2024-03-28T11:03:57Z
https://researchonline.jcu.edu.au/cgi/oai2
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/
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oai:researchonline.jcu.edu.au:24999
2024-02-29T14:45:45Z
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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/
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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:38061
2024-03-01T14:29:47Z
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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
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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: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/
restricted
oai:researchonline.jcu.edu.au:41492
2017-01-24T01:33:04Z
7374617475733D707562
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/
restricted
oai:researchonline.jcu.edu.au:42261
2017-03-24T18:45:23Z
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74797065733D61727469636C65
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:42484
2023-08-03T19:35:38Z
7374617475733D707562
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: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
7374617475733D707562
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:42961
2024-03-03T14:39:57Z
7374617475733D707562
74797065733D61727469636C65
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: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:43668
2024-03-03T14:56:47Z
7374617475733D707562
74797065733D61727469636C65
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: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: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
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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: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/
restricted
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:44343
2019-06-11T19:30:14Z
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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:44509
2024-03-03T14:25:27Z
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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: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: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:45110
2016-08-11T02:20:35Z
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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
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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:45401
2024-03-03T14:59:32Z
7374617475733D707562
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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: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: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:45937
2024-03-01T15:03:49Z
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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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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: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
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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: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:46844
2024-02-27T15:05:18Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Bhutanese Traditional Medical Education
Wangchuk, Phurpa
Gyeltshen, Tempa
Tobgay, Tashi
Bhutanese g.so-ba-rig-pa [pronounced as So-wa Rig-pa], or Bhutanese traditional medicine, is one of the rich cultural heritages and oldest tertiary education sectors in Bhutan. It was initially taught in the monastic institutions that were established by Zhabdrung Ngawang Namgyal in 1616. A separate g.so-ba-rig-pa medical dispensary was established only in 1968 after the Third King, Jigme Dorji Wangchuck, introduced the health integration policy in 1967. Since then, g.so-ba-rig-pa medicine has expanded its services by establishing 54 traditional medicine centers alongside allopathic hospitals and basic health units in the country. Today, it has become a reservoir of knowledge and employment for Drungtshos [traditional physicians] and smen-pas [traditional clinical assistants], a cradle of health and cure for patients, and a source of income for farmers and herbal traders through medicinal plant programs. The Faculty of Traditional Medicine (FoTM) under the Khesar Gyalpo University of Medical Sciences of Bhutan is the pillar of these developments as its graduates form the core human resources of the system. This chapter describes the historical aspects of the Bhutanese g.so-ba-rig-pa medical education system and highlights its present practices including policy, governance, institutional and structural developments, teacher and student recruitments processes, curriculum development, teaching learning methods, types of degree courses offered, changes in learning tools and resources, internships, and the student assessment system. It also discusses the scope and the challenges of the FoTM and recommends the ways forward for achieving its long-term sustainability as a tertiary education provider.
Springer
Schuelka , Matthew J.
Maxwell, T.W.
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/46844/6/46844_Wangchuk_et_al_2016.pdf
http://dx.doi.org/10.1007/978-981-10-1649-3_6
Wangchuk, Phurpa, Gyeltshen, Tempa, and Tobgay, Tashi (2016) Bhutanese Traditional Medical Education. In: Schuelka , Matthew J. , and Maxwell, T.W., (eds.) Education in Bhutan: culture, schooling, and gross national happiness. Education in the Asia-Pacific Region: issues, concerns and prospects, 36 . Springer, Cham, Switzerland, pp. 91-108.
https://researchonline.jcu.edu.au/46844/
restricted
oai:researchonline.jcu.edu.au:47044
2024-02-28T15:05:37Z
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The application of One Health concept to an outdoor problem-based learning activity for veterinary students
Putra, T.A. Tengku Rinalfi
Hezmee, Mohd Noor Mohd
Farhana, N.B.
Hassim, H.A.
Intan-Shameha, A.R.
Lokman, I.H.
Hamali, A. Yusof
Salisi, M.S.
Ghani, A.A.A.
Shahudin, M.S.
Qayyum, M.A.L.
Hafandi, A.
Speare, R.
Fenwick, S.G.
Background: The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3rd-year veterinary students in Malaysia.
Materials and Methods: A total of 118 students, divided into two groups, completed the activity which spanned 11/2 days at a deer park adjacent to a wilderness area. Students were asked to evaluate the activity using an online survey that had quantitative and qualitative components.
Results: Response rate was 69.5%. The activity was rated excellent by 69.5% and good by 30.4%. Levels of satisfaction were high on a range of criteria. 97.5% of students intended to take action in their studies as a result of what they had learned.
Conclusions: Delivery of an outdoor problem-based learning activity using OH approach was very successful in terms of participation, knowledge delivery and understanding, and the willingness of students to integrate OH into their future practice. For the improvement of future programs, the involvement of other disciplines (such as Medical, Biology, Biotechnology, Biomedical, and Public Health) is being considered.
Veterinary World
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/47044/1/47044_Putra%20et%20al_2016.pdf
http://dx.doi.org/10.14202/vetworld.2016.955-959
Putra, T.A. Tengku Rinalfi, Hezmee, Mohd Noor Mohd, Farhana, N.B., Hassim, H.A., Intan-Shameha, A.R., Lokman, I.H., Hamali, A. Yusof, Salisi, M.S., Ghani, A.A.A., Shahudin, M.S., Qayyum, M.A.L., Hafandi, A., Speare, R., and Fenwick, S.G. (2016) The application of One Health concept to an outdoor problem-based learning activity for veterinary students. Veterinary World, 9 (9). pp. 955-959.
https://researchonline.jcu.edu.au/47044/
open
oai:researchonline.jcu.edu.au:47250
2024-03-02T15:09:37Z
7374617475733D707562
74797065733D61727469636C65
Sustaining education for sustainability in turbulent times
Smith, Gregory A.
Stevenson, Robert B.
A study of two schools in northern Australia demonstrated the impact on Education for Sustainability (EfS) initiatives of a disruptive policy environment set in motion by neoliberal reforms focused on standards, accountability, and international competitiveness. In one of the schools, a culture characterized by trust and an emphasis on cultivating teacher and student strengths and interests contributed to the resilience of these initiatives in the face of outside pressures. In the other, administrators preoccupied with the need to implement state mandates with fidelity failed to nurture and develop a collection of remarkable EfS projects and activities.
Taylor & Francis
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/47250/1/Sustaining_education.pdf
http://dx.doi.org/10.1080/00958964.2016.1264920
Smith, Gregory A., and Stevenson, Robert B. (2017) Sustaining education for sustainability in turbulent times. Journal of Environmental Education, 48 (2). pp. 79-95.
https://researchonline.jcu.edu.au/47250/
restricted
oai:researchonline.jcu.edu.au:47309
2024-03-02T15:08:32Z
7374617475733D707562
74797065733D61727469636C65
Promoting twenty-first-century student competencies: a wellbeing approach
Whiteside, Mary
Bould, Emma
Tsey, Komla
Venville, Annie
Cadet-James, Yvonne
Morris, Meg E.
In Australia and internationally, universities are preparing students for the twenty-first century through building the competencies fundamental for both social sustainability and wellbeing. However, there is little evidence on how these competencies can be fostered in curricula. This article presents the findings of a mixed-methods pilot of an Aboriginal wellbeing intervention that seeks to build such attributes when integrated into an undergraduate social work curriculum. A questionnaire incorporating the validated Growth and Empowerment Measure, the Australian Unity Personal Wellbeing Index, and open-ended qualitative questions was administrated to 64 first-year social work students before and after the intervention. Significant changes on both measures suggest that the intervention is highly relevant for student wellbeing, particularly for those who rated themselves as below the median at baseline. The qualitative findings highlight the relevance of the program for promoting social competencies that enable people to problem-solve and adapt in a complex world.
Wiley-Blackwell
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/47309/1/47309%20Whiteside%20et%20al%202017.pdf
http://dx.doi.org/10.1080/0312407X.2016.1263351
Whiteside, Mary, Bould, Emma, Tsey, Komla, Venville, Annie, Cadet-James, Yvonne, and Morris, Meg E. (2017) Promoting twenty-first-century student competencies: a wellbeing approach. Australian Social Work, 70. pp. 324-336.
https://researchonline.jcu.edu.au/47309/
restricted
oai:researchonline.jcu.edu.au:47423
2024-03-05T14:28:12Z
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74797065733D61727469636C65
How should science be taught to nurses? Preferences of registered nurses and science teaching academics
Ralph, Nicholas
Birks, Melanie
Cant, Robyn
Chun Tie, Ylona
Hillman, Elspeth
Aims and objectives: To identify how science should be taught to nursing students, and by whom.
Background: An understanding of foundational science and its role in supporting safe and effective nursing practice is an important part of student learning. The well documented challenges in teaching this content are compounded by a lack of evidence regarding educational strategies that lead to improved educational outcomes.
Design: The study employed a cross-sectional design using online surveys.
Methods: Two surveys were conducted in Australia involving (i) academics who teach science in undergraduate nursing programs and (ii) registered nurses (RNs). Participants were asked to respond to a range of questions around how science should be taught to nurses. There were n = 30 and n = 1808 respondents respectively.
Results: Findings indicated a need to better integrate science content throughout nursing curricula. Participants were supportive of a discrete science subject in the foundation year and the integration of science content throughout the remainder of the curriculum. Participants across both surveys were ambivalent about whether the depth of science teaching was adequate for nursing practice. Most nurse academics and RNs thought that nurses should teach science, while non-nursing science teachers were less certain.
Conclusions: Existing consensus clearly values the delivery of science content as an initial and ongoing priority of learning throughout the undergraduate nursing program.
Relevance to practice: Improving the ways in which students learn sciences will impact on nursing practice, with the potential to improve patient care.
Elsevier
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/47423/1/47423%20Ralph%20et%20al%202017.pdf
http://www.sciencedirect.com/science/article/pii/S1322769616301482
Ralph, Nicholas, Birks, Melanie, Cant, Robyn, Chun Tie, Ylona, and Hillman, Elspeth (2017) How should science be taught to nurses? Preferences of registered nurses and science teaching academics. Collegian, 24 (6). pp. 585-591.
https://researchonline.jcu.edu.au/47423/
restricted
oai:researchonline.jcu.edu.au:48011
2024-03-04T14:16:50Z
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74797065733D61727469636C65
Minimising stress for patients in the veterinary hospital: why it is important and what can be done about it
Lloyd, Janice K.F.
Minimising stress for patients should always be a priority in the veterinary hospital. However, this is often overlooked. While a “no stress” environment is not possible, understanding how to create a “low stress” (sometimes called “fear-free”) environment and how to handle animals in a less stressful manner benefits patients, staff and the hospital alike. Many veterinary practitioners believe creating a low stress environment is too hard and too time consuming, but this need not be the case. With some simple approaches, minimising patient, and hence staff, stress is achievable in all veterinary practices. This article provides a background on why minimising stress is important and outlines some practical steps that can be taken by staff to minimise stress for presenting and hospitalised patients. Useful resources on recognising signs of stress in dogs and cats, handling, restraint, behaviour modification, medications, and hospital design are provided.
MDPI
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48011/1/48011%20Lloyd%202017.pdf
http://dx.doi.org/10.3390/vetsci4020022
Lloyd, Janice K.F. (2017) Minimising stress for patients in the veterinary hospital: why it is important and what can be done about it. Veterinary Sciences, 4 (2). 22. pp. 1-19.
https://researchonline.jcu.edu.au/48011/
open
oai:researchonline.jcu.edu.au:48077
2023-09-01T19:33:24Z
7374617475733D707562
74797065733D61727469636C65
A North and Far North Queensland initiative: rethinking the 'why' when promoting languages education
Boulard, Florence
Despite the recent Australian Government commitment to supporting schools in growing students into global citizens, language educators cannot rely on this alone to attract new language students. The Young Language Ambassador Program is a new initiative that started in August 2014. The Young Language Ambassador Program is a partnership between James Cook University and schools in North and Far North Queensland that promotes the study of foreign languages while providing young people with the opportunity to develop their leadership capability. With more than 40 schools currently involved in the program and more than 300 Young Language Ambassadors, two successful conferences were held in October 2014 with the theme of Shaping the Future of Language Education in the Tropics. This paper will present the steps involved in the development of this program and explain how language educators in other parts of Australia could develop similar leadership initiatives to promote languages in their community and beyond.
Australian Federation of Modern Language Teachers Associations
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48077/2/48077%20Boulard%202016.pdf
Boulard, Florence (2016) A North and Far North Queensland initiative: rethinking the 'why' when promoting languages education. Babel, 50 (2/3). pp. 1-15.
https://researchonline.jcu.edu.au/48077/
open
oai:researchonline.jcu.edu.au:48118
2024-03-05T15:02:08Z
7374617475733D707562
74797065733D61727469636C65
Constructing the [parochial] global citizen
Salter, Peta
Halbert, Kelsey
Cultural exchange is privileged in many higher education programs across the globe. The Australian government's New Colombo Plan refers to a 'Third Wave' of globalisation which foregrounds global interrelatedness through developing student capabilities to live, work and contribute to global communities and aims to make the global an 'everyday' experience for students. Mobility programs are promoted as the main strategy for fostering global perspectives, contradicting the idea of the global as an everyday experience. This paper unpacks constructs of global citizenship that underpin Australia's recent international and global engagement policies, and implications for the 'global' wave in 'local' parochial contexts.
Routledge
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48118/1/48118_Salter%20and%20Halbert_2017.pdf
http://dx.doi.org/10.1080/14767724.2016.1264290
Salter, Peta, and Halbert, Kelsey (2017) Constructing the [parochial] global citizen. Globalisation, Societies and Education, 15 (5). pp. 694-705.
https://researchonline.jcu.edu.au/48118/
restricted
oai:researchonline.jcu.edu.au:48125
2024-03-04T14:17:05Z
7374617475733D707562
74797065733D61727469636C65
Perceptions on requirements to inform the design of a pharmacist tutor training programme
Knott, Gillian
Crane, Linda
Heslop, Ian
Glass, Beverley D.
Background: Practising pharmacists as sessional tutors have been identified as providing value to a Pharmacy programme, particularly in maintaining the currency and relevance of the curriculum. However, the lack of training and support provided to this sessional academic workforce has been considered as a risk to the quality of their contribution to the education of pharmacy students at universities.
Aim: This study thus aimed to determine the requirements of pharmacist tutors in order to inform the design of a pharmacy tutor training programme.
Method: A cross-sectional survey was administered to pharmacist tutors, with simple descriptive statistics used to calculate frequency counts and percentages. Focus groups with tutors, pharmacy academic staff and students were conducted in order to interpret and develop the survey data.
Results: Ninety-six percent of the 27 respondents supported the development of a pharmacy-specific tutor training programme, indicating that they saw their primary role as providing the link between theory and current practice. This was strongly supported by the participants in both the staff and student focus groups. Assessing student performance and giving effective student feedback were identified as two key areas for inclusion in a pharmacist tutor training programme, with 93% and 89% of respondents respectively rating these areas as very important and important.
Conclusion: This study highlighted the need for a pharmacy-specific tutor training programme, addressing key areas, which have been identified by not only the tutors themselves but also the pharmacy academic staff and students.
International Pharmaceutical Federation
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48125/1/470-1245-1-PB.pdf
http://pharmacyeducation.fip.org/pharmacyeducation/article/view/470
Knott, Gillian, Crane, Linda, Heslop, Ian, and Glass, Beverley D. (2017) Perceptions on requirements to inform the design of a pharmacist tutor training programme. Pharmacy Education, 17 (1). pp. 29-40.
https://researchonline.jcu.edu.au/48125/
restricted
oai:researchonline.jcu.edu.au:48153
2019-03-01T19:40:32Z
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74797065733D61727469636C65
Home and beyond, but inside not outside: Australian and Singaporean children's depictions of their environment
Sorin, Reesa
With a growing disconnect between children and nature, researchers and educators are looking for ways to (re)establish bonds with the environment, and through those bonds to help children to learn about and act sustainably. This article discusses findings of a postcards project between children in Australia and Singapore, where children created drawings and stories of their environments to share with their peers overseas. Through this largely arts-based, multimedia approach, children's understanding of "environment" increased and their depictions moved beyond their homes to locations further afield. However, for one group, the preference for the indoor environment increased, indicating, as Louv suggests, the need for children to reconnect with nature.
Common Ground Publishing
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48153/6/48153%20Sorin%202017.pdf
application/pdf
https://researchonline.jcu.edu.au/48153/1/Home%20and%20Beyond%20article.pdf
http://ijae.cgpublisher.com/product/pub.230/prod.111
Sorin, Reesa (2017) Home and beyond, but inside not outside: Australian and Singaporean children's depictions of their environment. International Journal of Arts Education, 12 (1). pp. 15-25.
https://researchonline.jcu.edu.au/48153/
restricted
oai:researchonline.jcu.edu.au:48171
2024-03-04T14:17:11Z
7374617475733D707562
74797065733D61727469636C65
To teach and how to teach the Holocaust: that is the question
Haring, Ute
Sorin, Reesa
Caltabiano, Nerina
Although facts about the Holocaust are generally known, many adults find it difficult to convey this information to children, as it is often considered too disturbing for them. Teachers, in particular, need alternate ways to introduce students to the Holocaust and other disasters. Based on a document study of children's drawings from the Terezin concentration camp and research about the Holocaust and pedagogy for presenting difficult issues to children, this article presents a strategy for teachers to introduce the Holocaust to students in grades 6–10. We begin with a discussion about how to introduce sensitive historical material, such as the Holocaust, to young children. Current teaching models about the Holocaust are based on factual texts or fictional writings. This is followed by a poem, developed from Haring's research, introducing the Holocaust while conferring facts about the life of a fictitious child in the Terezin concentration camp. Teacher notes elaborate on how to implement this poem in class. We found that art, such as poetry, can be utilized to teach children about sensitive issues like the disaster of the Holocaust. Furthermore, this poem is written from the perspective of a child interned in Terezin, who may or may not have survived.
Common Ground
2017-03
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48171/6/48171%20Haring%20et%20al%202017%20-%20Accepted%20Version.pdf
application/pdf
https://researchonline.jcu.edu.au/48171/1/H17_58143_Final.pdf
http://ijhe.cgpublisher.com/product/pub.245/prod.109
Haring, Ute, Sorin, Reesa, and Caltabiano, Nerina (2017) To teach and how to teach the Holocaust: that is the question. International Journal of Humanities Education, 15 (1). pp. 19-28.
https://researchonline.jcu.edu.au/48171/
restricted
oai:researchonline.jcu.edu.au:48292
2024-03-04T14:17:17Z
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Climate change: imagining, negotiating, and co-creating future(s) with children and youth
Field, Ellen
With an understanding that children and young people will be severely affected by climate change consequences, this paper asks, what role should they have in their education or in civil decisions that will impact their quality of life in a climate-altered world? The paper argues that too often educational responses to uncertainty result in instrumental approaches where children and youth are not given agency to be active participants in their educational choices. Educational responses that emphasize participatory, place-based and transformative or emancipatory approaches to learning are likely to be more generative and responsive to young people’s needs.Using Kagwa and Selby’s (2010) framing that climate change offers a “learning moment [that] can be seized to think about what really and profoundly matters, to collectively envision better futures, and then to become practical visionaries in realizing the future” (p.5), the paper suggests two educational shifts that will help formal education systems become responsive to the needs of the twenty-first century. The first shift, adopting community as curriculum, focuses on knowledge production becoming a participatory process that is practiced with and amongst community members trying to solve local problems. The second shift, adopting a connected learning approach, focuses on harnessing the advances of innovations of the digital age with an equity agenda to address local issues. The paper outlines case examples which highlight how these shifts create pathways for what environmental sustainability education calls for in order to foster creative engagement in emergent change, facilitated by new approaches to learning and ways of organizing.
Australian Curriculum Studies Association
2017-04
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48292/6/48292%20Field%202017.pdf
http://dx.doi.org/10.1007/s41297-017-0013-y
Field, Ellen (2017) Climate change: imagining, negotiating, and co-creating future(s) with children and youth. Curriculum Perspectives, 37 (1). pp. 83-89.
https://researchonline.jcu.edu.au/48292/
restricted
oai:researchonline.jcu.edu.au:48335
2024-03-04T14:36:10Z
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Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects
Everingham, Yvette L.
Gyuris, Emma
Connolly, Sean R.
Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.
Taylor & Francis
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48335/6/JCU_48355_Everingham%20et%20al%202017_accepted.pdf
application/pdf
https://researchonline.jcu.edu.au/48335/1/48335%20Everingham%20et%20al%202017.pdf
https://doi.org/10.1080/0020739X.2017.1305130
Everingham, Yvette L., Gyuris, Emma, and Connolly, Sean R. (2017) Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects. International Journal of Mathematical Education in Science and Technology, 48 (8). pp. 1153-1165.
https://researchonline.jcu.edu.au/48335/
open
oai:researchonline.jcu.edu.au:48510
2024-02-28T15:15:36Z
7374617475733D707562
74797065733D61727469636C65
Educators' perspectives on animal welfare and ethics in the Australian and New Zealand veterinary curricula
Lloyd, Janice
Tzioumis, Vicky
Freire, Rafael
Hood, Jeni
Philips, Clive J.C.
Johnson, A. Jane
McGreevy, Paul D.
The current study was designed to explore the importance veterinary science educators in Australian and New Zealand universities assign to animal welfare and ethics (AWE) topics as Day One/initial competences for new graduates. An online questionnaire was deployed in parallel to an equivalent study of veterinary science students at these educators’ schools. Responses were received from 142 educators (51% females n=72 and 49% males n=70), representing an overall participation rate of 25%. Questions were clustered according to seven areas of veterinary employment: General Practice; Production Animals; Companion Animals; Wild Animals; Aquatic Animals; Animals Kept for Scientific Purposes; and Animals Used in Sport and Recreation. The most highly rated topics for each of these clusters were: professional ethics in General Practice; euthanasia in Companion Animals; strategies to address painful husbandry procedures in Production Animals; Veterinarians’ duties to wild animals in Animals in the Wild; aquatic animal health and welfare issues in Aquatic Animals; competence in the 3Rs (replacement, refinement and reduction) in Animals kept for Scientific Purposes and responsibilities of ownership in Sport and Recreation. Female educators rated many of the topics as significantly more important than did their male counterparts. Educators teaching one or more ethics-related subjects were less likely to rate neutering and euthanasia as important than those not teaching these subjects. The educators’ focus on practical issues clashes with a perceived need for veterinarians to actively embrace animal ethics. Overall, the perspectives of these educators should be carefully considered as they are likely to influence student attitudes.
University of Toronto Press
2018
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48510/16/JCU_48510%20Lloyd%20et%20al%202017%20Accepted.pdf
application/pdf
https://researchonline.jcu.edu.au/48510/6/48510_Lloyd_et_al_2018.pdf
https://doi.org/10.3138/jvme.0117-017r
Lloyd, Janice, Tzioumis, Vicky, Freire, Rafael, Hood, Jeni, Philips, Clive J.C., Johnson, A. Jane, and McGreevy, Paul D. (2018) Educators' perspectives on animal welfare and ethics in the Australian and New Zealand veterinary curricula. Journal of Veterinary Medical Education, 45 (4). pp. 448-463.
https://researchonline.jcu.edu.au/48510/
open
oai:researchonline.jcu.edu.au:48583
2024-03-04T14:17:19Z
7374617475733D707562
74797065733D61727469636C65
What is climate change education?
Stevenson, Robert B.
Nicholls, Jennifer
Whitehouse, Hilary
This article addresses the questions of what and how educators should teach and how students might be engaged to learn in preparation for an uncertain future arising from the risks and the human and ecological impacts of climate change. Relevant literature is briefly reviewed on student and teacher understandings of climate change and conceptions of climate change education as education for preparing students for future climate change mitigation and adaptation measures and the potential for disaster. Opportunities in Australian schools for teaching climate change mitigation and adaptation are critically examined. Climate change should be understood as a complex social as well as scientific issue characterized by uncertain and context-specific knowledge. This demands educators engage in inquiry and co-learning with students. The lack of time and the reported curriculum opportunities to address climate change in the classroom suggest a need for using co-curricular and community initiatives for student investigations and learning. Teachers must encourage students to think critically and creatively about approaches to climate change mitigation and adaptation and develop their capacity to respond with meaningful actions.
Australian Curriculum Studies Association
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48583/6/48583%20Stevenson%20et%20al%202017.pdf
http://doi.org/10.1007/s41297-017-0015-9
Stevenson, Robert B., Nicholls, Jennifer, and Whitehouse, Hilary (2017) What is climate change education? Curriculum Perspectives, 37 (1). pp. 67-71.
https://researchonline.jcu.edu.au/48583/
restricted
oai:researchonline.jcu.edu.au:48589
2024-03-04T14:17:19Z
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Queensland teachers and climate change education
Nicholls, Jennifer
Climate change presents significant challenges to current and future generations. How is formal schooling helping to meet this challenge? The Australian Curriculum, including the Cross Curriculum Priority of Sustainability, may provide space for teachers to engage with the complexities of climate change in their classrooms but does not, in most cases, encourage teachers to engage with climate change as a complex, multi-dimensional issue and relies instead on teachers’ own initiative. A doctoral research study explored Queensland teachers’ understandings of climate change and climate change education and how these understandings, along with other factors identified by teachers, influence their engagement with climate change education. The data reported here were collected from over 300 surveys and 21 interviews with in service teachers. The results suggest that despite the apparent priority teachers place on climate change education, few feel they are adequately supported to include climate change in their classes in any meaningful way. As a result, many do not include the issue in a formal capacity but rather rely on incidental conversations and discussions. From this study it appears that Queensland’s formal schooling sector is inadequately preparing Queensland students for an uncertain future shaped by rapid climate change.
Australian Curriculum Studies Association
2017-04
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48589/1/48589%20Nicholls%202017.pdf
http://doi.org/10.1007/s41297-017-0016-8
Nicholls, Jennifer (2017) Queensland teachers and climate change education. Curriculum Perspectives, 37 (1). pp. 79-82.
https://researchonline.jcu.edu.au/48589/
restricted
oai:researchonline.jcu.edu.au:48590
2024-03-04T14:17:20Z
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Disrupting the megatrend of the climate emergency through the Australian curriculum: technologies
Walsh, Chris
Whitehouse, Hilary
Reversing a global megatrend such as the climate emergency that is wreaking havoc on Earth's natural and human systems presents unprecedented educational challenges. Indeed, the planet's probable future, particularly for children and young people, is looking increasingly dire. The Australian Curriculum: Technologies offers an unexpected timely response to the climate emergency through its overarching key idea, 'creating preferred futures'. In a preferable future, the kind for which we hope this Point and Counterpoint section will be a catalyst, educational institutions urgently introduce climate change education into the curriculum, and then invite students to engage in possibility thinking or curiosity-driven co-creative exploration to identify authentic problems related to the climate emergency that they want to address. Through possibility thinking, students can push back against the education currently on offer and learn to be anticipatory. With an anticipatory disposition, they can engage in strategic foresight to anticipate the digital literacies they will need not only to solve their climate emergency problems, but also to identify pathways and reward for a future of work that schools are not preparing them for in the present. Rather than waiting for the future to happen, students need viable opportunities to think about what their preferred future might look like, and how they can collaborate in a productive manner to co-create that future over the probable one. Such a stance requires students to take on an anticipatory disposition and articulate the digital literacies they will need in order to act with agency and conviction to be co-creative, co-imaginative and co-enterprising. We argue that a wise, humanising creativity (WHC) is central to children and young people engaging in collaborative thinking and ethical joint action to co-create their preferred futures.
Australian Curriculum Studies Association
2017-04
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48590/6/48590%20Walsh%20and%20Whitehouse%202017.pdf
http://dx.doi.org/10.1007/s41297-017-0014-x
Walsh, Chris, and Whitehouse, Hilary (2017) Disrupting the megatrend of the climate emergency through the Australian curriculum: technologies. Curriculum Perspectives, 37. pp. 91-98.
https://researchonline.jcu.edu.au/48590/
restricted
oai:researchonline.jcu.edu.au:48786
2024-03-04T14:17:21Z
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74797065733D61727469636C65
Point and counterpoint: climate change education
Whitehouse, Hilary
As pointed out by UNESCO, the time for properly addressing climate change disruption in national curriculum has well and truly arrived. The project now is to more appropriately educate children and young people for the conditions they will deal with the whole of their lives. This introduction to the Curriculum Perspectives Point and Counterpoint discussion on Climate Change Education sets out a rationale for change in the Australian Curriculum and briefly describes the contributions of participating authors.
Australian Curriculum Studies Association
2017-04
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48786/11/48786%20Whitehouse%202017.pdf
http://dx.doi.org/10.1007/s41297-017-0011-0
Whitehouse, Hilary (2017) Point and counterpoint: climate change education. Curriculum Perspectives, 37 (1). pp. 63-65.
https://researchonline.jcu.edu.au/48786/
restricted
oai:researchonline.jcu.edu.au:48787
2017-04-25T23:43:56Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
WIL 2020: a framework for cultural competency in the workplace
Bandaranaike, Suniti
Willison, John
Addressing cultural boundaries in the workforce is a new challenge for WIL 2020. Demographic and generational change, varying technological, socio-economic, political/religious beliefs impacting on individuals and society have prompted discrete, incremental change in the acceptance of cultural diversity. The objective of this research is to use the cultural intelligence construct to achieve greater intelligibility, relevance and focus on cultural diversity in the workplace by introducing a constructivist framework to understand and address cultural diversity in the workplace. The Cross Cultural Competency (CCC) framework is based on the concept of cultural intelligence introduced by Earley & Ang (2003) together with a new cultural intelligence construct introduced in this paper, Affective Intelligence, which collectively set the boundaries for recognising and addressing cross cultural competency in the workplace. Primarily aimed at WIL students the framework has the potential to be used by employers to influence culturally inclusive professional work skills within their organisations and promote professional success. The CCC framework is presented for critique and to initiate research on its efficacy in WIL contexts. Pending positive findings, the implications of the framework are far reaching in that it pre-empts issues of escalating cultural disharmony, conflict and international instability of the future and workplace repercussions. It is an innovative WIL framework addressing cultural diversity and contributes to pedagogical change in WIL teaching and learning in the changing face of employment.
Australian Collaborative Education Network Limited
Harvey, M.
Rowe, Anna
2016
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48787/1/ACEN%202016%20final%20paper%20for%20DISTRIBUTION.pdf
http://acen.edu.au/resources/2016-conference-proceeedings/
Bandaranaike, Suniti, and Willison, John (2016) WIL 2020: a framework for cultural competency in the workplace. In: Proceedings of the Australian Collaborative Education Network. pp. 42-49. From: ACEN 2016: Australian Collaborative Education Network National Conference: pushing the boundaries, 28-30 September 2016, Sydney, NSW, Australia.
https://researchonline.jcu.edu.au/48787/
openpub
oai:researchonline.jcu.edu.au:48819
2024-03-02T15:07:16Z
7374617475733D707562
74797065733D61727469636C65
Developing professional identity in undergraduate pharmacy students: a role for self-determination theory
Mylrea, Martina F.
Sen Gupta, Tarun
Glass, Beverley D.
Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one’s sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity.
MDPIAG
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48819/6/48819%20Mylrea%20et%20al%202017.pdf
http://doi.org/10.3390/pharmacy5020016
Mylrea, Martina F., Sen Gupta, Tarun, and Glass, Beverley D. (2017) Developing professional identity in undergraduate pharmacy students: a role for self-determination theory. Pharmacy, 5 (2). 16.
https://researchonline.jcu.edu.au/48819/
open
oai:researchonline.jcu.edu.au:48957
2024-03-04T14:49:10Z
7374617475733D707562
74797065733D61727469636C65
A typology of longitudinal integrated clerkships
Worley, Paul
Couper, Ian
Strasser, Roger
Graves, Lisa
Cummings, Beth-Ann
Woodman, Richard
Stagg, Pamela
Hirsh, David
Consortium of Longitudinal Integrated Clerkships (CLIC),
Context: Longitudinal integrated clerkships (LICs) represent a model of the structural redesign of clinical education that is growing in the USA, Canada, Australia and South Africa. By contrast with time-limited traditional block rotations, medical students in LICs provide comprehensive care of patients and populations in continuing learning relationships over time and across disciplines and venues. The evidence base for LICs reveals transformational professional and workforce outcomes derived from a number of small institution-specific studies.
Objectives: This study is the first from an international collaborative formed to study the processes and outcomes of LICs across multiple institutions in different countries. It aims to establish a baseline reference typology to inform further research in this field.
Methods: Data on all LIC and LIC-like programmes known to the members of the international Consortium of Longitudinal Integrated Clerkships were collected using a survey tool developed through a Delphi process and subsequently analysed. Data were collected from 54 programmes, 44 medical schools, seven countries and over 15 000 student-years of LIC-like curricula.
Results: Wide variation in programme length, student numbers, health care settings and principal supervision was found. Three distinct typological programme clusters were identified and named according to programme length and discipline coverage: Comprehensive LICs; Blended LICs, and LIC-like Amalgamative Clerkships. Two major approaches emerged in terms of the sizes of communities and types of clinical supervision. These referred to programmes based in smaller communities with mainly family physicians or general practitioners as clinical supervisors, and those in more urban settings in which subspecialists were more prevalent.
Conclusions: Three distinct LIC clusters are classified. These provide a foundational reference point for future studies on the processes and outcomes of LICs. The study also exemplifies a collaborative approach to medical education research that focuses on typology rather than on individual programme or context.
Blackwell Publishing
2016-08
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/48957/1/Worley_et_al-2016-Medical_Education.pdf
http://doi.org/10.1111/medu.13084
Worley, Paul, Couper, Ian, Strasser, Roger, Graves, Lisa, Cummings, Beth-Ann, Woodman, Richard, Stagg, Pamela, Hirsh, David, and Consortium of Longitudinal Integrated Clerkships (CLIC), (2016) A typology of longitudinal integrated clerkships. Medical Education, 50 (9). pp. 922-932.
https://researchonline.jcu.edu.au/48957/
restricted
oai:researchonline.jcu.edu.au:49043
2024-03-01T14:42:43Z
7374617475733D707562
74797065733D61727469636C65
Using PELA to predict international business students' english writing performance with contextualised English writing workshops as intervention program
Wong, Caroline
Delante, Nimrod Lawsin
Wang, Pengji
This study examines the effectiveness of Post-Entry English Language Assessment (PELA) as a predictor of international business students’ English writing performance and academic performance. An intervention involving the implementation of contextualised English writing workshops was embedded in a specific business subject targeted at students who performed poorly on the PELA. The results reveal that PELA is a better predictor of students’ English writing performance and academic performance than their own perceptions of their English language skills, and the contextualised English writing workshops proved to be a worthwhile intervention. Students with low scores on the PELA showed significant improvement in their overall academic performance in the subject after the intervention. This improvement was reflected in their score on a major written assignment (English writing performance) and their final grade for the subject (academic performance). Moreover, students’ perceptions captured through a focus group interview and an online survey indicated a positive correlation between the intervention program and learning outcomes. The implications of this study underscore the need for regular university wide implementation of a PELA to determine students’ English writing proficiency and to align English writing workshops with tutorial and assessment activities as a pedagogic response to PELA outcomes. This approach will help students improve not only their English writing skills but also their overall academic performance.
University of Wollongong
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49043/2/49043%20Wong%20et%20al%202017.pdf
http://ro.uow.edu.au/jutlp/vol14/iss1/15/
Wong, Caroline, Delante, Nimrod Lawsin, and Wang, Pengji (2017) Using PELA to predict international business students' english writing performance with contextualised English writing workshops as intervention program. Journal of University Teaching and Learning Practice, 14 (1). 15. pp. 1-21.
https://researchonline.jcu.edu.au/49043/
openpub
oai:researchonline.jcu.edu.au:49113
2024-03-04T14:17:46Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Critical environmental education
Stevenson, Robert B.
Wals, Arjen E.J.
Heimlich, Joe E.
Field, Ellen
This chapter first outlines the historical development of environmental education, from developing awareness and understanding of the natural environment and its management, through communicating information about and solving environmental problems, to critical thinking about issues of quality of life and human-nature interrelationships, and finally developing capacity for integrating environmentally, socially, and economically sustainable development. These theoretical positions are reflected in different approaches to urban environmental issues. Traditional approaches taken by city councils assume that providing information to urban citizens through public service announcements, educational brochures, and websites will increase environmental knowledge and thereby result in the adoption of pro-environmental attitudes and, in turn, changes in individual behaviors (Zint and Wolske, 2014). An alternative socially critical perspective on environmental education, which is the focus of this chapter, emphasizes the influence of cultural norms and structural features of society on people's environmental actions and the need for participatory approaches that engage citizens in creating and determining appropriate actions to realize their own vision of a sustainable urban environment. Emerging learning spaces, or so-called "ecologies of learning," are described that engage urban citizens, young and old, in participatory collaborative activities such as community gardening, critical place-based education in urban schools, and social media environmental interest networks.
Cornell University Press
Russ, Alex
Krasny, Marianne E.
2017
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49113/1/49113_Stevenson%20et%20al_2017_chapter.pdf
http://www.cornellpress.cornell.edu/book/?GCOI=80140100988800
Stevenson, Robert B., Wals, Arjen E.J., Heimlich, Joe E., and Field, Ellen (2017) Critical environmental education. In: Russ, Alex, and Krasny, Marianne E., (eds.) Urban Environmental Education. Cornell University Press, New York, NY, USA, pp. 51-58.
https://researchonline.jcu.edu.au/49113/
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oai:researchonline.jcu.edu.au:49124
2024-03-05T15:10:01Z
7374617475733D707562
74797065733D61727469636C65
Bridging the gap from student to senior scientist: recommendations for engaging early-career scientists in professional biological societies
Humphries, Grant R.W.
Flemming, Scott A.
Gladics, Amanda J.
Hammer, Sjurdur
Hart, Kirk A.
Hirata, Kazuhiko
Antolos, Michelle
Kappes, Peter J.
Magnusdottir, Ellen
Major, Heather L.
McDuie, Fiona
McOmber, Kristina
Orben, Rachael A.
Schmid, Moritz S.
Wille, Michelle
Despite their long-standing and central role in the dissemination, promotion and defense of science, scientific societies currently face a unique combination of economic, social and technological changes. As a result, one of the most pressing challenges facing many societies is declining membership due to reduced recruitment and a failure to retain members, particularly early-career scientists (ECSs). To ensure that professional biological societies retain long-term viability and relevance, the recruitment and retention of ECSs needs to be a main priority. Here we propose a series of recommendations that we, a group of ECSs, believe will help professional societies better integrate and retain ECSs. We discuss each recommendation and detail its implementation using examples from our personal experiences in the global seabird research and management communities and from our collective experience as members of several professional societies. We believe these recommendations will not only help recruit and retain ECSs as society members, but will also directly benefit the organizations themselves.
Pacific Seabird Group
2016-01-01
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49124/1/49124%20Humphries%20et%20al%202016.pdf
http://www.marineornithology.org/content/get.cgi?rn=1174
Humphries, Grant R.W., Flemming, Scott A., Gladics, Amanda J., Hammer, Sjurdur, Hart, Kirk A., Hirata, Kazuhiko, Antolos, Michelle, Kappes, Peter J., Magnusdottir, Ellen, Major, Heather L., McDuie, Fiona, McOmber, Kristina, Orben, Rachael A., Schmid, Moritz S., and Wille, Michelle (2016) Bridging the gap from student to senior scientist: recommendations for engaging early-career scientists in professional biological societies. Marine Ornithology, 44 (2). pp. 157-166.
https://researchonline.jcu.edu.au/49124/
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oai:researchonline.jcu.edu.au:49151
2024-03-05T14:42:31Z
7374617475733D707562
74797065733D61727469636C65
Conversations on cultural sustainability: stimuli for embedding Indigenous knowledges and ways of being into curriculum
Acton, Renae
Salter, Peta
Lenoy, Maxwell
Stevenson, Robert (Bob)
While Australian higher education agendas and literature prioritise Indigenous knowledges and perspectives across policy, curriculum and pedagogy, enacting this in practice remains problematic and contentious. Often the result is the inclusion of simplified Indigenous knowledges, rather than sustained engagement with and embedding of multiple and ‘messy’ ontological and epistemological positions. This paper explores ways of engaging with this ‘messiness’. Taking messiness as a focal point within our own context of teacher education at a regional university, this agenda and tension inform an ongoing dialogue about ways of assuring a conscious approach to cultural sustainability to embed, value and foreground Indigenous knowledges and ways of being and doing in curriculum. This endeavour can be conceptualised as a heuristic project, an ongoing conversation in response to multiple stimuli rather than a fixed endpoint or framework. In response to this exploration, this paper presents the stimuli for our conversation: situated, plural and reflexive knowledges that work together in inherently relational ways to nourish the cultural sustainability of Indigenous knowledges.
Taylor & Francis
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49151/1/49151%20Acton%20et%20al%202017.pdf
http://doi.org/10.1080/07294360.2017.1325852
Acton, Renae, Salter, Peta, Lenoy, Maxwell, and Stevenson, Robert (Bob) (2017) Conversations on cultural sustainability: stimuli for embedding Indigenous knowledges and ways of being into curriculum. Higher Education Research & Development, 36 (7). pp. 1311-1325.
https://researchonline.jcu.edu.au/49151/
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oai:researchonline.jcu.edu.au:49267
2017-07-18T03:51:52Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Project-based work-integrated learning: building global perspectives in the Asian tropics
Bhati, Abhishek
Wong, Caroline
The subject at the centre of this case study is LB5218: Business Plan: Application of Strategy. This is a capstone subject taken in the final year of the Masters of Business Administration (MBA) program. The international design of the subject seeks to equip international students with a work-relevant skill set through a work placement with a local small-medium sized (SME) firm and a non-profit organisation. The subject brings together the theoretical materials covered in the course (including theories of ethical and social responsibility in professional practice and aligns them with the university's strategic intent to develop graduates who make a difference in the local context) and introduces community-based learning experiences through collaboration with a Singaporean SME firm and a non-profit organisation. Students are encouraged to become work-ready, contribute to community and be aware of intercultural competencies and differences.
James Cook University
Halbert, Kelsey
Salter, Peta
Singh, Michael
Howard, Elise
2016
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49267/1/49267_Bhati%20and%20Wong_2016.pdf
https://www.jcu.edu.au/__data/assets/pdf_file/0003/374934/LGL-eBook.pdf
Bhati, Abhishek, and Wong, Caroline (2016) Project-based work-integrated learning: building global perspectives in the Asian tropics. In: Halbert, Kelsey, Salter, Peta, Singh, Michael, and Howard, Elise, (eds.) Local Global Citizenship in Higher Education: a framework and case studies for curriculum development. James Cook University, Townsville, QLD, Australia, pp. 50-62.
https://researchonline.jcu.edu.au/49267/
open
oai:researchonline.jcu.edu.au:49382
2018-07-04T19:30:05Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Embedding digital literacies in curricula: Australian and Malaysian experiences
Morgan, Rhian
Meldrum, Kathryn
Bryan, Sharon
Mathiesen, Bronwyn
Yakob, Nooraida
Esa, Norizan
Ziden, Azidah Abu
The ubiquity of Web 2.0 technologies means students require a base level of digital literacies in order to succeed in 21st Century (C21st) learning environments. However, in the era of widening university participation it is problematic to assume that students will enter higher education with the digital literacies required to support their academic endeavours. This paper describes the theoretical and pedagogical impetus behind two distinct approaches to enhancing digital readiness among undergraduate students in Australian and Malaysian universities. A comprehensive literature review and adoption of the Joint Information Systems Committee (Jisc) six capabilities of digital literacies model as the underlying theoretical framework guided the development of two distinct projects, one based at an Australian university and the other at a Malaysian university. The Australian approach focused on the development of a suite of online modules utilising an adaptive e-Learning platform (AeLP). The Malaysian approach focused on facilitating digital readiness among education students through student-created learning objects that simultaneously served as interactive pedagogical products and cognitive tools for facilitating learning. The cases presented demonstrate two distinct approaches to developing curriculum to support students’ digital literacies that respond to two different contextual situations. Subsequent investigations into the student experience will inform future decisions regarding the use of AeLPs and cognitive tools in tertiary institutions, in addition to providing valuable information on the design of curriculum to support digital literacies instruction in the Australasian university context.
Springer
Teh, Geok Bee
Choy, Siew Chee
2017
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49382/6/49382_Morgan%20et%20al_2017_chapter.pdf
https://link.springer.com/chapter/10.1007/978-981-10-4241-6_2
Morgan, Rhian, Meldrum, Kathryn, Bryan, Sharon, Mathiesen, Bronwyn, Yakob, Nooraida, Esa, Norizan, and Ziden, Azidah Abu (2017) Embedding digital literacies in curricula: Australian and Malaysian experiences. In: Teh, Geok Bee, and Choy, Siew Chee, (eds.) Empowering 21st Century Learners Through Holistic and Enterprising Learning: selected papers from Tunku Abdul Rahman University College International Conference 2016. Springer, Singapore, pp. 11-19.
https://researchonline.jcu.edu.au/49382/
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oai:researchonline.jcu.edu.au:49432
2024-03-02T14:58:19Z
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74797065733D61727469636C65
Simulated interprofessional learning activities for rural health care services: perceptions of health care students
Taylor, Selina
Fatima, Yaqoot
Lakshman, Navaratnam
Roberts, Helen
Background: The literature on interprofessional learning (IPL) has limited empirical evidence on the impact of simulated IPL sessions in promoting collaborative health care services in rural settings. This study aims to explore health care students' perception of the relevance of simulated IPL for rural health care services.
Methods: Three focus group interviews were held with pre-registration medical, pharmacy, and allied health students (n=22). Students worked together to manage complex simulation scenarios in small interprofessional teams. Focus group sessions were held at the end of simulation activities to explore students' views on the relevance of simulated IPL activities. Thematic analysis was undertaken on the qualitative data obtained from the focus groups.
Results: Participants embraced both the interprofessional and the simulation components enthusiastically and perceived these to be useful for their future as rural health care practitioners. Four major themes emerged from the qualitative analysis: appreciation of the role of other health disciplines, collaborative approach to patient care, competency and skills for future health care practice, and relevance for future rural and remote health care practice. Students acknowledged the simulated IPL sessions for improving their understanding of multidisciplinary practice in rural practice and facilitating the appreciation for collaborative practice and expertise.
Conclusion: Based on the findings of this study, simulated IPL activities seem to be a potential intervention for developing collaborative practice among pre-registration health profession students. However, further evidence is required to assess if positive responses to simulated IPL activities are sustained in practice and translate into improving patient outcome.
Dove Medical Press
2017-06-19
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49432/2/JMDH-140989-simulated-interprofessional-learning-activities-for-rural-he_061917.pdf
http: //dx.doi.org/10.2147/JMDH.S140989
Taylor, Selina, Fatima, Yaqoot, Lakshman, Navaratnam, and Roberts, Helen (2017) Simulated interprofessional learning activities for rural health care services: perceptions of health care students. Journal of Multidisciplinary Healthcare, 10. pp. 235-241.
https://researchonline.jcu.edu.au/49432/
open
oai:researchonline.jcu.edu.au:49557
2023-08-03T19:36:21Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
A cohesive Student Support model provides integrated support to at risk students at a regional Australian university
Konovalov, Elena
Sealey, Rebecca
Munns, Suzanne
Australian Universities have developed programs to improve the retention and success of students with traditionally low participation rates. This study describes the role of the student support officer (SSO). This non-teaching position links the academic and non-academic support roles in targeted first year subjects. SSOs monitored students' attendance and performance and used a learning management system to identify students at risk of attrition or failure. 51% of targeted students had contact with an SSO, with contact initiated by the SSO 86% of the time. Not attending classes was the most common trigger for SSO initiated contact. Student feedback on the SSO role was very positive, with most students finding the services important and helpful and stating that they would recommend the services to a friend. We show that the SSO role provides an easily accessible, integrated and holistic referral service which delivers support to at risk students.
Unistars.org
2017-07-02
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49557/1/Konovalov_Sealey_Munns_A%20cohesive%20student%20support%20model.pdf
http://unistars.org/papers/STARS2017/11B.pdf
Konovalov, Elena, Sealey, Rebecca, and Munns, Suzanne (2017) A cohesive Student Support model provides integrated support to at risk students at a regional Australian university. In: Proceedings of the Students Transitions Achievement Retention and Success Conference. pp. 1-10. From: STARS 2017: Students Transitions Achievement Retention and Success Conference, 2-5 July 2017, Adelaide, SA, Australia.
https://researchonline.jcu.edu.au/49557/
openpub
oai:researchonline.jcu.edu.au:49616
2018-10-09T01:23:23Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
The resolution of frustration in middle school science classes: the role of the classroom teacher
Tomas, Louisa
King, Donna
Henderson, Senka
Rigano, Donna
Sandhu, Maryam
Learning science can be frustrating work, particularly in middle school, where the resolution of negative emotions like frustration is critical to empower students' successful learning and encourage positive, ongoing engagement in science. In this chapter, we examine the resolution of frustration in two case study middle school science classes. The first case explores the experiences of a Year 8 science class, and their frustration associated with completing a challenging task in a unit focused on coal seam gas mining. The second case examines the frustration experienced by a single student who struggled to understand a Year 9 chemistry topic. In both cases, the student's frustration was successfully regulated and resolved through two very different approaches adopted by their classroom teachers, which led to feelings of pride and happiness. These two cases are analysed using a model of emotion regulation, so as to understand better how these teachers' actions influenced their students’ emotions. Analyses revealed that the teachers employed different extrinsic regulation strategies that were responsive to their students' emotions and learning needs, particularly cognitive change and situation modification strategies. The findings reveal that teachers can play a very important role in supporting their students to successfully regulate their negative emotions so that learning can proceed, when it otherwise might not.
Sense Publishers
Ritchie, Stephen M.
Tobin, Kenneth
2018
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49616/1/49616_Tomas_2017_chapter%20in%20press.pdf
application/pdf
https://researchonline.jcu.edu.au/49616/6/49616_Tomas_et_al_2017.pdf
https://brill.com/view/title/38958?format=PBK
Tomas, Louisa, King, Donna, Henderson, Senka, Rigano, Donna, and Sandhu, Maryam (2018) The resolution of frustration in middle school science classes: the role of the classroom teacher. In: Ritchie, Stephen M., and Tobin, Kenneth, (eds.) Eventful Learning: learner emotions. Bold Visions in Educational Research, 61 . Sense Publishers, Rotterdam, The Netherlands, pp. 133-156.
https://researchonline.jcu.edu.au/49616/
restricted
oai:researchonline.jcu.edu.au:49617
2022-09-05T01:34:51Z
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74797065733D626F6F6B5F73656374696F6E
"This is not a sex-education class, this is biology!": students' regulation of their emotions in science
Tomas, Louisa
Rigano, Donna
The arousal of negative emotions like frustration, embarrassment, disgust, shame and even anger are commonplace in science classrooms. In spite of teachers’ best efforts to provide engaging learning experiences that stimulate students’ curiosity and interest, and evoke positive emotions like enjoyment and happiness, everyday occurrences can lead to negative experiences: a poor result on a science test, disagreements during group work, not understanding a new concept, or even sitting through a mundane lesson. In circumstances such as these, students must regulate their negative emotions so that they remain engaged and ready to learn. In this chapter, we draw upon James Gross’ (1998) process model of emotion regulation to examine the emotion regulation strategies employed by Year 8 students in two different cases, in order to manage negative emotions like frustration, anger, embarrassment and shame as they learnt about two different controversial issues in science, coal seam gas mining and assisted reproductive technology. In the first case, students intrinsically regulated negative emotions like frustration, elicited by an ongoing group work task, by thinking differently about the challenges of working collaboratively. In the second case, students employed other strategies to deal with the embarrassment they experienced during a lesson on human reproduction, like choosing to divert their attention and acknowledging that there was nothing to be embarrassed about. In this class, the science teacher also played an important role in helping some students to manage their shame, disgust, and embarrassment extrinsically. In this example, the teacher's ability to identify how her students were feeling was important. To this end, we also outline a key data source for our research and discuss its utility in the science classroom: the emotion diary, a self-report instrument for identifying students' emotions. The findings of our research highlight the different ways in which students' emotions can be elicited in the science classroom, and that when learning about controversial issues, it's not always the issue itself that elicits the strongest feelings. At the end of the chapter, we discuss the implications of our research for supporting students' emotion regulation in the science classroom, and identify avenues for further research.
Brill
Ritchie, Stephen M.
Tobin, Kenneth
2018
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49617/1/49617_Tomas_2017_chapter_accepted%20version.pdf
application/pdf
https://researchonline.jcu.edu.au/49617/6/49617_Thomas_and_Rigano_2017.pdf
https://brill.com/view/title/38958?format=PBK
Tomas, Louisa, and Rigano, Donna (2018) "This is not a sex-education class, this is biology!": students' regulation of their emotions in science. In: Ritchie, Stephen M., and Tobin, Kenneth, (eds.) Eventful Learning: learner emotions. Bold Visions in Educational Research, 61 . Brill, Rotterdam, Netherlands, pp. 157-169.
https://researchonline.jcu.edu.au/49617/
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oai:researchonline.jcu.edu.au:49788
2024-03-01T14:42:51Z
7374617475733D707562
74797065733D61727469636C65
Investigating a physiotherapy clinical simulation assessment tool using the delphi approach
Jones, Anne
Mandrusiak, Allison
Judd, Belinda
Gordon, Christopher
Alison, Jennifer
Purpose: Simulation in physiotherapy education is increasing, but a standardised assessment tool for student performance in simulation has not been developed. The Assessment of Physiotherapy Practice (APP) is a validated tool for student performance in the clinical workplace, and has been used recently for simulation despite its relevance for this context being unknown. The purpose of the study was to gain consensus about which APP items should be included in a tool to assess physiotherapy students’ performance in simulation. The relevance of items was considered for both single patient encounters, and longitudinal (multiple) encounters.
Methods: An online Delphi approach used a custom designed survey. A purposive sample of physiotherapists with simulation experience was recruited via email. Two rounds were undertaken with consensus being reached when at least 80% of the panel agreed on inclusion or exclusion of an item.
Results: Twenty participants responded in the first round and fourteen in the second (70% retention). For longitudinal simulations, all APP items reached consensus in the first round. For single patient simulation encounters, consensus was not reached in the first round for the following items: commitment to learning (61%), teamwork (76%) and discharge planning (72%). In the second round, consensus for ‘teamwork’ remained the only item below eighty percent agreement (78.6%).
Conclusions: The APP was deemed to be an appropriate measure for longitudinal clinical simulations, and with the exclusion of teamwork, for a single patient simulation encounter.
Nova Southeastern University
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49788/1/49788_Jones%20et%20al_2017.pdf
http://nsuworks.nova.edu/ijahsp/vol15/iss3/3/?utm_source=nsuworks.nova.edu%2Fijahsp%2Fvol15%2Fiss3%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages
Jones, Anne, Mandrusiak, Allison, Judd, Belinda, Gordon, Christopher, and Alison, Jennifer (2017) Investigating a physiotherapy clinical simulation assessment tool using the delphi approach. Internet Journal of Allied Health Sciences and Practice, 15 (3). 3. pp. 1-6.
https://researchonline.jcu.edu.au/49788/
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oai:researchonline.jcu.edu.au:49801
2019-01-03T19:30:06Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Local connections, global perspectives
Salter, Peta
Halbert, Kelsey
Howard, Elise
Singh, Michael
Miles, Debra
Jones, Peter
Bhati, Abhishek
Wong, Caroline
Han, Jinghe
Higher education institutions are increasingly focused on facilitating agentic, outward-looking, globally minded graduates. International mobility experiences are often viewed as a key tool in developing these qualities; however, not all students have the inclination, resources, or support to enable them to participate in an international experience. Student surveys reveal that the top barriers to international intercultural learning experiences are outside of the influence of educators; that is time, finances, work, and family commitments. This is backed up by broader research, which shows that only one in seven students will take up an international mobility experience. In this context, educators need to look to the opportunities afforded through both local and international experiences to engage and promote agency in diverse student cohorts. Pedagogical approaches such as service learning have been found to enable students to explore democratic action in a local space, learning and reflecting on these experiences within a framework that accounts for global perspectives. Drawing on the findings of six local and international case studies, this chapter explores the curriculum and pedagogical frameworks that facilitate global perspectives through community-based learning experiences, whether they occur in local or international environments.
Palgrave Macmillan
Hall, Timothy
Gray, Tonia
Downey, Greg
Singh, Michael
2018
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49801/1/49801_Salter%20et%20al_2018_chapter.pdf
https://doi.org/10.1007/978-3-319-74579-4_4
Salter, Peta, Halbert, Kelsey, Howard, Elise, Singh, Michael, Miles, Debra, Jones, Peter, Bhati, Abhishek, Wong, Caroline, and Han, Jinghe (2018) Local connections, global perspectives. In: Hall, Timothy, Gray, Tonia, Downey, Greg, and Singh, Michael, (eds.) The Globalisation of Higher Education: developing internationalised education in research and practice. Palgrave Macmillan, Sydney, NSW, Australia, pp. 61-78.
https://researchonline.jcu.edu.au/49801/
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oai:researchonline.jcu.edu.au:49802
2019-06-19T03:45:47Z
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74797065733D626F6F6B5F73656374696F6E
The critical global citizen
Hill, Angela
Salter, Peta
Halbert, Kelsey
Policy imperatives around mobility encourage students to take up international experiences to increase their marketability. These imperatives are framed in narrow ways by neoliberal metanarratives of globalization. As a result, peripheral mobility experiences are often positioned as a key tool in internationalization and developing global citizenship. This individualized notion of the global citizen is counter to the qualities of critical global citizenship such as resilience, empathy, understanding one’s place in the world, and an ethical understanding of inequalities. Higher education institutions have an important role in shaping the social and disciplinary norms that construct these notions and in recognizing the diversity of local and international experiences that can facilitate global perspectives. This chapter puts forward a challenge to institutions to create supportive environments for the facilitation of critical global citizenship.
Palgrave Macmillan
Hall, Timothy
Gray, Tonia
Downey, Greg
Singh, Michael
2018
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49802/1/Ch5%20Critical%20global%20citizen_author%20version.pdf
https://doi.org/10.1007/978-3-319-74579-4_6
Hill, Angela, Salter, Peta, and Halbert, Kelsey (2018) The critical global citizen. In: Hall, Timothy, Gray, Tonia, Downey, Greg, and Singh, Michael, (eds.) The Globalisation of Higher Education: developing internationalised education in research and practice. Palgrave Macmillan, Sydney, NSW, Australia, pp. 103-116.
https://researchonline.jcu.edu.au/49802/
restricted
oai:researchonline.jcu.edu.au:49847
2022-02-04T19:43:25Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Do international school staff receive professional development training about third culture kids (TCKs)? Perspectives from faculty and parents
McNulty, Yvonne
Carter, Margaret Anne
This article empirically assesses the extent to which international school staff receive professional development training about third culture kids (TCKs). We argue that the needs of TCKs enrolled in international schools differ from those of non-expatriate children and that international school staff may require a specialized set of professional skills and competencies to effectively cater for the specific needs of TCKs in the classroom. Based on interviews with 115 respondents (34 teachers, 33 staff, and 48 parents) in three international schools in Asia, we draw on data from 25 focus groups conducted in Singapore and Shanghai. Evidence shows that no professional development training in relation to TCKs is provided specific to the international context in which staff are employed. Only surface level training appears to be offered in the form of tacit acceptance of information and rushing to cover ad-hoc and informal material but providing little content depth. Issues that are not adequately addressed include staff start-of-year induction, identity lifespan and cultural issues, pastoral care, TCK emotional wellbeing, international mindedness curriculum education, and TCK transitions via repatriation and reassignment. The study contributes to the extensive literature on expatriate training and development and global careers by positioning international school teachers and staff as expatriates engaged in international careers, whose professional development training enhances their effectiveness both on-the-job and while living and working abroad. We further add to extant literature on the career development of international school staff that, thus far, has excluded TCK professional development as a specific focus.
Routledge
Kennedy, Kerry J.
Lee, John Chi-Kin
2018
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/49847/1/49847_McNulty%20and%20Carter_2018_chapter.pdf
https://www.routledge.com/Routledge-International-Handbook-of-Schools-and-Schooling-in-Asia/Kennedy-Lee/p/book/9781138908499
McNulty, Yvonne, and Carter, Margaret Anne (2018) Do international school staff receive professional development training about third culture kids (TCKs)? Perspectives from faculty and parents. In: Kennedy, Kerry J., and Lee, John Chi-Kin, (eds.) Routledge International Handbook of Schools and Schooling in Asia. Routledge International Handbooks . Routledge, Abingdon, UK, pp. 280-292.
https://researchonline.jcu.edu.au/49847/
restricted
oai:researchonline.jcu.edu.au:50015
2024-03-04T14:46:33Z
7374617475733D707562
74797065733D61727469636C65
Medication calculation and administration workshop and hurdle assessment increases student awareness towards the importance of safe practices to decrease medication errors in the future
Wallace, Darlene
Woolley, Torres
Martin, David
Rasalam, Roy
Bellei, Maria
Background: Medication errors are the second most frequently reported hospital incident in Australia and are a global concern. A “Medication Calculation and Administration” workshop followed by a “hurdle” assessment (compulsory task mandating a minimum level of performance as a condition of passing the course) was introduced into Year 2 of the James Cook University medical curriculum to decrease dosage calculation and administration errors among graduates. This study evaluates the effectiveness of this educational activity as a long-term strategy to teach medical students' essential skills in calculating and administering medications.
Methods: This longitudinal study used a pre- and post-test design to determine whether medical students retained their calculation and administration skills over a period of 4 years. The ability to apply basic mathematical skills to medication dose calculation, principles of safe administration (Part 1), and ability to access reference materials to check indications, contraindications, and writing the medication order with correct abbreviations (Part 2) were compared between Year 2 and 6 assessments.
Results: Scores for Parts 1, 2 and total scores were nearly identical from Year 2 to Year 6 (P = 0.663, 0.408, and 0.472, respectively), indicating minimal loss of knowledge by students in this period. Most Year 6 students (86%) were able to recall at least 5 of the “6 Rights of Medication Administration” while 84% reported accessing reference material and 91% reported checking their medical calculations.
Discussion: The “Medication Calculation and Administration” workshop with a combined formative and summative assessment – a “hurdle” – promotes long-term retention of essential clinical skills for medical students. These skills and an awareness of the problem are strategies to assist medical graduates in preventing future medication-related adverse events.
Network: towards unity for health
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50015/1/50015_Wallace%20et%20al_2016.pdf
http://dx.doi.org/10.4103/efh.EfH_312_14
Wallace, Darlene, Woolley, Torres, Martin, David, Rasalam, Roy, and Bellei, Maria (2016) Medication calculation and administration workshop and hurdle assessment increases student awareness towards the importance of safe practices to decrease medication errors in the future. Education for Health, 29 (3). pp. 171-178.
https://researchonline.jcu.edu.au/50015/
open
oai:researchonline.jcu.edu.au:50099
2024-03-04T14:36:22Z
7374617475733D707562
74797065733D61727469636C65
Perceived impact of online written feedback on students' writing and learning: a reflection
Delante, Nimrod L.
In this reflective study, I perceive the impact of my own written feedback on students’ academic writing skills in particular and on learning in general. Anchored on Schon’s reflection-on-action (ROA) framework, my reflection arose from a content analysis of my written feedback on 80 student drafts and 44 feedback responses. I found that my written feedback is of two types: focus on form and focus on meaning. Coding the feedback led to an identification of six feedback functions: instructive/using imperatives (18.36%); suggestive (15.31%); asking questions/probing (23.98%); stating a personal opinion (6.12%); corrective (29.59%); and affirming/negating (6.63%). The categorisation of feedback according to these functions was influenced by Wolsey’s feedback functions (2008) which was adapted by Alvarez, Espasa and Guasch. Results revealed that I employ corrective feedback, probing questions and instructive feedback more frequently than suggestive feedback, personal statement or affirmation/negation. I also found that my feedback on form (59%) is higher than my feedback on meaning (41%). I explain the relationship of these findings by identifying some confounding factors that enabled me to interrogate my assumptions, along with a discussion of their implications.
Routledge
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50099/1/50099%20Delante%202017.pdf
http://dx.doi.org/10.1080/14623943.2017.1351351
Delante, Nimrod L. (2017) Perceived impact of online written feedback on students' writing and learning: a reflection. Reflective Practice, 18. pp. 772-804.
https://researchonline.jcu.edu.au/50099/
restricted
oai:researchonline.jcu.edu.au:50174
2024-03-01T15:14:40Z
7374617475733D707562
74797065733D61727469636C65
A debate about the merits of debate in nurse education
Hartin, Peter
Birks, Melanie
Bodak, Marie
Woods, Cindy
Hitchins, Marnie
In this ‘Issues for Debate’ paper, the issue is debate. Today's nurses must be able to advocate, lead, and grow ‘big ideas’, as well as knowing their way around a patient's body and mind. This paper reports, partly, on a research study into the use of debate to develop clinical reasoning and thinking skills in nursing students. The study was conducted with first and third-year nursing students enrolled at an Australian regional university. Students were asked to comment on the effectiveness of debate as an educational strategy. We combine the results of this research study with literature and discussion into the educational uses of debate to put the argument that using debate in nursing education can be an effective way to foster the type of creative, intelligent, thoughtful and forward-thinking nurses needed in the modern healthcare system.
Elsevier Science BV
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50174/2/50174%20Hartin%20et%20al%202017.pdf
https://doi.org/10.1016/j.nepr.2017.08.005
Hartin, Peter, Birks, Melanie, Bodak, Marie, Woods, Cindy, and Hitchins, Marnie (2017) A debate about the merits of debate in nurse education. Nurse Education in Practice, 26. pp. 118-120.
https://researchonline.jcu.edu.au/50174/
restricted
oai:researchonline.jcu.edu.au:50241
2021-01-29T19:19:40Z
7374617475733D707562
74797065733D61727469636C65
Convincing students that their groupmates' success can increase, not diminish, their own success
Jacobs, George M.
Greliche, Nicolas
Both theory and research support the use of group activities to aid student learning. However, some students are reluctant to learn with peers for fear that the peers will gain more. The article attempts to address this fear. This article provides educators with explanations to give their students as to why, even in norm referenced assessment environments, by helping their groupmates, students are positively, not negatively, impacting their own success on assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social Interdependence Theory is explained for the insights it might offer as to how students view their peers' success. The article's third section summarises some of the research on peer learning, in particular research on what forms of peer interaction might best promote learning. Finally, the article examines three contexts in which norm referencing is applied - standardised exams, class grades and class ranking – and concludes that the chances are small of groupmates' success diminishing the success of students who have helped their groupmates. This conclusion is reached based, first, on mathematical calculations and, most importantly, on the research based premise that when students provide elaborated help to groupmates, the helpers are likely to boost their own scores.
Park University
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50241/3/50241%20Jacobs%20and%20Greliche%202017.pdf
http://insightjournal.park.edu/wp-content/uploads/2017/08/10-Jacobs-and-Greliche.pdf
Jacobs, George M., and Greliche, Nicolas (2017) Convincing students that their groupmates' success can increase, not diminish, their own success. Insight, 12. pp. 145-157.
https://researchonline.jcu.edu.au/50241/
open
oai:researchonline.jcu.edu.au:50242
2019-02-08T19:46:17Z
7374617475733D707562
74797065733D61727469636C65
Challenging existing perspectives about the "ideal" characteristics of teachers of English
Yeo, Marie
Marlina, Roby
Jacobs, George M.
Addressing their concern about status inequalities among teachers of English, in this viewpoint paper, the authors argue that characteristics related to association with an Inner Circle country, Caucasian appearance, middle and upper class socio-economic status and university education seem to be related to the image of the “ideal” teacher of English to Speakers of Other Languages (ESOL). This image, in turn, affects job prospects, salary and recognition by students and peers. By reflecting on their experiences in relation to how well they fit the “ideal”, the authors show that the construct is highly flawed and potentially destructive and divisive. To redress the inequities brought about by perceptions of the “ideal” language teacher, strategies are suggested for assigning competence to people who do not fit the idealized image. The article aims to offer a fairly new perspective from the unique experiences of three established language teachers and to also raise awareness about the need to accept greater diversity among language teaching professionals.
Widya Mandala Catholic University
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50242/1/50242_Yeo%20et%20al_2017_paper.pdf
http://journal.wima.ac.id/index.php/BW/issue/view/162
Yeo, Marie, Marlina, Roby, and Jacobs, George M. (2017) Challenging existing perspectives about the "ideal" characteristics of teachers of English. Beyond Words, 5 (1). pp. 66-82.
https://researchonline.jcu.edu.au/50242/
open
oai:researchonline.jcu.edu.au:50243
2019-02-08T19:46:17Z
7374617475733D707562
74797065733D61727469636C65
Student centered learning: an approach to fostering democracy in schools
Jacobs, George
Power, Michael A
After an opening anecdote about a well-functioning small group of students, the article discusses concepts related to democracy. Next, the article defines student centered learning (SCL) and some SCL elements, linking these elements to concepts in democracy. The following section offers various means of implementing SCL. Subsequently, the article looks at issues raised about the use of SCL. To conclude the article, the authors maintain that SCL not only promotes learning but that SCL also fosters democracy.
Widya Mandala Catholic University
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50243/3/50243_Jacobs%20and%20Power_2016.pdf
http://journal.wima.ac.id/index.php/BW/article/view/940
Jacobs, George, and Power, Michael A (2016) Student centered learning: an approach to fostering democracy in schools. Beyond Words, 4 (2). pp. 79-87.
https://researchonline.jcu.edu.au/50243/
open
oai:researchonline.jcu.edu.au:50244
2024-03-02T14:54:53Z
7374617475733D707562
74797065733D61727469636C65
Using positive education to enliven the teaching of reading
Jacobs, George M.
Renandya, Willy A.
Positive education is a relatively new, student centred approach which takes an optimistic view of learning, seeks to build on students' individual and collective strengths and encourages students to take responsibility for collaboratively interacting with peers for the benefit of themselves and others. This presentation begins by explaining some of the roots, research, principles and applications of positive education. Seven positive education principles are connections with others, responsibility, gratitude, positivity, strengths, kindness and meaning. Next, the presentation considers how positive education can inform two approaches to the teaching of reading: dialogic reading and extensive reading. Dialogic reading involves students interacting with teachers and peers about what they read. This interaction can include topics related to emotions and values. Extensive reading involves students in reading large quantities of text at and around students’ current reading levels. Sometime, students may do activities to share with others about what they read. This presentation provides ideas and examples of how the dialogic reading and extensive reading might benefit from insights from positive education.
Sage
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50244/1/50244%20Jacobs%20and%20Renandya%202017.pdf
http://dx.doi.org/10.1177/0033688216661258
Jacobs, George M., and Renandya, Willy A. (2017) Using positive education to enliven the teaching of reading. RELC Journal, 47 (2). pp. 256-263.
https://researchonline.jcu.edu.au/50244/
restricted
oai:researchonline.jcu.edu.au:50247
2019-02-08T19:46:20Z
7374617475733D707562
74797065733D61727469636C65
Practicing what we preach: teacher reflection groups on cooperative learning
Farrell, Thomas S.C.
Jacobs, George M.
This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective groups enable teachers to learn about cooperative learning and to consider how cooperative learning fits with their beliefs about education and society. Additionally, the article argues that when teachers experience successful peer interaction with their fellow teachers – interaction guided by the literature on teacher reflection and the literature on cooperative learning – teachers will be more likely to want their own students to experience the advantages of well-organized interaction with the students' own peers, their fellow students.
TESL - EJ
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/50247/1/2016%20TESL-EJ%20article%20Farrell%20%26%20Jacobs.pdf
http://www.tesl-ej.org/pdf/ej76/a5.pdf
Farrell, Thomas S.C., and Jacobs, George M. (2016) Practicing what we preach: teacher reflection groups on cooperative learning. TESL-EJ, 19 (4). pp. 1-9.
https://researchonline.jcu.edu.au/50247/
openpub
oai:researchonline.jcu.edu.au:51191
2022-05-23T04:52:34Z
oai:researchonline.jcu.edu.au:51238
2017-10-18T01:51:00Z
7374617475733D707562
74797065733D61727469636C65
Propagating collective hope in the midst of environmental doom and gloom
Kelsey, Elin
Environmental educators recognize the importance of empowering children and adults, yet environmental education operates within a grand narrative of environmental gloom and doom. Growing evidence exists that children feel hopeless about the future of the planet. Given relationships between hope and agency, the question arises of how to propagate hope when environmental educators themselves are inundated by doom and gloom. This paper seeks insights from the research literature on palliative care, where questions of hope and hopelessness are more openly debated. It recognizes the value of alternative conceptions of hope and the capacity for emotions to be shared via hopeful social media campaigns, such as #OceanOptimism.
Yukon College
2016
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51238/1/Propagating_collective_hope.pdf
https://cjee.lakeheadu.ca/article/view/1415
Kelsey, Elin (2016) Propagating collective hope in the midst of environmental doom and gloom. Canadian Journal of Environmental Education, 21. pp. 23-40.
https://researchonline.jcu.edu.au/51238/
openpub
oai:researchonline.jcu.edu.au:51323
2024-03-05T14:51:55Z
7374617475733D707562
74797065733D61727469636C65
Implementation of a new model of clinical education for regional occupational therapy student clinical placements
Furness, Linda
Pighills, Alison C.
Ducat, Wendy
Tynan, Anna
Expansion of occupational therapy education programs has resulted in increased student numbers and demand on clinicians to host clinical placements while also maintaining the delivery of high-quality, safe clinical services to patients. Much of the research about innovative placement models, including student contributions to service delivery, has been conducted in metropolitan areas. Therefore, there is a need to develop models that are suited to regional settings that face diversity of caseload, more generalised occupational therapy roles and variations in patient flow. The aim of the present study was to describe the initial application of the Calderdale Framework in student education in a regional context and look at lessons learnt. The Calderdale Framework provided a structured, clinically governed process whereby occupational therapists were able to determine which tasks could be allocated to students and provided a framework to support student training and competency development. The Calderdale Framework has been used successfully to implement allied health models involving professional skill sharing and delegation of tasks to allied health assistants, but it has not been used in clinical education. Pilot implementation of the Calderdale Framework showed that the model supports quality and safety of student-provided occupational therapy services and that the teaching method provides a platform for student skill development. These results warrant further investigation and are potentially transferrable to student education in other health professions.
Australasian Medical Publishing
2017-09-16
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51323/1/2016%20PUBLISHED%20-%20AHR%20MoCE%20%20OT%20student%20placements.pdf
http://dx.doi.org/10.1071/AH16044
Furness, Linda, Pighills, Alison C., Ducat, Wendy, and Tynan, Anna (2017) Implementation of a new model of clinical education for regional occupational therapy student clinical placements. Australian Health Review, 41 (5). pp. 546-552.
https://researchonline.jcu.edu.au/51323/
restricted
oai:researchonline.jcu.edu.au:51366
2024-03-03T14:25:24Z
7374617475733D707562
74797065733D61727469636C65
Investigating students’ perceptions of graduate learning outcomes in mathematics
King, Deborah
Varsavsky, Cristina
Belward, Shaun
Matthews, Kelly
The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for students majoring in mathematics. Specifically, the study asked students who were close to completing a mathematics major (n = 144) to indicate the extent to which opportunities to develop mathematical knowledge along with more transferable skills (communication to experts and non-experts, writing, working in teams and thinking ethically) were included and assessed in their major. Their perceptions were compared to the importance they assign to each of these outcomes, their own assessment of improvement during the programme and their confidence in applying these outcomes. Overall, the findings reveal a pattern of high levels of students’ agreement that these outcomes are important, but evidence a startling gap when compared to students’ perceptions of the extent to which many of these – communication, writing, teamwork and ethical thinking – are actually included and assessed in the curriculum, and their confidence in using such learning.
Taylor & Francis
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51366/1/51366_King%20et%20al_2017.pdf
http://doi.org/10.1080/0020739X.2017.1352044
King, Deborah, Varsavsky, Cristina, Belward, Shaun, and Matthews, Kelly (2017) Investigating students’ perceptions of graduate learning outcomes in mathematics. International Journal of Mathematical Education in Science and Technology, 48 (S1). S67-S80.
https://researchonline.jcu.edu.au/51366/
open
oai:researchonline.jcu.edu.au:51388
2020-06-12T19:53:23Z
7374617475733D707562
74797065733D636F6E666572656E63655F6974656D
Explicitly teaching teamwork and written communication within a problem based curriculum: development of a generalised framework
Holmes, David
Lasen, Michelle
CONTEXT Recent years have seen the growing importance of employability skills for engineering graduate success. Beyond disciplinary specific capabilities, employers increasingly expect graduates to be proficient in skills that are transferrable across employment contexts; specifically, “the ability to communicate, collaborate and operate effectively within an industry environment” (Deloitte Access Economics, 2014, p. 3). However, there are concerns that current undergraduate programs, both in Australia and internationally, are producing graduates without the requisite proficiency in employability skills to flourish in their profession. According to the European Commission (2015), “the successful development of [employability] skills requires an education system capable of preparing students through more active and problem-based learning approaches, using assignments from the ‘real world’ and including support for risk taking and creativity” (p. 4). Nonetheless, within a problem based curriculum, skills development must be explicit. In particular, teamwork skills are “not likely to emerge spontaneously” (Hughes and Jones, 2011, p. 60). Effective implementation of explicit skills development within a problem based learning environment (PBL) remains an open research question.
PURPOSE This paper reports on the development of a generalised pedagogical framework for explicitly scaffolding written communication and teamwork skills within a PBL curriculum.
APPROACH Over several years, employability skills development within an Australian mechanical engineering degree program was evaluated using curriculum mapping, student performance, and staff and student feedback. This evaluation reviewed employability skills needs of graduates, and investigated why such skills were being underdeveloped within the curriculum, despite widespread application in learning and assessment tasks. Evaluation findings informed the development of a pedagogical framework, designed to explicitly address the employability skills shortfall within a PBL curriculum.
RESULTS The study highlighted that the development of written communication and teamwork skills were largely assumed within the engineering degree program. Learning modules or experiences devoted to developing these skills were either rare (as with written communication) or largely absent (as with teamwork). Additionally, many large projects utilising these skills comprised a single, culminating assessment task, without opportunity for students to reflect on skills development or apply instructor feedback from one task to the next. Hence, a PBL subject structure was developed, integrating explicit instruction on written communication and teamwork, and allowing scaffolded reflection and performance enhancement within a single teaching period to assure learning.
CONCLUSION The PBL framework intentionally scaffolds written communication and teamwork skills within a single subject, making possible accelerated and contextualised employability skills development. This framework has applicability across subjects, year levels and disciplinary contexts.
Australasian Association for Engineering Education
2017-12
Conference Item
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51388/6/51388%20Holmes%20and%20Lasen%202017.pdf
http://www.aaee.net.au/index.php/program
Holmes, David, and Lasen, Michelle (2017) Explicitly teaching teamwork and written communication within a problem based curriculum: development of a generalised framework. In: Proceedings of the 28th Annual Conference of the Australasian Association for Engineering Education. pp. 448-455. From: 287th AAEE Conference 2017: Integrated Engineering, 10-13 December 2017, Sydney, NSW, Australia.
https://researchonline.jcu.edu.au/51388/
open
oai:researchonline.jcu.edu.au:51510
2019-08-15T04:06:35Z
7374617475733D707562
74797065733D61727469636C65
Living in the liminal space of dream and reality: children's drawings of the holocaust
Haring, Ute
Sorin, Reesa
Caltabiano, Nerina
This paper reports on a document study of children’s drawings from the Terezin concentration camp during the Holocaust years of 1941 - 1945. The research discusses drawings; first as a background to the Holocaust, where children were living in that liminal space between dream and reality. Next, using Haring’s (2012) Content, Interpretive and Developmental (CID) method of analysis, an exploration of children’s lives, as expressed through their drawings, is presented. Within this liminal space, emotions such as despair, depression and fear accompanied by intuitive knowledge, memory, resilience and wellness were experienced. The Terezin drawings demonstrate children’s intuitive knowledge and feelings of foreboding, as well as their resilience and hope for the future.
Common Ground
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51510/11/51510%20Haring%20et%20al%202017.pdf
application/pdf
https://researchonline.jcu.edu.au/51510/12/51510_Sorin_2017_published%20version.pdf
https://doi.org/10.18848/2326-9952/CGP/v13i01/1-15
Haring, Ute, Sorin, Reesa, and Caltabiano, Nerina (2017) Living in the liminal space of dream and reality: children's drawings of the holocaust. The International Journal of Arts Theory and History, 13 (1).
https://researchonline.jcu.edu.au/51510/
restricted
oai:researchonline.jcu.edu.au:51562
2024-03-01T14:43:10Z
7374617475733D707562
74797065733D61727469636C65
The master's apprentice: how do Australian medical interns learn?
Agnew, A.
Sen Gupta, T.
Quirk, F.
Evans, R.
Larkins, S.
Introduction: The 2015 Review of Medical Intern Training Discussion Paper (Australian Health Ministers' Advisory Council, 2015) questions the purpose and effectiveness of the current model of internship. However, there is limited literature describing how the medical internship functioned when first established in Australia, or how the educational model has changed over the years.
Methods: A study with the aim of determining how interns currently learn and the degree to which learning still follows an apprenticeship model was conducted over a 2-year period in a large Australian regional hospital. Sixty interns entered learning reflections into a 4-step online survey. A descriptive analysis was undertaken on the extracted data using Microsoft Excel.
Results: Results of the study indicate that interns still learn via the apprenticeship relationship they have with their supervisors (registrars and/or consultants) more than they do via self-directed means. Findings from this study suggest that learning in medicine is an iterative process; interns will learn via modelling from their supervisors, on the one hand, but will use self-directed learning when and where necessary. Interns indicated learning more content than they do tasks related to administration or professional identity. There are varying emphases of learning in each of the core terms of medicine, surgery and emergency medicine, which suggests that it is important for interns to continue to have learning opportunities in a variety of settings and disciplines.
Conclusions: This study provides some insights into how and what interns learn, which should be considered when decisions are made about future models of medical intern training.
Australasian and New Zealand Association for Medical Education
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51562/1/51562%20Agnew%20et%20al%202017.pdf
https://doi.org/10.11157/fohpe.v18i1.207
Agnew, A., Sen Gupta, T., Quirk, F., Evans, R., and Larkins, S. (2017) The master's apprentice: how do Australian medical interns learn? Focus on Health Professional Education, 18 (1). pp. 56-66.
https://researchonline.jcu.edu.au/51562/
restricted
oai:researchonline.jcu.edu.au:51575
2024-03-05T14:28:24Z
7374617475733D707562
74797065733D61727469636C65
Perceptions on the role of a pre-service primary teacher education program to prepare beginning teachers to teach mathematics in Far North Queensland
Chigeza, Philemon
Jackson, Cliff
Neilson, Aaron
This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic analysis include: need for critical reflection in using a single teaching approach; need to bridge different priorities existing between schools and university; and optimism to change the approaches to assist students. The paper then discusses possible modifications to the practice of teaching and learning in the mathematics education subjects.
Social Science Press
2017-11
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51575/1/Role%20of%20a%20Pre-service%20Primary%20Teacher%20Education.pdf
http://ro.ecu.edu.au/ajte/vol42/iss11/9
Chigeza, Philemon, Jackson, Cliff, and Neilson, Aaron (2017) Perceptions on the role of a pre-service primary teacher education program to prepare beginning teachers to teach mathematics in Far North Queensland. Australian Journal of Teacher Education, 42 (11). pp. 135-149.
https://researchonline.jcu.edu.au/51575/
restricted
oai:researchonline.jcu.edu.au:51602
2024-03-01T15:13:17Z
7374617475733D707562
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Validation of a motivation survey tool for pharmacy students: exploring a link to professional identity development
Mylrea, Martina F.
Sen Gupta, Tarun
Glass, Beverley D.
Introduction: Self-determination theory (SDT), which describes a continuum of motivation regulators, is proposed as an appropriate framework to study pharmacy student motivation. The aim was to develop a Pharmacy Motivation Scale (Pharm-S) to determine motivation regulators in undergraduate students and explore a possible link to professional identity development.
Methods: The Pharm-S was adapted from the SDT-based, Sports Motivation Scale (SMS-II), and administered to undergraduate students in an Australian pharmacy course. Convergent validity was assessed by conducting a correlation analysis between the Pharm-S and MacLeod Clark Professional Identity Scale (MCPIS-9).
Results: Face, content and construct validity were established for the Pharm-S through the analysis of 327 survey responses. Factor analysis extracted four of the six theoretical subscales as proposed by SDT (variance explained: 65.7%). Support for the SDT structure was confirmed by high factor loadings in each of the subscales and acceptable reliability coefficients. Subscale correlations revealed a simplex pattern, supporting the presence of a motivation continuum, as described by SDT. A moderate positive correlation (0.64) between Pharm-S responses and the validated professional identity instrument, MCPIS-9, indicated a possible link between levels of motivation and professional identity.
Discussion: and conclusions: Content and structural validity and internal consistency of the Pharm-S confirmed the reliability of the Pharm-S as a valid tool to assess motivational regulators. Pharm-S and the MCPIS-9 were positively correlated, lending support to a link between motivation and professional identity. This suggests a potential role for the Pharm-S as a valid tool to measure pharmacy student professional identity development.
Elsevier
2017
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51602/1/51602%20Mylrea%202017.pdf
http://dx.doi.org/10.1016/j.cptl.2017.05.014
Mylrea, Martina F., Sen Gupta, Tarun, and Glass, Beverley D. (2017) Validation of a motivation survey tool for pharmacy students: exploring a link to professional identity development. Currents in Pharmacy Teaching and Learning, 9 (5). pp. 763-769.
https://researchonline.jcu.edu.au/51602/
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oai:researchonline.jcu.edu.au:51771
2024-03-03T14:21:21Z
7374617475733D707562
74797065733D61727469636C65
Assessing physical therapist student sef-efficacy: measurement properties of the physiotherapist self efficacy (PSE) questionnaire
van Lankveld, Wim
Jones, Anne
Brunnekreef, Jaap J.
Seeger, Joost P.H.
Staal, J. Bart
Background: Apart from skills, and knowledge, self-efficacy is an important factor in the students’ preparation for clinical work. The Physiotherapist Self-Efficacy (PSE) questionnaire was developed to measure physical therapy (TP) students’ self-efficacy in the cardiorespiratory, musculoskeletal, and neurological clinical areas. The aim of this study was to establish the measurement properties of the Dutch PSE questionnaire, and to explore whether self-efficacy beliefs in students are clinical area specific.
Methods: Methodological quality of the PSE was studied using COSMIN guidelines. Item analysis, structural validity, and internal consistency of the PSE were determined in 207 students. Test-retest reliability was established in another sample of 60 students completing the PSE twice. Responsiveness of the scales was determined in 80 students completing the PSE at the start and the end of the second year. Hypothesis testing was used to determine construct validity of the PSE.
Results: Exploratory factor analysis resulted in three meaningful components explaining similar proportions of variance (25%, 21%, and 20%), reflecting the three clinical areas. Internal consistency of each of the three subscales was excellent (Cronbach’s alpha > .90). Intra Class Correlation Coefficient was good (.80). Hypothesis testing confirmed construct validity of the PSE.
Conclusion: The PSE shows excellent measurement properties. The component structure of the PSE suggests that self-efficacy about physiotherapy in PT students is not generic, but specific for a clinical area. As self-efficacy is considered a predictor of performance in clinical settings, enhancing self-efficacy is an explicit goal of educational interventions. Further research is needed to determine if the scale is specific enough to assess the effect of educational interventions on student self-efficacy.
BioMed Central
2017-12
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51771/1/assessing%20self%20efficacy%20PSE%20questionnaire.pdf
http://dx.doi.org/10.1186/s12909-017-1094-x
van Lankveld, Wim, Jones, Anne, Brunnekreef, Jaap J., Seeger, Joost P.H., and Staal, J. Bart (2017) Assessing physical therapist student sef-efficacy: measurement properties of the physiotherapist self efficacy (PSE) questionnaire. BMC Medical Education, 17. 250.
https://researchonline.jcu.edu.au/51771/
open
oai:researchonline.jcu.edu.au:51772
2017-12-15T05:33:10Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Environmental educators learning and theorizing place-responsive pedagogy
Stevenson, Robert B.
Smith, Gregory A.
We are particularly pleased, owing to our different connections to the history and focus of this book, to have been invited to contribute this chapter of commentary on the previous chapters. As a seconded teacher and later a curriculum officer in the then Curriculum Branch of the Queensland Department of Education, the first author (Bob) was involved from 1975 in providing curriculum support to the first two Environmental Education Centres (EE Cs) in Queensland, as well as to schools through several EE curriculum and professional development pro¬jects. Thus, he is able to offer a historical perspective on the Centres from their formation. The second author (Greg) has a long history of writing and research on the practice of place-and community-based education using local knowledge, phenomena, and experience as the foundation for teaching and learning and con-necting students more firmly to their own communities. As well, we both had the opportunity in the mid-1980s to work as educational researchers on different national projects for several years while undertaking PhDs at the University of Wisconsin-Madison. Our research experiences in these projects alerted us to the value of the kind of case studies and rich contextualized narratives in this volume for revealing the potential and challenges of innovative educational processes and the meanings attributed to them by the participating teachers and students. Like the educators in the previous chapters, we also share a deep commitment to engaging and preparing young people to participate in the shaping of a more sustainable and just society.
Routledge
Renshaw, Peter
Tooth, Ron
2018
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51772/1/51772_Stephenson%20and%20Smith_2018_chapter.pdf
https://www.routledge.com/Diverse-Pedagogies-of-Place-Educating-Students-in-and-for-Local-and-Global/Renshaw-Tooth/p/book/9781138906693
Stevenson, Robert B., and Smith, Gregory A. (2018) Environmental educators learning and theorizing place-responsive pedagogy. In: Renshaw, Peter, and Tooth, Ron, (eds.) Diverse Pedagogies of Place: educating students in and for local and global environments. Routledge Research in Education . Routledge, Abingdon, UK, pp. 190-210.
https://researchonline.jcu.edu.au/51772/
restricted
oai:researchonline.jcu.edu.au:51846
2018-05-30T04:32:19Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Theatre-as-research: a dynamic methodology for arts-based inquiry
Vallack, Jocene
While teaching research methodology at James Cook University in Australia, it became apparent that the theatre devised from story narratives, which I had been doing with drama students for decades, could be viewed as a distinct type of research methodology.
In this chapter, I shall present a snapshot of a recent case, which uses theatre to teach and present research. From a pedagogical perspective, Theatre as Research engages the university students in learning about research through active interviewing, data analysis and interpretation of data via a play script that is acted out. It is dynamic research, in that it is characterized by vigorous collection methods involving the collection of first-person, narrative data. This data is then synthesised into a play, using group improvisations. For the research students, there is a sense of purpose and a satisfaction of playing a part in the change and development of narrative into theatre.
Academic Conferences and Publishing International
Remenyi, Dan
2017-06
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/51846/1/51846_Vallack_2017_chapter_Final.pdf
http://www.academic-bookshop.com/ourshop/prod_6217292-Innovation-in-Teaching-of-Research-Methodology-Excellence-Awards-2017-An-Anthology-of-Case-Histories.html
Vallack, Jocene (2017) Theatre-as-research: a dynamic methodology for arts-based inquiry. In: Remenyi, Dan, (ed.) Innovation in the Teaching of Research Methodology Excellence Awards: An Anthology of Case Histories 2017. Case Study Research: The Quick Guides Series . Academic Conferences and Publishing International, Sonning Common, UK, pp. 39-48.
https://researchonline.jcu.edu.au/51846/
restricted
oai:researchonline.jcu.edu.au:52168
2024-03-01T14:43:18Z
7374617475733D707562
74797065733D61727469636C65
Improving case study research in medical education: a systematised review
Cheek, Colleen
Hays, Richard
Smith, Janie
Allen, Penny
Context: Case study research (CSR) is a research approach that guides holistic investigation of a real phenomenon. This approach may be useful in medical education to provide critical analyses of teaching and learning, and to reveal the underlying elements of leadership and innovation. There are variations in the definition, design and choice of methods, which may diminish the value of CSR as a form of inquiry.
Objectives: This paper reports an analysis of CSR papers in the medical education literature. The review aims to describe how CSR has been used and how more consistency might be achieved to promote understanding and value.
Methods: A systematised review was undertaken to quantify the number of CSR articles published in scholarly medical education journals over the last 10 years. A typology of CSR proposed by Thomas and Myers to integrate the various ways in which CSR is constructed was applied.
Results: Of the 362 full-text articles assessed, 290 were excluded as they did not meet the eligibility criteria; 76 of these were titled ‘case study’. Of the 72 included articles, 50 used single-case and 22 multi-case design; 46 connected with theory and 26 were atheoretical. In some articles it was unclear what the subject was or how the subject was being analysed.
Conclusions: In this study, more articles titled ‘case study’ failed than succeeded in meeting the eligibility criteria. Well-structured, clearly written CSR in medical education has the potential to increase understanding of more complex situations, but this review shows there is considerable variation in how it is conducted, which potentially limits its utility and translation into education practice. Case study research might be of more value in medical education if researchers were to follow more consistently principles of design, and harness rich observation with connection of ideas and knowledge to engage the reader in what is most interesting.
Blackwell Publishing
2018
Article
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/52168/1/52168%20Cheek%20et%20al%202018.pdf
https://doi.org/10.1111/medu.13469
Cheek, Colleen, Hays, Richard, Smith, Janie, and Allen, Penny (2018) Improving case study research in medical education: a systematised review. Medical Education, 52 (5). pp. 480-487.
https://researchonline.jcu.edu.au/52168/
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oai:researchonline.jcu.edu.au:52250
2024-02-28T14:36:44Z
7374617475733D707562
74797065733D626F6F6B5F73656374696F6E
Pedagogy and learning for sustainability in a virtual world scaffold
Thorne, Marcia
MacGregor, Colin
Higher education institutions have an important contribution to make to learning for sustainability and education for sustainable development. A blended learning approach in a virtual world called Second Life was utilised in The Case for Sustainability, a second year core subject at James Cook University in Cairns Australia. The aim was to provide a rich contextual landscape to stimulate learner engagement with sustainability curricula. Data from student assessment tasks—a written review, an oral presentation, and ePortfolio submission, a voluntary online survey, tutorial observations, and conversations with students— were comparatively analysed with subject learning outcomes and desired graduate attributes. Findings confirm a high level of learner engagement with the topic, improved student engagement with the subject’s learning outcomes, and developed graduate attributes of information literacy, self-reliance and interpersonal understanding, and with the use of tools and technologies. This blended learning activity in a virtual world scaffold augmented undergraduate critical thinking and problem solving for real-world sustainability learning.
Springer
Gregory, Sue
Wood, Denise
2017
Book Chapter
PeerReviewed
application/pdf
https://researchonline.jcu.edu.au/52250/1/52250_Thorne%20and%20MacGregor_2017_chapter.pdf
http://dx.doi.org/10.1007/978-981-10-6382-4_2
Thorne, Marcia, and MacGregor, Colin (2017) Pedagogy and learning for sustainability in a virtual world scaffold. In: Gregory, Sue, and Wood, Denise, (eds.) Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity. Springer, Singapore, pp. 9-23.
https://researchonline.jcu.edu.au/52250/
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