference, 11-13 June 2016, Shanghai, China.
https://researchonline.jcu.edu.au/44713/
openpub
oai:researchonline.jcu.edu.au:44736
2024-02-28T14:51:46Z
7374617475733D707562
74797065733D61727469636C65
Teaching with dogs: learning about learning through hands-on experience in dog training
McConnell, Bridget
This paper summarizes a pilot study of an experiential learning technique that was designed to give undergraduate students a greater understanding of the principles and theories of learning and behavior, which is traditionally taught only in a lecture-based format. Students were assigned the role of a dog trainer, and they were responsible for designing and administering empirically- and theoretically-based training regimens to shelter dogs to teach them new behaviors that would make them more adoptable. Results from student feedback and their performance on assessments suggest that this activity was well-received by the students both for the learning benefit and enjoyment aspect, and this translated to a moderate level on their assessments. Details about how the learning and behavior class was made into an experiential learning course, the outcomes of this experience, and suggestions for improving the educational benefit of this experiential activity are discussed. This hands-on program offers a new alternative for teaching learning and behavior. Future offerings of this course and others like it present ideal opportunities for researching the effectiveness of more experiential methods of teaching and learning.
Sage
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44736/11/44736%20McConnell%202016.pdf
http://dx.doi.org/10.1177/1475725716662550
McConnell, Bridget (2016) Teaching with dogs: learning about learning through hands-on experience in dog training. Psychology Learning and Teaching, 15 (3). pp. 310-328.
https://researchonline.jcu.edu.au/44736/
restricted
oai:researchonline.jcu.edu.au:44755
2024-03-03T14:41:43Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Stop the Mob! Pre-service teachers designing a serious game to challenge bullying
Walsh, Christopher S.
Schmoelz, Alexander
Mobbing or bullying is a widely recognized problem in European schools, but it is most serious in Austria. We report on the game Stop The Mob!, which was designed during a teacher education course at the University of Vienna where students were required to play serious games to experience how deep learning occurs with the goal of designing a serious game for the course's final assessment. The focus of this paper is twofold. First we describe the course 'Digital games, simulation and virtual worlds for teaching and learning'. Then we evaluate the design of Stop the Mob! and illustrate how it provides viable possibilities to situate learning, minimize cognitive load, engage the learner constructively and facilitate the learning task of preventing bullying when pedagogically embedded into classroom practice. In conclusion, we argue that educators can integrate the game into their pedagogical practice to fully actualize its potential to prevent bullying.
Springer
de Gloria, Alessandro de Gloria
Veltkamp, Remco
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44755/1/44755%20Walsh%20%26%20Schmoelz%202016.pdf
http://dx.doi.org/10.1007/978-3-319-40216-1_48
Walsh, Christopher S., and Schmoelz, Alexander (2016) Stop the Mob! Pre-service teachers designing a serious game to challenge bullying. In: de Gloria, Alessandro de Gloria, and Veltkamp, Remco, (eds.) Games and Learning Alliance. Lecture Notes in Computer Science, 9599 . Springer, Basel, Switzerland, pp. 431-440.
https://researchonline.jcu.edu.au/44755/
restricted
oai:researchonline.jcu.edu.au:44880
2017-01-25T04:27:17Z
7374617475733D707562
74797065733D61727469636C65
Vietnamese coastal residents' awareness and attitude to climate change (A case study in Thinh Loc community, Loc Ha district, Ha Tinh province)
Nguyen, Thi Huong Tra
Boon, Helen J.
King, David
Climate change is a global environmental issue that many countries throughout the world have been thinking to address it. Vietnam, the focus of this research, is highly influenced by climate change impacts and natural hazards, especially in coastal zones. The objective of this study is to understand Vietnamese rural and coastal residents’ awareness and attitude to climate change from a sample of 108 Vietnamese coastal participants. To obtain most representative results, mixed methods were used: a questionnaire, observations, and interviews. Preliminary results showed a low level of climate change knowledge, especially in school students and farmers. However, residents were very aware about the risks of climate change impacts to their livelihoods and community sustainability. They also predicted with a high level of accuracy a range of negative future climate change effects. Local residents agreed that a climate change education program is necessary for Thinh Loc community. It is expected that this study will develop an appropriate education program on climate change to enhance adaptive capacity of Vietnamese coastal communities to cope with climate change.
American Research Institute for Policy Development
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44880/7/44880%20Tra%20Nguyen%20Accepted%20Version.pdf
application/pdf
https://researchonline.jcu.edu.au/44880/6/44880%20Nguyen%20et%20al%202016.pdf
http://dx.doi.org/10.15640/jaes.v5n1a4
Nguyen, Thi Huong Tra, Boon, Helen J., and King, David (2016) Vietnamese coastal residents' awareness and attitude to climate change (A case study in Thinh Loc community, Loc Ha district, Ha Tinh province). Journal of Agriculture and Environmental Sciences, 5 (1). pp. 31-44.
https://researchonline.jcu.edu.au/44880/
restricted
oai:researchonline.jcu.edu.au:44895
2024-03-05T14:30:53Z
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74797065733D61727469636C65
Social rules according to young children
Carter, Margaret Anne
This paper reports the viewpoint of 10 children (aged five-six years) on social rules in their Catholic (Singapore) preschool classrooms. Rather than doing research on children and construing a judgement on their behalf, data was collected through semi-structured interviews with the children. This study provides valuable insights into children's meaning-making about social practices, examples and non-examples of social rules, and how children view themselves as rule learners and followers. Themes recognised through the analysis process identified that children were united in their views about conventional social norms, including their understanding of and necessity for the rules (Thornberg, 2008b). The children acknowledged specific social standards as essential practices for an orderly and harmonious preschool environment.
Early Childhood Australia
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/44895/13/44895_Carter_2016_Accepted.pdf
application/pdf
https://researchonline.jcu.edu.au/44895/1/44895%20Carter%202016.pdf
http://www.earlychildhoodaustralia.org.au/our-publications/australasian-journal-early-childhood/index-abstracts/ajec-vol-41-no-2-june-2016/social-rules-according-young-children/
Carter, Margaret Anne (2016) Social rules according to young children. Australasian Journal of Early Childhood, 41 (2). pp. 32-40.
https://researchonline.jcu.edu.au/44895/
restricted
oai:researchonline.jcu.edu.au:45001
2019-12-06T19:03:33Z
7374617475733D707562
74797065733D61727469636C65
Discrepant stakeholder perspectives on graduate employability strategies
Kinash, Shelley
Crane, Linda
Judd, Madelaine-Maree
Knight, Cecily
A literature review identified 12 strategies that have been empirically linked to improvements in graduate employability. A survey methodology was used to investigate self-reported use and/or perspectives on these strategies among four stakeholder groups. The following questions were asked: to students – What strategies are you using to improve your graduate employability; to graduates – What strategies did you use to improve your employability?; to higher education career development professionals and educators – Which of the following employability strategies do you provide for students?; and to employers – Which of the following strategies undertaken by students does your organisation value when recruiting graduates? Across the four stakeholder groups, 705 responses were received and analysed. The key findings were discrepancies between the strategies reported in the literature and those indicated in the surveys, as well as discrepancies between stakeholder groups in regard to which strategies were indicated.
Taylor & Francis
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45001/7/45001%20Kinash%20et%20al%202016.pdf
http://dx.doi.org/10.1080/07294360.2016.1139555
Kinash, Shelley, Crane, Linda, Judd, Madelaine-Maree, and Knight, Cecily (2016) Discrepant stakeholder perspectives on graduate employability strategies. Higher Education Research & Development, 35 (5). pp. 951-967.
https://researchonline.jcu.edu.au/45001/
restricted
oai:researchonline.jcu.edu.au:45002
2019-12-06T19:03:33Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
Empowering academic staff through a community of practice
Knight, Cecily
This paper reports the perceived benefits and limitations of a Community of Practice following a survey of participants. The Community of Practice was established as a means of professional learning for academic staff in a regional university in Queensland, Australia. The university has an institutional vision for a blended approach to learning and teaching. The Community of Practice was established in a series of phases following an implementation plan based on Kotter's 8-Step change leadership model (Kotter & Cohen, 2002).
Association for the Advancement of Computing in Education
Kirby, Padraig
Marks, Gary
2016-04
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45002/6/45002%20Knight%202016.pdf
https://www.learntechlib.org/p/172736
Knight, Cecily (2016) Empowering academic staff through a community of practice. In: Proceedings of Global Learn 2016. pp. 289-297. From: Global Learn 2016: Global Conference on Learning and Technology, 28-29 April 2016, Limerick, Ireland.
https://researchonline.jcu.edu.au/45002/
restricted
oai:researchonline.jcu.edu.au:45024
2018-05-09T22:20:32Z
7374617475733D707562
74797065733D61727469636C65
Teacher ethics: the link between quality teaching and multi-ethnic and multiracial education
Boon, Helen J.
Lewthwaite, Brian E.
Many current economic and social challenges lead to waves of migrating people. The countries where migrants seek refuge can be ethnically homogeneous and monolingual such as Greece, or more frequently, ethnically diverse with local Indigenous populations which have been subjugated and marginalized, such as the US or Australia. In either context, a significant corollary of migration is the absorption of children into the local educational system. Migrant children, much like the local Indigenous marginalized children of the host countries, have language barriers and different customs from those of the host country. Cultural mismatches between the culture of the child and that of its teacher have been empirically shown to result in a range of negative outcomes for the child, including behavioural infractions, low academic outcomes and dropping out of school. This research illustrates findings from the second phase of an extended study. The study aim was to identify what constitutes culturally responsive pedagogy in Australia to support the needs of Indigenous Australian students. Indigenous Australian students, like their counterparts in New Zealand and North America, have the lowest academic attainment of any students in Australia. Through qualitative interviews with Indigenous parents, teachers and students, we identified a range of teacher behaviours deemed by Indigenous people to be indicators of teacher quality as indicated by culturally responsive pedagogy. From these we constructed a teacher survey which was piloted with two waves of practicing teachers. Latent Trait Analyses using the Rasch Model validated the survey and its underlying factors. Findings showed that teachers' ethic of care strongly predicted their pedagogical expertise. Implications of the research include redefining quality teaching as a pedagogy based on strong ethical standards driven by a vocational disposition which seek to benefit all students including those from ethnically diverse groups such as Indigenous students, refugees and recent migrants.
Athens Institute for Education and Research
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45024/6/45024%20Boon%20et%20al%202016.pdf
http://www.athensjournals.gr/aje/forthcoming
Boon, Helen J., and Lewthwaite, Brian E. (2016) Teacher ethics: the link between quality teaching and multi-ethnic and multiracial education. Athens Journal of Education, 3 (4). pp. 331-344.
https://researchonline.jcu.edu.au/45024/
open
oai:researchonline.jcu.edu.au:45070
2019-06-06T23:42:00Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Explicit ethics education for prospective teachers - an essential precursor for quality teaching - ethics training for pre-service teachers
Boon, Helen J.
[Extract] In the wake of the global financial crisis in 2009 in Australia and elsewhere, widespread attention was placed on ethical behaviour in the workplace. Ethical pactice in the workplace was the underpinning consideration and background of a study based at a regional Australian university funded by a Work Integrated Learning (WIL) grant. The study sought to examine and connect university training and professional practice, and to explore some of the ethical dimensions that concern those in the medical and teaching professions (Boon et al. 2009) because similar principles underpin ethical considerations and dilemmas practitioners in both fields. For example, the principles of justice and integrity govern interactions and guide professional engagement with school students or patients. Our considerations with ethical behaviour also coincided with a worldwide move to remedy the misguided marginalization moral education from college and university curricula (Glanzer and Ream 2007).
Routledge
Sethy, Satya Sundar
2018
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45070/1/45070_Boon_2018.pdf
https://www.routledge.com/Higher-Education-and-Professional-Ethics-Roles-and-Responsibilities-of/Sethy/p/book/9780815387145
Boon, Helen J. (2018) Explicit ethics education for prospective teachers - an essential precursor for quality teaching - ethics training for pre-service teachers. In: Sethy, Satya Sundar, (ed.) Higher Education and Professional Ethics: roles and responsibilities of teachers. Routledge, Abingdon, UK, pp. 204-222.
https://researchonline.jcu.edu.au/45070/
restricted
oai:researchonline.jcu.edu.au:45102
2019-03-01T19:27:20Z
7374617475733D707562
74797065733D61727469636C65
The cyclone as catalyst
Haring, Ute
Sorin, Reesa
Cyclones are endured, but often dreaded in tropical regions such as Far North Queensland. Memories, and often myth, of their destructive effects permeate written, visual and spoken text from and about this area. This paper presents findings from a qualitative research project which examined the impact of tropical north Queensland's 2006 Cyclone Larry on children's wellbeing, as expressed through their drawings and narratives, using Haring's (2012) Content, Interpretive and Developmental (CID) method for analysis. This research is presented through the three stages of a cyclone: the lead up, landfall and finally the aftermath, or lessons learned. Experiences of children during these three stages, as conveyed in the publication, Cyclone Larry. Tales of survival from the children of North Queensland (Mothers Helping Others [MHO], 2006) are examined and discussed to present a broad perspective about how children express fear, resilience and hope for the future.
In this study children are seen as active participants and not victims. Art and narratives give children a voice through which to express feelings, as well as being a tool for healing and encouraging children's resilience. Findings to date suggest that children's perspectives supply significant contributions to our understandings of natural disasters such as cyclones.
James Cook University
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45102/1/etropic%202016.pdf
Haring, Ute, and Sorin, Reesa (2016) The cyclone as catalyst. Etropic: electronic journal of studies in the tropics, 15 (1). pp. 89-99.
https://researchonline.jcu.edu.au/45102/
openpub
oai:researchonline.jcu.edu.au:45110
2016-08-11T02:20:35Z
7374617475733D707562
74797065733D61727469636C65
Theatre as research - a mysterious mix
Vallack, Jocene
The Australian Curriculum mandates that Arts will be taught as part of the Foundation to Year 10 program in schools. My background as a Theatre-in-Education performer and as a Drama teacher has informed an approach to doing research with children, which involves making up plays about local stories. Firstly, local folk are interviewed and their anecdotes are recorded as data. The children then analyse and interpret the data, as a group, with the help of their teacher. It is then synthesised into a written play script. I have found this Theatre as Research approach to be a wonderful tool for integrating the teaching of local history with the Arts. It also has potential to strengthen community bonds and enhance inter-generational communication. Once the play has been created, the storytellers are invited as audience members to see their lives played out on stage.
The paper will relate examples of how I have performed ethnographic Drama with various secondary and tertiary students to facilitate and present research. It will then offer a step by step approach for doing Theatre as Education.
James Cook University
2016-08
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45110/3/Theatre%20-%20Cairns%20Conference%20Proceedings%20as%20published.pdf
https://journals.jcu.edu.au/etropic/article/view/3357
Vallack, Jocene (2016) Theatre as research - a mysterious mix. Etropic: electronic journal of studies in the tropics, 15 (1). pp. 114-122.
https://researchonline.jcu.edu.au/45110/
openpub
oai:researchonline.jcu.edu.au:45169
2023-12-22T18:27:41Z
7374617475733D707562
74797065733D61727469636C65
Opportunity to learn to see the world from a new angle: the impact of international art study tours on creative arts students' learning
Glade-Wright, Robyn
Sorin, Reesa
Over the past four years, Creative Arts students in an Australian University have had the opportunity to participate in an International Art Study Tour. During the tour, the undergraduate students study Photography and European History and Culture at a University in Germany, attend major international art biennales and view exhibitions in cities in Europe and/or United States. Following the tour, students undertake a Creative Arts subject with assessment tasks that involve reflection of the study abroad experience. This paper investigates students’ perceptions of the impact of the International Art Study Tour on their learning. Literature regarding participation in study abroad suggests benefits for student learning including educational merit, increased confidence and a greater awareness of global citizenship. Participants in this study reported the benefits highlighted in the literature, and in addition, this study finds that a greater commitment to a career in the arts resulted from participation in the study tour. This finding may be useful for the design of Creative Arts degrees, particularly, in countries that are long distances from the major cities of Europe and North America; where costs and travelling time prohibit many students from viewing a range of art.
Common Ground Publishing
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45169/13/45169%20Glade-Wright%20and%20Sorin%202017%20-%20Accepted%20Version.pdf
application/pdf
https://researchonline.jcu.edu.au/45169/8/45169_Glade-Wright%20and%20Sorin_2017_published%20version.pdf
https://doi.org/10.18848/2326-9944/CGP/v12i02/19-29
Glade-Wright, Robyn, and Sorin, Reesa (2017) Opportunity to learn to see the world from a new angle: the impact of international art study tours on creative arts students' learning. The International Journal of Arts Education, 12 (2). pp. 19-29.
https://researchonline.jcu.edu.au/45169/
restricted
oai:researchonline.jcu.edu.au:45184
2023-09-01T19:33:06Z
7374617475733D707562
74797065733D61727469636C65
Gamification in science education: gamifying learning of microscopic processes in the laboratory
Fleischmann, Katja
Ariel, Ellen
Understanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in science education because of the inability to visualize the different steps and the various errors that may influence test outcome. The effectiveness of gamification or the use of game design elements and game-mechanics were explored in a year-long research project which saw the development of a web based learning tool that visualized Enzyme Linked Immunosorbent Assays (ELISAs) in a digital laboratory. A cohort of 30 students from the Bachelor of Medical Laboratory Science trialed the first prototype and provided feedback in a survey on their learning experience and the extent to which the learning tool enhanced their learning. This article provides additional insights into likely future trends of substituting traditional learning modes such as lecture and practical laboratory classes with gamified content.
Ali Simsek
2016-04
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45184/1/723.pdf
http://www.cedtech.net/articles/72/723.pdf
Fleischmann, Katja, and Ariel, Ellen (2016) Gamification in science education: gamifying learning of microscopic processes in the laboratory. Contemporary Educational Technology, 7 (2). pp. 138-159.
https://researchonline.jcu.edu.au/45184/
openpub
oai:researchonline.jcu.edu.au:45186
2023-09-01T19:33:06Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Peer assessment: a learning opportunity for students in the creative arts
Fleischmann, Katja
This chapter shows how peer assessment helped first year creative arts students develop the ability to both critically assess the creative output of others and self-reflect - essential in the development of a creative practitioner. When reading this chapter, you will gain the following three insights:
1. peer assessment displays several benefits and potentials for creative arts education;
2. peer assessment can facilitate a powerful reflective practice for students in creative arts education;
3. peer assessment is a reliable and valid assessment strategy to add or replace the traditional studio critique.
Libri Publishing
Bartholomew, Paul
Branch, John
Nygaard, Claus
2016-07
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45186/7/45186_Fleischmann_2016_Accepted.pdf
application/pdf
https://researchonline.jcu.edu.au/45186/6/45186_Fleischmann_2016.pdf
http://www.libripublishing.co.uk/Products/ProdID=175
Fleischmann, Katja (2016) Peer assessment: a learning opportunity for students in the creative arts. In: Bartholomew, Paul, Branch, John, and Nygaard, Claus, (eds.) Assessing Learning in Higher Education. Libri Publishing, Oxford, UK, pp. 109-132.
https://researchonline.jcu.edu.au/45186/
restricted
oai:researchonline.jcu.edu.au:45293
2023-09-01T19:33:06Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Taking a stand against cyberbullying in higher education
Carter, Margaret Anne
M'Balla-Ndi, Marie
van Luyn, Ariella
Goldie, Donna
As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.
IGI Global
Dreon, Oliver
Polly, Drew
2017
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45293/11/45293_Carter_etal_2017_Accepted.pdf
application/pdf
https://researchonline.jcu.edu.au/45293/6/45293_Carter_etal_2017.pdf
http://dx.doi.org/10.4018/978-1-5225-1668-2.ch010
Carter, Margaret Anne, M'Balla-Ndi, Marie, van Luyn, Ariella, and Goldie, Donna (2017) Taking a stand against cyberbullying in higher education. In: Dreon, Oliver, and Polly, Drew, (eds.) Teacher Education for Ethical Professional Practice in the 21st Century. IGI Global, Hershey, PA, USA, pp. 197-235.
https://researchonline.jcu.edu.au/45293/
restricted
oai:researchonline.jcu.edu.au:45401
2024-03-03T14:59:32Z
7374617475733D707562
74797065733D61727469636C65
Building blocks for social accountability: a conceptual framework to guide medical schools
Preston, Robyn
Larkins, Sarah
Taylor, Judy
Judd, Jenni
Background: This paper presents a conceptual framework developed from empirical evidence, to guide medical schools aspiring towards greater social accountability.
Methods: Using a multiple case study approach, seventy-five staff, students, health sector representatives and community members, associated with four medical schools, participated in semi-structured interviews. Two schools were in Australia and two were in the Philippines. These schools were selected because they were aspiring to be socially accountable. Data was collected through on-site visits, field notes and a documentary review. Abductive analysis involved both deductive and inductive iterative theming of the data both within and across cases.
Results: The conceptual framework for socially accountable medical education was built from analyzing the internal and external factors influencing the selected medical schools. These factors became the building blocks that might be necessary to assist movement to social accountability. The strongest factor was the demands of the local workforce situation leading to innovative educational programs established with or without government support. The values and professional experiences of leaders, staff and health sector representatives, influenced whether the organizational culture of a school was conducive to social accountability. The wider institutional environment and policies of their universities affected this culture and the resourcing of programs. Membership of a coalition of socially accountable medical schools created a community of learning and legitimized local practice. Communities may not have recognized their own importance but they were fundamental for socially accountable practices. The bedrock of social accountability, that is, the foundation for all building blocks, is shared values and aspirations congruent with social accountability. These values and aspirations are both a philosophical understanding for innovation and a practical application at the health systems and education levels.
Conclusions: While many of these building blocks are similar to those conceptualized in social accountability theory, this conceptual framework is informed by what happens in practice - empirical evidence rather than prescriptions. Consequently it is valuable in that it puts some theoretical thinking around everyday practice in specific contexts; addressing a gap in the medical education literature. The building blocks framework includes guidelines for social accountable practice that can be applied at policy, school and individual levels.
BioMed Central
2016-08-26
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45401/1/45401_Preston_2016.pdf
http://dx.doi.org/10.1186/s12909-016-0741-y
Preston, Robyn, Larkins, Sarah, Taylor, Judy, and Judd, Jenni (2016) Building blocks for social accountability: a conceptual framework to guide medical schools. BMC Medical Education, 16. 227. pp. 1-10.
https://researchonline.jcu.edu.au/45401/
open
oai:researchonline.jcu.edu.au:45517
2024-02-28T14:17:48Z
7374617475733D707562
74797065733D61727469636C65
Students' perceptions of their own victimization: a youth voice perspective
Corby, Emma-Kate
Campbell, Marilyn
Spears, Barbara
Slee, Phillip
Butler, Des
Kift, Sally
This article investigates the perceptions of 156 students who were victims of both traditional and cyberbullying (117 female, 45 male), ages 10 to 17 years, as to which form of bullying was more hurtful. Overall, students perceived traditional victimization to be more hurtful than cyber victimization. Reasons identified in the data to explain the different perceptions of victims were categorized and found to relate to: the bully, the bystanders, the bullying incidents, the emotional impact on the victim, and the victim's ability to respond. The perceptions of these students challenge a number of suppositions presented in the literature that attempt to explain why cyberbullying is associated with more negative outcomes than traditional bullying. The implications for antibullying programs to address these issues are discussed.
Routledge
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45517/1/45517%20Corby%20et%20al%202016.pdf
http://dx.doi.org/10.1080/15388220.2014.996719
Corby, Emma-Kate, Campbell, Marilyn, Spears, Barbara, Slee, Phillip, Butler, Des, and Kift, Sally (2016) Students' perceptions of their own victimization: a youth voice perspective. Journal of School Violence, 15 (3). pp. 322-342.
https://researchonline.jcu.edu.au/45517/
restricted
oai:researchonline.jcu.edu.au:45557
2024-03-01T14:40:17Z
7374617475733D707562
74797065733D61727469636C65
Identifying core competencies of infection control nurse specialists in Hong Kong
Chan, Wai Fong
Bond, Trevor G.
Adamson, Bob
Chow, Meyrick
Purpose: To confirm a core competency scale for Hong Kong infection control nurses at the advanced nursing practice level from the core competency items proposed in a previous phase of this study. This would serve as the foundation of competency assurance in Hong Kong hospitals.
Design: A cross-sectional survey design was used.
Setting: All public and private hospitals in Hong Kong.
Subjects: All infection control nurses in hospitals of Hong Kong.
Methods: The 83-item proposed core competency list established in an earlier study was transformed into a questionnaire and sent to 112 infection control nurses in 48 hospitals in Hong Kong. They were asked to rate the importance of each infection prevention and control item using Likert-style response categories. Data were analyzed using the Rasch model.
Results: The response rate of 81.25% was achieved. Seven items were removed from the proposed core competency list, leaving a scale of 76 items that fit the measurement requirements of the unidimensional Rasch model.
Conclusions: Essential core competency items of advanced practice for infection control nurses in Hong Kong were identified based on the measurement criteria of the Rasch model. Several items of the scale that reflect local Hong Kong contextual characteristics are distinguished from the overseas standards.
Implications: This local-specific competency list could serve as the foundation for education and for certification of infection control nurse specialists in Hong Kong. Rasch measurement is an appropriate analytical tool for identifying core competencies of advanced practice nurses in other specialties and in other locations in a manner that incorporates practitioner judgment and expertise.
Lippincott, Williams & Wilkins
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45557/1/45557%20Chan%20et%20al%202016.pdf
http://dx.doi.org/10.1097/NUR.0000000000000174
Chan, Wai Fong, Bond, Trevor G., Adamson, Bob, and Chow, Meyrick (2016) Identifying core competencies of infection control nurse specialists in Hong Kong. Clinical Nurse Specialist, 30 (1). E1-E9.
https://researchonline.jcu.edu.au/45557/
restricted
oai:researchonline.jcu.edu.au:45571
2024-03-04T15:18:35Z
7374617475733D707562
74797065733D61727469636C65
James Cook University's decentralised medical training model: an important part of the rural workforce pipeline in northern Australia
Woolley, T.
Sen Gupta, T.
Murray, R.
Introduction: There has been much recent investment to improve the recruitment and retention of medical graduates in rural Australia. This paper describes the different outcomes of the strategies used at the James Cook University (JCU) medical school to improve the recruitment and retention of medical graduates in northern Australian towns: the decentralised model of four rural clinical schools, selecting students with a rural home town, enrolling students under the Bonded Medical Placements (BMP) scheme, and providing rurally orientated scholarships.
Methods: Home town at application to medical school, clinical school location, scholarship, BMP and postgraduate practice location data for JCU medical graduates were retrieved from an ongoing longitudinal cohort study. Multivariate logistic regression analysis was used to identify independent predictors of intern practice location from 2006 to 2013, and current (2014) practice location for postgraduate year 4-9 graduates for each of the four rural clinical school sites of Townsville, Cairns, Darwin and Mackay.
Results: The strongest predictor of JCU Bachelor of Medicine, Bachelor of Surgery (MBBS) graduates undertaking their internship in Townsville, Cairns, Mackay or Darwin hospitals was attending the JCU clinical school in that location (p<0.001, prevalence odds ratios (POR)=7.1; p<0.001, POR=11.5; p<0.001, POR=19.4; p<0.001, POR=85.7; respectively). Attending the JCU clinical school in the main town was also a strong predictor of JCU MBBS graduates currently practising (2014) in the Townsville, Cairns and Mackay health service districts (p<0.001, POR=2.9; p<0.001, POR=3.8; p=0.033, POR=3.6; respectively).
Conclusions: While this study supports the effectiveness of improving the rural medical workforce via the targeted selection of students with a rural background, the JCU medical school's decentralised medical education program also appears to be significantly associated with rural recruitment and retention, including in districts of workforce shortage and/or geographically remote locations. These findings support other evidence that decentralised medical training can assist recruitment to underserved regions, and have implications for other jurisdictions looking to invest in a decentralised training model.
Australian Rural Health Education Network
2016-03
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45571/1/45571-wooley-et-al-2016.pdf
http://www.rrh.org.au/articles/showarticlenew.asp?ArticleID=3611
Woolley, T., Sen Gupta, T., and Murray, R. (2016) James Cook University's decentralised medical training model: an important part of the rural workforce pipeline in northern Australia. Rural and Remote Health, 16 (1). 3611. pp. 1-11.
https://researchonline.jcu.edu.au/45571/
openpub
oai:researchonline.jcu.edu.au:45626
2021-12-10T19:21:13Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Constructing the human figure drawing continuum: one scale is 'good enough'
Campbell, Claire
Bond, Trevor
Florence Goodenough developed the world's first non-verbal assessment designed to infer children's levels of cognitive development and understanding via the collection of a single human figure drawing (HFD) of an adult male. Goodenough's doctoral student, Dale Harris, augmented her original Goodenough Draw-a-Man Test (DAMT) to create the Goodenough-Harris Drawing Test (GHDT). The revised and extended GHDT required children to draw an adult female and a self-portrait in addition to the original requirement of a male HFD. Harris completed this revision and extension in spite of the fact that there was no empirical evidence indicating that a single male HFD was actually insufficient for the task. The study reported herein applied the Rasch model to the GHDT and found that the whilst the GHDT and children's HFDs were apt for Rasch analysis and deemed to be generally psychometrically sound, Harris' revision and extension contributed little beyond what could already be established by Goodenough's original requirement of just one male HFD. In the interests of parsimony and lessening test-load, a more culturally, socially and educationally relevant prototype Human Figure Drawing Continuum (HFDC) was identified and examined. Rasch analysis revealed that the researcher-developed 45-item HFDC – requiring just one self-selected HFD of either a male, female or child – was just as effective as the three component and 217-item GHDT.
Springer
Zhang, Quan
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45626/1/45626%20Campbell%20and%20Bond%202016.pdf
http://dx.doi.org/10.1007/978-981-10-1687-5_2
Campbell, Claire, and Bond, Trevor (2016) Constructing the human figure drawing continuum: one scale is 'good enough'. In: Zhang, Quan, (ed.) Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings. Springer, Singapore, pp. 15-27.
https://researchonline.jcu.edu.au/45626/
restricted
oai:researchonline.jcu.edu.au:45689
2024-03-04T14:31:01Z
7374617475733D707562
74797065733D61727469636C65
Students’ opinions on welfare and ethics issues for companion animals in Australian and New Zealand veterinary schools.
Degeling, C.
Fawcett, A.
Collins, T.
Hazel, D.
Johnson, J.
Lloyd, J.
Phillips, C.J.C.
Stafford, K.
Tzioumis, V.
Mcgreevy, P.
Objective: To determine what veterinary students in Australia and New Zealand consider important competences in companion animal welfare and ethics (AWE) required on their first day of practice, and to explore how their priorities relate to gender and stage of study.
Methods: Undergraduate students at all veterinary schools in Australia and New Zealand were sent an online survey. A subset of questions required participants to rank the importance of preselected AWE topics pertaining to companion animals. Data were analysed to determine differences in the way students of different gender or academic stage prioritised each of these AWE topics.
Results: Of 3220 currently enrolled students, 851 participated in the survey: 79% were female, 17% male, 4% unspecified. Ranking of the AWE topics, from highest to lowest importance, was: neutering, companion animal husbandry, euthanasia, behaviour and training, animal breeding, over-servicing in relation to animal needs and cosmetic surgery. Female students consistently ranked competency in AWE issues surrounding neutering more highly than male students (P = 0.006). Students in senior years of study ranked the importance of competency in animal abuse/hoarding (P = 0.048), shelter medicine (P = 0.012) and animal breeding (P = 0.002) less highly than those in junior years.
Conclusions: Australasian veterinary students placed more importance on competency in AWE issues associated with clinical practice (such as neutering and euthanasia) than on professional behaviours (such as over-servicing and animal breeding). However, we consider that emphasis should still be placed on developing graduate competency in the latter categories to reflect growing societal concerns about companion animal over-supply and inappropriate professional conduct.
Wiley-Blackwell
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45689/1/45689%20Degeling_et_al-2017.pdf
http://dx.doi.org/10.1111/avj.12590
Degeling, C., Fawcett, A., Collins, T., Hazel, D., Johnson, J., Lloyd, J., Phillips, C.J.C., Stafford, K., Tzioumis, V., and Mcgreevy, P. (2017) Students’ opinions on welfare and ethics issues for companion animals in Australian and New Zealand veterinary schools. Australian Veterinary Journal, 95 (6). pp. 189-193.
https://researchonline.jcu.edu.au/45689/
restricted
oai:researchonline.jcu.edu.au:45799
2016-09-22T03:33:03Z
7374617475733D707562
74797065733D61727469636C65
Interfaith dialogue and higher education: education for peace
Holland, Claire
Dialogue programs used in university settings are recognised as being an effective tool in establishing relationships between people of diverse backgrounds, social groups and religions. Facilitated dialogue has been shown to reduce prejudice and be an effective means of content learning for students. Interfaith dialogue, if well managed, can result in genuine interactions between students and establish dialogue norms of tolerance, respect, willingness to listen, ability to express oneself honestly and admit fault with one's own beliefs. As diversity among student populations in university settings increases, establishing dialogue norms and safe environments for students to share personal experiences and develop a greater understanding of the views and the beliefs of 'others' is of vital importance. If dialogue norms are developed in students, their ability to interact with others in society with increased understanding and religious literacy will contribute to positive diversity. This article discusses the aims of peace education, intergroup and interfaith dialogue, and informational interfaith pedagogy programs at James Cook University (JCU). The JCU grassroots Interfaith Project began in 2015 and preliminary observations show that it supports students in active learning that expands their religious literacy and appreciation for dialogue norms. In the current global climate, preparing students to be able to contribute positively to diversity on campus and in society is an important step in building peaceful societies.
Tertiary Campus Ministry Association
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45799/1/Holland%20C%202016%20Interfaith%20Dialogue.pdf
http://www.tcmajournal.org/uploads/1/2/6/1/12614620/holland_c_2016_2.pdf
Holland, Claire (2016) Interfaith dialogue and higher education: education for peace. Journal of the Tertiary Campus Ministry Association, 6 (2). pp. 1-8.
https://researchonline.jcu.edu.au/45799/
openpub
oai:researchonline.jcu.edu.au:45937
2024-03-01T15:03:49Z
7374617475733D707562
74797065733D61727469636C65
The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students
Cordier, Reinie
McAuliffe, Tomomi
Wilson, Nathan J.
Totino, Rebekah
Dender, Alma
Smith, Cally
Stephens, Michaela
Background/aim: Online technologies are widely used in tertiary institutions for both learning and assessment. There is a paucity of research into the use of e-Portfolios for assessment in the field of occupational therapy and other allied health disciplines. This study aimed to determine if a new assessment platform, using a flexible online learning platform, PebblePad (TM), is appropriate and feasible for use with allied health university staff and students in their first and second year of study.
Methods: A mixed methods approach was employed in two phases, before the development of a new assessment (Phase 1) and after completion of the new assessment (Phase 2), aimed to generate a comprehensive analysis of the appropriateness and feasibility of the new assessment platform. Inductive thematic analysis was used to investigate participants' focus group responses in both phases. To assess learning outcomes survey responses were analysed using t-tests, and descriptive ratings of the assessment and current use of online platforms were extracted.
Results: Triangulated results indicate that the assessment did not meet all five domains of appropriateness. Negative experiences and a lack of social and ecological validity were attributed to the PebblePad (TM). The PebblePad (TM) was not feasible, requiring extensive support in implementation.
Conclusions: While PebblePad (TM) did not meet all domains of appropriateness and was not feasible, students reported learning gains after completing the assessment, suggesting that content may be more important than the assessment platform. More rigorous research is needed to determine the best online platform for assessment in the allied health disciplines.
Wiley-Blackwell
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/45937/1/45937%20Cordier_et_al-2016.pdf
http://dx.doi.org/10.1111/1440-1630.12226
Cordier, Reinie, McAuliffe, Tomomi, Wilson, Nathan J., Totino, Rebekah, Dender, Alma, Smith, Cally, and Stephens, Michaela (2016) The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students. Australian Occupational Therapy Journal, 63 (3). pp. 154-163.
https://researchonline.jcu.edu.au/45937/
restricted
oai:researchonline.jcu.edu.au:46045
2024-03-02T15:16:11Z
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74797065733D61727469636C65
A chronicle of just-in-time information: the secret to building first year university student wellbeing and resilience based on a three year initiative
Taylor, Donnalee
To date, little has been published on the provision of student-driven just-in-time information to support first year students. This chronicle of just-in-time curricular and extra-curricular student support information was designed early in 2014 and successfully disseminated to first year biomedical science students over three years at James Cook University, Townsville, Queensland, Australia. In 2016, the information was redeveloped to make the support information electronically available to a much broader student audience. This article provides a dissemination template of what just-in-time curricular and extra-curricular information is required by first year university students. In addition, it outlines how students' need for this information was determined and how information was successfully created and disseminated over these three years to assist the students in their transition to and through university. The intention of this article is to contribute to the growing body of knowledge on student resilience and wellbeing and to provide a guide for anyone interested in supporting their students in a similar manner.
Queensland University of Technology
2017-03
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46045/1/Taylor%202016%20A%20chronicle%20of%20just-in-time%20nformation%20The%20secret%20to%20building%20first%20year%20university%20student%20wellbeing%20and%20resilience%20based%20on%20a%20three%20year%20initiative.pdf
application/pdf
https://researchonline.jcu.edu.au/46045/6/46045%20Taylor%202017.pdf
http://dx.doi.org/10.5204/ssj.v8i1.373
Taylor, Donnalee (2017) A chronicle of just-in-time information: the secret to building first year university student wellbeing and resilience based on a three year initiative. Student Success, 8 (1). pp. 35-47.
https://researchonline.jcu.edu.au/46045/
open
oai:researchonline.jcu.edu.au:46078
2021-01-15T19:14:15Z
7374617475733D707562
74797065733D61727469636C65
Educational re-engagement as social inclusion: the role of flexible learning options in alternative provision in Australia
Myconos, George
Thomas, Joseph
Wilson, Kimberley
Te Riele, Kitty
Swain, Luke
In Australia, a significant minority of young people do not complete upper secondary education. Whether procedural or enacted through the agency of students, the failure of the education system to accommodate young people through to completion can be regarded as a form of institutionalised social exclusion and injustice. In response, a growing number of flexible learning options (FLOs) are providing marginalised young people with alternative avenues for meaningful educational reengagement. The authors of this article examine two key characteristics of FLOs: an unconditional acceptance of young people, and the integrated well-being support upon which inclusion is premised. Their discussion draws on in-depth interviews conducted with students and practitioners at a diverse range of sites. They find that FLOs play a key role in the process of re-inclusion, but this contribution to reducing social and educational inequality is predicated on a level of well-being support not ordinarily available in mainstream schooling.
Forum
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46078/1/8_Myconos_FORUM_58_3_web.pdf
http://dx.doi.org/10.15730/forum.2016.58.3.345
Myconos, George, Thomas, Joseph, Wilson, Kimberley, Te Riele, Kitty, and Swain, Luke (2016) Educational re-engagement as social inclusion: the role of flexible learning options in alternative provision in Australia. Forum, 58 (3). pp. 345-354.
https://researchonline.jcu.edu.au/46078/
open
oai:researchonline.jcu.edu.au:46142
2020-03-27T19:08:54Z
7374617475733D707562
74797065733D61727469636C65
Showing what we can do: assessment of primary school dance
Torzillo, Miriam
Sorin, Reesa
In Australia, dance is one subject in the National Arts Curriculum for early childhood and primary education. In many schools, dance is taught for the minimum time necessary to satisfy the system requirements of a summative grade that can be included in mid-year or yearly reports. A qualitative study of the nature of dance education in two primary schools; collected data from video, observation, and interviews with teachers; and focus group discussions with children showed evidence of holistic learning achieved through dance. In this article, data were researched to look for evidence of the meanings that teachers and children attach to assessment in the context of dance education. Following an examination of various definitions of assessment, this article examines the relationship between pedagogy and assessment in general and in relation to dance education. Pedagogy and assessment in dance education will be unpacked using a socio-kinaesthetic perspective and, drawing on literature and findings from this qualitative study, "re-packaged" to present an approach to assessing dance intended to be useful to generalist classroom teachers.
Common Ground
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46142/7/46142%20Torzillo%20and%20Sorin%202016.pdf
application/pdf
https://researchonline.jcu.edu.au/46142/2/Showing%20what%20we%20can%20do.pdf
http://ijlae.cgpublisher.com/product/pub.251/prod.96
Torzillo, Miriam, and Sorin, Reesa (2016) Showing what we can do: assessment of primary school dance. International Journal of Assessment and Evaluation, 23 (4). pp. 29-42.
https://researchonline.jcu.edu.au/46142/
restricted
oai:researchonline.jcu.edu.au:46167
2024-02-28T14:59:14Z
7374617475733D707562
74797065733D61727469636C65
'I love my work but I hate my job' – early career academic perspective on academic times in Australia
Osbaldiston, Nick
Cannizo, Fabian
Mauri, Christian
There has been significant interest of late into how academics spend their time during both their working and personal lives. Inspired by research around academic lives, this paper explores the narratives of 25 early career academics in Australian institutions across the country. Like several others, we propose that one of the fundamental aspects of time in academia is that of labour spent doing formal, instrumental and bureaucratic tasks. This impinges on the other side of academic life, the writing, research, and discovery that bring subjective value to the academic. Using a Weberian framework however, we argue that there are two distinct rationalisations of these 'times' occurring. One is the formal, instrumentally imposed rationalisation of the university itself and the second is a more personally defined subjective rationalisation of research and writing. In terms of the latter, we argue that younger academics are not only seeing these times as important for their sense of self in the present, but also for their projected vision of what they will become later in their professional career.
Sage
2019
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46167/9/JCU_Revised%20Submission%20Osbaldiston%20Cannizzo%20and%20Mauri.pdf
application/pdf
https://researchonline.jcu.edu.au/46167/8/46167.pdf
http://dx.doi.org/10.1177/0961463X16682516
Osbaldiston, Nick, Cannizo, Fabian, and Mauri, Christian (2019) 'I love my work but I hate my job' – early career academic perspective on academic times in Australia. Time and Society, 28 (2). pp. 743-762.
https://researchonline.jcu.edu.au/46167/
open
oai:researchonline.jcu.edu.au:46235
2024-03-04T14:15:09Z
7374617475733D707562
74797065733D61727469636C65
Not just playing with clay: symbol mastery for spelling and word comprehension
Carson, Patricia
Sorin, Reesa
A number of students experience difficulty with the retention and recognition of basic spelling words. These students, who are often dyslexic and/or three-dimensional visual thinkers (3DVT), are usually taught spelling through mainstream pedagogical practices, such as phonics and rote learning—practices that are generally unsuccessful with this group. Symbol mastery is a process where students work with clay to create a visual interpretation of a word's meaning and then connect it to the word’s spelling and pronunciation. Davis proposed that the process of discovering what a word means and creating an image of the word three-dimensionally, would not only give ownership of the process to students, but would also be a vehicle through which they could master spelling words. This article is based on a small qualitative case study research project where the symbol mastery program was trialed with four dyslexic students in one-to-one tutorial sessions after completing a specialized program. Data were gathered through pre- and post-program interviews with students and parents, researcher observations, artifact collection, as well as pre- and post-tutoring spelling tests. The results showed that the program helped with improving spelling scores and increased confidence and willingness to attempt to spell words.
Common Ground
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46235/6/46235%20Carson%20and%20Sorin%20et%20al%202016%20-%20Accepted%20Version.pdf
application/pdf
https://researchonline.jcu.edu.au/46235/1/Not%20Just%20Playing%20With%20Clay.pdf
http://ijldi.cgpublisher.com/product/pub.261/prod.116
Carson, Patricia, and Sorin, Reesa (2016) Not just playing with clay: symbol mastery for spelling and word comprehension. International Journal of Learner Diversities and Identities, 24 (1). pp. 17-27.
https://researchonline.jcu.edu.au/46235/
restricted
oai:researchonline.jcu.edu.au:46264
2024-03-02T15:14:42Z
7374617475733D707562
74797065733D61727469636C65
Challenging normative assumptions regarding disengaged youth: a phenomenological perspective
Lewthwaite, Brian
Wilson, Kimberley
Wallace, Valda
McGinty, Sue
Swain, Luke
This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had 'disengaged' from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predetermined assumptions about, in this study's case, student disengagement, a concept commonly framed within a pathologised and deficit perspective. The study gives evidence for the utility of a phenomenological approach in providing insight into how macrosystem policy, such as a nationalistic neoliberal agenda, influences 'schooling' and subsequently students' experiences with schools. The implications of this study with attention to the nexus between methodology and policy are discussed, especially in drawing attention to how phenomenology as a qualitative methodology provides a means of agency for the disenfranchised to challenge existing policy and public assumptions.
Taylor & Francis
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46264/1/46264_Lewthwaite%20et%20al_2017.pdf
http://dx.doi.org/10.1080/09518398.2016.1252867
Lewthwaite, Brian, Wilson, Kimberley, Wallace, Valda, McGinty, Sue, and Swain, Luke (2017) Challenging normative assumptions regarding disengaged youth: a phenomenological perspective. International Journal of Qualitative Studies in Education, 30 (4). pp. 388-405.
https://researchonline.jcu.edu.au/46264/
restricted
oai:researchonline.jcu.edu.au:46271
2018-06-22T19:05:05Z
7374617475733D707562
74797065733D61727469636C65
G'aim'ing to be a rural teacher: improving pre-service teachers' learning experiences in an online rural and remote teacher preparation course
Heffernan, Amanda
Fogarty, Roderick
Sharplin, Elaine
Many Australian teachers will spend part of their careers working in small rural schools and communities, yet specific preparation for rural and remote teaching contexts during pre-service teacher education remains limited. While government reports recommend the use of innovative and engaging approaches to enhance pre-service teachers’ classroom readiness, the use of such approaches to the contextualised preparation of rural and remote teachers has not been specifically addressed.
In a teacher education program, an innovative place-based pedagogy has been utilised to redesign an online rural education course. A gamified, case-based approach was applied to increase student engagement and motivation. Preservice teachers are immersed in an online, simulated rural context, where they navigate the experience of appointment to a rural school. This paper describes the rationale for the course redevelopment and outlines the design process. Student course feedback pre- and post-development was analysed to evaluate the outcomes achieved from the course redevelopment. The findings indicate that student engagement rose after the redevelopment, and critical reflection from the course team indicated that students were more effectively able to connect with course themes and project themselves into the position of a beginning teacher in a rural or remote location. While the development of the course is a work in progress, the initial gamification work has enabled preservice teachers to improve their classroom and community readiness for appointment to rural and remote schools, while exposing them to modelling of effective and contemporary use of technology and pedagogy which can be applied to their future classroom contexts.
Society for the Provision of Education in Rural Australia
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46271/1/46271_Sharplin%20et%20al_2016.pdf
http://journal.spera.asn.au/index.php/AIJRE/article/view/67/57
Heffernan, Amanda, Fogarty, Roderick, and Sharplin, Elaine (2016) G'aim'ing to be a rural teacher: improving pre-service teachers' learning experiences in an online rural and remote teacher preparation course. Australian and International Journal of Rural Education, 26 (2). pp. 49-62.
https://researchonline.jcu.edu.au/46271/
restricted
oai:researchonline.jcu.edu.au:46307
2017-06-22T07:57:28Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
The role of text messaging in team collaborative learning
Tang, Chun Meng
Bradshaw, Adrian
Teamwork is essential to the successful completion of group tasks, and is therefore usually highlighted by universities as a desirable graduate attribute. To encourage the development of good teamwork skills among students, many university courses incorporate team assignments. In a conventional learning environment, students meet face-to-face in the classroom or somewhere on campus to complete their team assignments. However, it is interesting to note that today’s students prefer instead to have discussions or to collaborate using digital media. Today’s students use such digital communication media as email, text messaging, video chat, etc. to collaborate with team members in the process of completing their team assignments. As the students are familiar with and use some of these digital communication media in their everyday activities, it is quite possible that they also find them convenient and easy to use for academic work purposes. According to Nowak, Watt, and Walther’s (2005, 2009) efficiency framework, people tend to select communication media that they consider more effective in achieving certain objectives and those that require less cognitive and behavioural effort, and less time. However, is it true that digital communication media indeed help users to achieve greater team effectiveness, or is it just a perception myth? This study attempted to examine, when university students used text messaging for team collaboration purposes, if text messaging affected their copresence (modelled as a second-order formative construct which consists of two subconstructs: self copresence and partner copresence), media satisfaction, and perceived team effectiveness. This study conducted a questionnaire survey to collect responses from students who had been involved in team projects, and performed a partial least squares analysis of the responses. The findings show that copresence had a significant relationship with media satisfaction; media satisfaction had a significant relationship with perceived team effectiveness; and media satisfaction had a partial mediating effect between copresence and team effectiveness. This study could help explain why students may choose text messaging to facilitate team collaborative learning.
Academic Conferences and Publishing International
Novotná, Jarmila
Jančařík, Antoníne
2016-10-26
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46307/1/the%20role%20of%20text%20messaging%20from%20proceedings.pdf
Tang, Chun Meng, and Bradshaw, Adrian (2016) The role of text messaging in team collaborative learning. In: Proceedings of the 15th European Conference on e-Learning. pp. 672-679. From: ECEL 2016: 15th European Conference on e-Learning, 27-28 October 2016, Prague, Czech Republic.
https://researchonline.jcu.edu.au/46307/
open
oai:researchonline.jcu.edu.au:46571
2024-03-02T15:13:16Z
7374617475733D707562
74797065733D61727469636C65
Mission-driven adaptability in a changing national training system
Zoellner, Don
Stephens, Anne
Joseph, Victor
Monro, Davena
This case study of an adult and community education provider based in far north Queensland describes its capacity to balance various iterations of public policy against its vision for the future of Aboriginal and Torres Straits Islanders. Community-controlled organisations wanting to contribute to economic and social development in regional/remote Australia through the use of formally recognised vocational education and training have adjusted to at least three major sociopolitical changes at the national policy level since the early 1990s. These include redefining equity, marketising the delivery of public services and increased centralisation. The contemporary orientation of vocational education and training as part of the Indigenous Advancement Strategy has become a highly prescriptive and heavily centralised mechanism for the establishment of employment outcomes. This has been framed as an obligation and right of Australian citizenship as opposed to the other wellbeing and personal development benefits of education. This registered training organisation has navigated four burdensome (re)definitions of equity that have made planning and delivery of true lifelong training objectives difficult. The provider has embraced the marketisation of the sector and navigated other policy changes in order to provide the services and knowledge set out in the college mission statement.
Cambridge University Press
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46571/6/46571_Zoellner%20et%20al_2017.pdf
http://dx.doi.org/10.1017/jie.2016.24
Zoellner, Don, Stephens, Anne, Joseph, Victor, and Monro, Davena (2017) Mission-driven adaptability in a changing national training system. Australian Journal of Indigenous Education, 46 (1). pp. 54-63.
https://researchonline.jcu.edu.au/46571/
restricted
oai:researchonline.jcu.edu.au:46592
2018-01-16T23:20:11Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners
Guenther, John
Bat, Melodie
Boughton, Bob
Dwyer, Anna
Skewes, Janet
Stephens, Anne
Williamson, Frances
Wooltorton, Sandra
Participation in vocational training is strong among Aboriginal and Torres Strait islander people from remote communities. However, completion rates for courses are low - on average, about 80% of participants drop out. What would it take to turn a training system in remote Australia around so completion rates exceed attrition? What would it take to make remote training programs more effective or transformative for trainees and communities?
These are questions posed by a research projects funded by the National Centre for Vocational Education Research, conducted by researchers from five jurisdictions. The researchers examined data from five different training programs considered successful in terms of retention and employability outcomes. One finding was that success is not dependent on employability outcomes. Anther finding was that course completion is only one factor contributing benefit to learners. A third finding is that for some courses, employment leads to training, not the other way around. This paper then problematizes the notion of transformative adult education in remote Aboriginal and Torres Strait islander communities. To be transformative training systems do not need to be efficient (in terms of completion rates). However, to be transformative means ensuring that participants and communities benefit in ways that matter to them.
Australian Association for Research in Education
Baguley, Margaret
2016
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46592/1/Enhancing_training_advantage.pdf
http://www.aare.edu.au/publications-database.php/11020/enhancing-training-advantage-for-remote-aboriginal-and-torres-strait-islander-learners
Guenther, John, Bat, Melodie, Boughton, Bob, Dwyer, Anna, Skewes, Janet, Stephens, Anne, Williamson, Frances, and Wooltorton, Sandra (2016) Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners. In: Proceedings of the Australian Association for Research in Education Conference. From: AARE 2016: Australian Association for Research in Education Conference, 27 November - 1 December 2016, Melbourne, VIC, Australia.
https://researchonline.jcu.edu.au/46592/
openpub
oai:researchonline.jcu.edu.au:46722
2017-01-30T23:59:15Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
Using cloud drive for collaborative learning in adult training
Toh-Heng, Hwee Leng
In Singapore, at the end of 2015, the smartphone penetration stood at 148.4% while the total wireless broadband population penetration rate was 184.8% (Inforcomm Development Authority of Singapore, 2015). Mobile and digital technology, in tandem with the extensive WiFi networks available in all parts of the country, provide opportunities to implement collaborative learning via cloud drives in adult training classes. The author, who specializes in training adult instructors and trainers, implemented computer-mediated collaborative learning for her workshops. The teaching strategy focused on cooperative learning structures underpinned by Vygotsky's sociocultural theory of learning, and the facilitative nature of learning in Knowles theory of adult learning. She introduced Google Drive as the online platform in her workshops, eschewing paper handouts in favour of softcopy handouts available to all participants on the cloud drive. She guided the participants to access Google Docs, Google Slides and Google Sheets on their laptops, tablets and smartphones for collaborative learning purposes. Reading and discussion activities were designed with Google Drive as the platform for mediating instruction and learning. She started by having participants, in cooperative learning groups access softcopy handouts for reading and discussion, with the discussion points put up on group Google Slides for presentation. Participants moved from merely accessing softcopy handouts to searching for information online for solving problems related to the specific workshop content to discussing and putting together group reports and presentations, all via Google Drive. Participants experienced both face-to-face and online discussion via Google Drive. Almost all participants were new to the online collaborative learning processes experienced in the workshops. However, familiarity with the personal digital equipment brought by each participant to the workshops enabled the participants to overcome the initial disruption of the newness of the learning strategy. Participants appreciated the personal autonomy the collaborative learning process gave to their learning journey.
University of Technology, Sydney/International Association for Mobile Learning
Dyson, Laurel Evelyn
Ng, Wan
Fergusson, Jennifer
2016
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46722/7/46722%20Toh-Heng%202016.pdf
http://iamlearn.org/?page_id=224
Toh-Heng, Hwee Leng (2016) Using cloud drive for collaborative learning in adult training. In: Proceedings of the 15th World Conference on Mobile and Contextual Learning. pp. 233-238. From: mLearn 2016: 15th World Conference on Mobile and Contextual Learning: mobile learning futures - sustaining quality research and practice in mobile learrning, 24-26 October 2016, Sydney, NSW, Australia.
https://researchonline.jcu.edu.au/46722/
openpub
oai:researchonline.jcu.edu.au:46741
2019-02-08T19:32:39Z
7374617475733D707562
74797065733D61727469636C65
Students' perceptions and experiences towards the educational value of online videos
Hajhashemi, Karim
Caltabiano, Nerina
Anderson, Neil
In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This paper focuses on student perceptions of the value of online videos in relation to their learning and reports on interviews conducted with students in a rural and remote university in Australia. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology.
Australian Council for Computers in Education
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46741/1/115-477-1-PB.pdf
http://journal.acce.edu.au/index.php/AEC/article/view/115
Hajhashemi, Karim, Caltabiano, Nerina, and Anderson, Neil (2016) Students' perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31 (2). pp. 1-17.
https://researchonline.jcu.edu.au/46741/
open
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