118 results
Search Results
2. The Transition between Primary and Secondary School: A Thematic Review Emphasising Social and Emotional Issues
- Author
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Spernes, Kari
- Abstract
The purpose of this review study was to conduct a thematic exploration of prior studies related to the transition between primary and secondary school. The aim of the paper was to discover (1) the extent of earlier research, (2) how earlier research thematises social and emotional issues, and (3) suggestions of those studies concerning how to improve schools. Searches were conducted across four international databases of peer-reviewed research to identify articles published in the last decade on the topic 'transition between primary and secondary school'. Articles related to social and emotional issues were further selected, and thematic analysis was conducted on the selected 29 articles to identify the topical focus. This review study draws attention to the importance of understanding challenges related to the transition between primary and secondary school. Overall, the analysed studies indicate that this is an important focus for educational research. Key issues related to support and wellbeing/bullying have emerged, which clarify the importance of further research in this field. The present study may also contribute to increasing awareness among policy makers and school leaders of the challenges related to the transition between primary and secondary school.
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- 2022
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3. Self and Peer Assessment in Professional Education: A Preliminary Study in Law. TERC Research and Development Paper No. 55.
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New South Wales Univ., Kensington (Australia). Tertiary Education Research Centre., Boud, D. J., and Tyree, A. L.
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A study of the role of self, peer, and instructor assessment in the self-concept of undergraduate law students focuses specifically on the assessment of students' class participation. The procedure described can be used for the assessment of class participation in any subject. The criteria for assessment generated by students are given, a comparison between self, peer, and teacher marks is made, and the reactions of the students involved in the study are presented. A copy of the instrument used is appended. (LH)
- Published
- 1979
4. Australian midwifery student's perceptions of the benefits and challenges associated with completing a portfolio of evidence for initial registration: Paper based and ePortfolios.
- Author
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Gray, Michelle, Downer, Terri, and Capper, Tanya
- Subjects
CONTENT analysis ,EXPERIENCE ,EXPERIMENTAL design ,FOCUS groups ,HEALTH occupations students ,INTERVIEWING ,RECORDING & registration ,RESEARCH methodology ,MIDWIVES ,RESEARCH funding ,STUDENTS ,STUDENT attitudes ,MIDWIFERY ,EMPLOYMENT portfolios ,THEMATIC analysis - Abstract
Portfolios are used in midwifery education to provide students with a central place to store their accumulative evidence of clinical experience for initial registration in Australia. Portfolio formats can be paper-based or electronic. Anecdotal discussion between midwifery students in Queensland debated the best format to document the requirements for the Australian Nursing and Midwifery Accreditation Council (ANMAC) standard 8.11. Midwifery students using paper-based portfolios envisioned that an ePortfolio would be streamline, simple, safe to use, and able to be used anywhere with WIFI, while some students using an ePortfolio expressed a desire to have a paper-based portfolio as a hard copy. This situation called for evidence of a comparison to resolve the debate. The aim of this study was to investigate midwifery students' experiences of the benefits and challenges between paper-based and ePortfolios when compiling evidence to meet the requirements for initial registration as a midwife in Australia (ANMAC, 2014). • Each type of portfolio had challenges and benefits. • Portfolio completion is time consuming, and stressful due to the need for verification of evidence. • Students require early and regular feedback on portfolio development. • National standards are required for consistency in documentation across universities. [ABSTRACT FROM AUTHOR]
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- 2019
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5. Dreams of the Future in an Era of Change: Longitudinal Qualitative Research Speaks Back to Policy Studies.
- Author
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Yates, Lyn
- Abstract
This paper examines young peoples' ideas and their dreams of the future. It is part of a longitudinal study in which students at four schools in Australia were interviewed twice a year during their time in secondary school. The paper claims that this long-term engagement with individuals heightened specificity of the dreams, though it was difficult to interpret this specificity in interactions with more general processes. The study draws attention to the types of questions researchers ask and self-reflectively questions how the research affects the students in the study, and whether the young people were making reflexive judgments about themselves and about the researchers. The first section of the report considers three male students of non-English backgrounds and illustrates the problem with "data-base" type representations of ethnicity as a single construct of advantage or disadvantage, as well as some issues relating to how the study may affect the students in it. The second section explores girls' aspirations and discusses findings from the study. The article examines the different influences of ethnicity among the students and the ways in which cultural change, educational reform, and gendered psychology may be producing certain orientations to the future in early adolescent middle-class girls. Contains 21 references. (RJM)
- Published
- 1998
6. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
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- 2012
7. The Dissertation Examination: Identifying Critical Factors in the Success of Indigenous Australian Doctoral Students
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Harrison, Neil, Trudgett, Michelle, and Page, Susan
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Indigenous Australians represent 2.2% of the working age population, yet account for only 1.4% of all university enrolments. In relation to higher degree research students, Indigenous Australians account for 1.1% of enrolments, but only 0.8% of all higher degree research completions. This paper reports on findings that emerged from an Australian Research Council-funded study which aimed to establish a model of best practice for the supervision of Indigenous doctoral students. The project identified the dissertation examination as one of the critical factors underpinning the success of doctoral candidates. Whilst research into the examination process for doctoral students is limited, the research that specifically explores the examination of dissertations submitted by Indigenous students is entirely inadequate. Our research identified key epistemological concerns that impact approaches to the examination process, to demonstrate how the dominance of Western methods of research impact the examination process for Indigenous doctoral students. This paper explores the experiences of 50 successful Indigenous Australian doctors with a specific focus on their examiner preference and disciplinary requirements. It highlights the limitations that some Indigenous students and their supervisors experience in finding an appropriate examiner.
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- 2017
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8. Classroom Environment in Australian Catholic Schools: A Study Utilising Quantitative and Qualitative Methods.
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Dorman, Jeffrey P.
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This paper reports learning environment research conducted in Australian Catholic high schools. A two-stage methodology involving quantitative and qualitative data-collection methods was employed. In the first stage, a sample of 1,719 students and 160 teachers responded to a specially developed classroom-environment questionnaire. Results indicated that Catholic girls' schools had more positive classroom environments than Catholic coeducational and boys' schools. The environments of religion and science classes were remarkably similar. Stage 2 of the study used interview techniques in 2 schools to establish 3 assertions; interviews of 2 administrators, 3 teachers, 2 parents, and 12 students from each of 2 schools were conducted. Three findings stand out: First, commitment to a set of values is important to generating positive learning environments. Second, formal pastoral care does not guarantee positive learning environments. Third, religion teachers utilize strategies found successful in other curriculum areas. The methodology of the study demonstrated the usefulness of employing quantitative and qualitative methods in one learning environment study. (Contains 1 figure, 6 tables, and 42 references.) (Author/SLD)
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- 1997
9. Effective Research into Experiential Education: A Critical Resource in Its Own Right.
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Gray, Tonia and Patterson, John
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This paper discusses the use of quantitative methodologies to evaluate extended-stay outdoor education school programs (ESOESPs) in Australia. A recurring theme in the literature of outdoor education is the paucity of empirical data to support its continuation and development. Proponents argue that the outdoor education experience leads somehow to a long-lasting personal transformation. However, anecdotal evidence and "warm fuzzies" are not grounded in rigorous systematic research. ESOESPs are Australian off-campus residential programs, conducted in outdoor settings for at least 20 weeks, that are incorporated into the school experience. While gaining in popularity, ESOESPs are capital intensive. To survive in an age of conservative educational reform, programs such as these must provide systematic empirical evaluations of both immediate and long-term impact. Two instruments, the Real Me Questionnaire (RMQ) and the School Life Questionnaire (SLQ), were developed to evaluate ESOESPs. Major program objectives related to student self-concept, social responsibility, intellectual development, and health and physical development were elaborated into behaviorally related statements that require a graded response from subjects. RMQ contains 65 items and measures attitudes, perceptions, and behaviors. SLQ contains 31 items and examines appropriateness of curriculum, quality of teaching, school spirit, and personal relationships. Both instruments have demonstrated statistical reliability and construct validity. Included are program objectives and questionnaire subscales, and constructs. Contains 18 references. (SV)
- Published
- 1994
10. Researching Curriculum Reform. The Problems and Possibilities of Longitudinal Studies.
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Northfield, Jeff
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In 1989, the Australian state of Victoria introduced a major curriculum reform in postcompulsory education. Curriculum requirements are set out as guidelines to allow schools to vary content and approach while still meeting prescribed work requirements. Assessment responsibilities have shifted from externally set and examined tasks to school-based tasks extending over longer periods of time. In 1989, the author and a team of eight staff members began a 4-year study of the implementation of this postcompulsory curriculum reform. This paper focuses on the implementation of the science study design and outlines the possibilities, problems, and findings from this longitudinal study opportunity. The 4-year study, which has drawn on teacher and student opinions, has allowed a more clear understanding of the complex educational change than would be possible in a shorter study. The longitudinal study allowed the team to see the waxing and waning of problems as innovations, initially regarded with skepticism, became accepted. One disturbing outcome is the clear finding that those responsible for developing and introducing the educational changes actually pay little attention to what is happening at the school level in the implementation process. The study provides a disturbing record of responsible people unwilling to learn, understand, and support curriculum reform. (SLD)
- Published
- 1993
11. Mission Impossible or Possible Mission? Changing Confidence and Attitudes of Primary Preservice Music Education Students Using Kolb's Experiential Learning Theory
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Russell-Bowie, Deirdre
- Abstract
Many Australian state primary schools have a policy to use generalist teachers to teach music as well as many other subjects, however research indicates that primary generalist teachers lack confidence and competence to teach music in their classrooms. Added to this, preservice teachers enter their initial teacher education course with little or no background in music education and low confidence to teach music. Skills, knowledge and attitudes that are learned in the preservice teacher education course are crucial to developing the students' confidence and competence to teach music. This paper presents one approach to addressing this situation, based on Kolb's Experiential Learning Model. A description of a primary creative arts teacher education unit is given, then results from a quantitative and qualitative student survey are triangulated with the students' online journals and are used to evaluate the unit in terms of the students' developing confidence and competence in music education, based on their learned skills and knowledge. Results indicated that the majority of the students (97%) developed their confidence and competence to teach music using this approach. Specific learning experiences that helped affect their sense of competence in teaching music included experiential, face-to-face and online training approaches to learning relevant skills and knowledge, which confirmed the importance of using Kolb's Experiential Leaning Theory as the basis for the unit.
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- 2013
12. Two Test Items to Explore High School Students' Beliefs of Sample Size When Sampling from Large Populations
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Mathematics Education Research Group of Australasia, Bill, Anthony, Henderson, Sally, and Penman, John
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Two test items that examined high school students' beliefs of sample size for large populations using the context of opinion polls conducted prior to national and state elections were developed. A trial of the two items with 21 male and 33 female Year 9 students examined their naive understanding of sample size: over half of students chose a sample size of "10% of the population", and a quarter chose a sample size of 15,000--both approaches grossly exceeding the accepted sample size. (Contains 6 tables.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
- Published
- 2010
13. The Response of Pre-Service Teachers to a Compulsory Research Project
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Shaw, Kylie, Holbrook, Allyson, Scevak, Jill, and Bourke, Sid
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This paper draws on 159 survey responses of fourth year Education students as they embark on a research project based in their internship school. The project explores predisposition to research and the level of preparedness to undertake a research project. The students who met most frequently with their supervisor and showed higher research self-efficacy were also most likely to want to undertake postgraduate study and reacted positively to good personal support and a feeling of belonging to a research "community". Many felt they were "unconnected" to a learning community, and specifically to their supervisor. They were generally positive about their ability to do the tasks, such as finding and writing up literature, even though they were concerned about managing the overall commitment. Despite this they were optimistic about completion. Only 5% were sure they would undertake postgraduate study in the future, and 65% were sure they would not do so. In an environment where there is commitment to promoting research skills consistent with the needs of a knowledge society and drawing on evidence to inform practice, the findings not only raise the question of how best to support and give meaning to early research endeavours of pre-service teachers, but also highlights the challenge of achieving this against a high level of disinterest in further tertiary study. (Contains 7 tables, 2 figures, and 1 note.)
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- 2008
14. Pedagogies for the Engagement of Girls in the Learning of Proportional Reasoning through Technology Practice
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Norton, Stephen
- Abstract
This paper reports the results of two interventions involving the integrated study of mathematics and technology practice to girls in Years 6 and 7. The focus of the study was to look at factors that contributed to girls' disengagement with mathematics study and seek pedagogical solutions for this. The key mathematics concepts embedded in the two interventions were proportional reasoning and ratio. A design based research methodology was adopted. The study started with the assumption that by integrating mathematics study with technology practice students would see the mathematics as authentic and understandable. The results of the first intervention indicated that a significant proportion of the girls did not develop the hoped for improvement in perceptions about the value of studying mathematics through technology practice, despite an improvement in their understanding of proportion and ratio. These results informed the second intervention in which modified tasks and pedagogy were implemented. The results of the second intervention were similar in terms of cognitive outcomes. However, when students were given explicit scaffolding in "within" and "beyond" the domain of mathematics integration as well as tasks that they considered authentic, student perceptions of mathematics study improved. (Contains 4 tables and 1 figure.)
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- 2006
15. Teacher-Administered Self-Concept Interventions: Do Diffusion Effects Exist?
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Craven, Rhonda G., Marsh, Herbert W., and Debus, Raymond L.
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Within-class experimental designs (with experimental and control groups in the same classroom) are subject to diffusion effects whereby both experimental and control students benefit from the intervention, thereby contaminating the control group and biasing evaluations of intervention effects. In support of diffusion effects, this study shows that a classroom intervention resulted in systematically higher academic self-concepts for internal (within class) controls compared to external (between class) control groups. The construct validity of the interpretation of this difference as a diffusion effect was supported by observer and teacher comments and ratings of teacher success in focusing the intervention on experimental students and different patterns of results for teachers who were more or less successful in maintaining this focus. Potential dangers in sole reliance on internal within-class control groups may outweigh advantages of this expedient experimental design. (Contains 19 references.) (Author/SM)
- Published
- 2000
16. Pedagogical Significance of Wikis: Towards Gaining Effective Learning Outcomes
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Hewege, Chandana Rathnasiri and Perera, Liyanage Chamila Roshani
- Abstract
Purpose: The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net-Gens who enrolled in an International Marketing course. The research problem of the study is: "What are the learning outcomes and pedagogical implications arising from the use of wikis?" Design/methodology/approach: A qualitative research methodology supported by the Nvivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student-generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki-based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in-depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis. Findings: Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki-based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum. Practical implications: A well thought-out alignment of wiki assessments with other learning activities has the potential to engage Net-Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki-based activities into other learning activities. Understanding that there is a "spill over" effect from one learning activity to another is important. Social implications: The outcomes were especially beneficial to non-English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings. Originality/value: While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a "wiki-based pedagogy" which assumes an "emancipatory", partially-"constructivist" paradigm of learning, where teachers should be ready to "loosen the controls of the conventional teaching-centred learning environment". (Contains 2 tables.)
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- 2013
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17. Benefits and Challenges of Focus Groups in the Evaluation of a New Graduate Entry Medical Programme
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Nestel, Debra, Ivkovic, Amelie, Hill, Robyn A., Warrens, Anthony N., Paraskevas, Paraskeva A., McDonnell, Jacqueline A., Mudarikwa, Ruvimbo S., and Browne, Chris
- Abstract
Programme evaluation is essential for quality assurance in education. In this paper, we describe our evaluation strategy for the first year of a new medical programme. Although we used multiple methods in the evaluation, the use of the focus group method was core. This paper reports our experiences of focus groups for this purpose. We describe the implementation of the strategy including the development of topic guides, interviewer training, respondent recruitment, record keeping, template production, transcription, analysis and reporting of results. Using interviewer notes and individual interviews with focus group interviewers and participants, we evaluated focus groups as a method in educational programme evaluation. Focus groups are the most important evaluation method in helping us measure the extent to which we have met the goals of the first year of our programme. Benefits include generating detailed information in a relatively short time. Focus groups are largely valued by participants and appear to be contributing to the development of an "evaluation culture" in our new medical school. They are also building our capacity and capability in qualitative research methods. Challenges include the human resource intensive nature of scheduling, transcribing, analysing and report writing. (Contains 2 tables.)
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- 2012
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18. Photo Elicitation: Reflecting on Multiple Sites of Meaning
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Dockett, Sue, Einarsdottir, Johanna, and Perry, Bob
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Changing perspectives of children and recognition of the importance of researching with, rather than on, children, have contributed to a great deal of interest in participatory research methods. While many participatory methods have been developed to incorporate visual elements, uncertainty remains about the role and purpose of the image within these. For example, how are images to be analysed; does the image represent a child's "reality;" is the image itself considered data, or is the major purpose of the image to stimulate discussion? In this paper, we explore the method of photo elicitation and propose the use of critical visual methodology as one means to interrogate the images involved. Using two photos, we reflect on issues of production, content, audience and interpretation and how these contribute to understandings of the visual elements of photo elicitation. Our aim is to support critical reflection and conversation about what has been a widely adopted method in research with young children.
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- 2017
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19. Training Young People as Researchers to Investigate Engagement and Disengagement in the Middle Years
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Carrington, Suzanne, Bland, Derek, and Brady, Kate
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This paper reports on the first stage of a study that used "Young People as Researchers" to investigate the phenomenon of middle-year student engagement and disengagement. The first stage of the study focused on a two-day workshop that provided training for students and teachers from four secondary schools in conducting research in their schools. An overview of the three stages is presented and the workshop procedures and example activities for Stage 1 of the "Young People as Researchers" model are described. Further to this, the paper reports on data collected in the workshop to address the research question: How do middle-year students describe engagement and disengagement? (Contains 5 figures and 6 tables.)
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- 2010
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20. The Impact of Culture on Learning: Exploring Student Perceptions
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Ramburuth, Prem and Tani, Massimiliano
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Purpose: The purpose of this paper is to analyse similarities and differences in perceptions of learning among students from diverse cultural backgrounds, using the responses of 2,200 undergraduate students surveyed at an Australian University. Design/methodology/approach: A survey questionnaire is designed to elicit perceptions about the impact of prior learning, competence in language and communication, quality of student-staff relations and cultural interactions, on student learning. It draws from disciplines including cognitive psychology, social sciences, higher education and economics. The questionnaire is implemented to approximately 2,200 undergraduate students at one of the Australia's largest and most diverse universities. The results are analysed through quantitative techniques. Findings: There are statistically significant differences between the experiences and learning perceptions of students born in Australia, Asian countries and elsewhere. Differences emerge in prior learning and preparation before entry into university, self-confidence and the ability to participate in classroom discussions, interacting with peers, and engaging with teaching staff from similar and different language backgrounds. Research limitations/implications: The quantitative approach to exploring the student experience provides data across a broad spectrum of issues but does not probe into causal factors. A mixed method approach provides such information. Practical implications: Students from diverse backgrounds need to be provided with appropriate institutional and academic support to acculturate to their new learning and language environments. Originality/value: The paper provides valuable insights into the learning experiences of students from diverse backgrounds, an increasingly important area as the number of students seeking higher education across boarders and cultures continues to rise. (Contains 2 tables and 1 figure.)
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- 2009
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21. Applying Threshold Concepts to Finance Education
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Hoadley, Susan, Wood, Leigh N., Tickle, Leonie, and Kyng, Tim
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Purpose: The purpose of this paper is to investigate and identify threshold concepts that are the essential conceptual content of finance programmes. Design/Methodology/Approach: Conducted in three stages with finance academics and students, the study uses threshold concepts as both a theoretical framework and a research methodology. Findings: The study identifies ten threshold concepts in finance that are clearly endorsed by finance academics. However, the extent to which students are explicitly aware of the threshold concepts in finance is limited. Research Limitations/Implications: As well as informing further research into the design and delivery of finance programmes, the findings of the study inform the use of threshold concepts as a theoretical framework and a research methodology. The study does not explore the bounded, discursive, reconstitutive and liminal aspects of threshold concepts. Implications include the lack of recognition of more modern concepts in finance, and the need for input from industry and related disciplines. Practical Implications: The threshold concepts in finance provide the starting point for finance educators in the design and delivery of finance programmes. In particular, the threshold concepts in finance need to be made more explicit to students. Social Implications: Using the threshold concepts in finance as well as the other findings of this study to inform to finance curriculum design and delivery is likely to achieve better quality educational outcomes for finance students as well as better prepare them for professional finance roles. Originality/Value: The finance curriculum is under researched and for the first time this study identifies the threshold concepts in finance to inform the design of finance programmes.
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- 2016
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22. Learning about Learning To Teach: A Case Study of Pre-Service Teacher Education.
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Gunstone, Richard F.
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A report is given of a 3-year longitudinal study which has two strands, both of which are concerned with understanding better the complexities of teaching and learning science, knowing more of the processes by which individuals change, and understanding more of the research methodologies appropriate for these purposes. The first strand involves science teachers in secondary schools working in a collaborative fashion with the researchers. The second strand involves a group of science graduates who undertook a 1-year preservice education course during which an intensive case study of the development of the members of the group was undertaken. A description is given of issues of significance for teacher education which were reflected in the program undertaken by the students. The program reflected three broad areas of constructivist learning: student teachers' views of teaching and learning, their understanding of the content they teach, and their views of self. The most striking findings from the year related to the nature and extent of personal development, growth, and change experienced by many of the participants. This development was evidenced in individual intellectual competence and self-esteem. (JD)
- Published
- 1989
23. Challenging Ideals of Reciprocity in Undergraduate Teaching: The Unexpected Benefits of Unpredictable Cross-Cultural Fieldwork
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Hammersley, Laura A., Bilous, Rebecca H., James, Sarah W., Trau, Adam M., and Suchet-Pearson, Sandie
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Geographers are increasingly grappling with the theoretical and practical implications of integrating an ethics of reciprocity into undergraduate learning and teaching. This paper draws on the unexpected experiences of a third-year human geography research methods fieldtrip to examine the process of balancing undergraduate student learning and assessment outcomes, with tangible outputs often-desired by Indigenous tour operator partners. Reflections from students and academic staff highlight the challenges of realizing ideals of reciprocity within the complex and ever shifting cross-cultural research context.
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- 2014
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24. Report on the Development of the University Experience Survey
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Melbourne Univ. (Australia). Centre for the Study of Higher Education., Radloff, Ali, Coates, Hamish, James, Richard, and Krause, Kerri-Lee
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In 2011, the Department of Education, Employment and Workplace Relations (DEEWR) commissioned a Consortium led by the Australian Council for Educational Research (ACER) and including the University of Melbourne's Centre for the Study of Higher Education (CSHE) and the Griffith Institute for Higher Education (GIHE) to develop an instrument and methodology for a new national survey of the experience of university students--the University Experience Survey (UES). The UES is one of a number of initiatives being developed by the Australian Government to help ensure the ongoing improvement in the quality of teaching and learning in Australian universities. The project brief required the Consortium to develop an instrument and method for allocating performance-based funds for continuous quality improvement. Other possible secondary uses for UES data such as public reporting were proposed during the development of the UES. The survey instrument and methods were developed between April and November 2011, anticipating that the UES would be conducted annually with first- and final-year undergraduate students in Australian Table A Universities from 2012 onwards. The UES Development Report includes information on the design, production and validation of the survey instrument, methodology and reporting. Government policy changes in November 2011 which discontinued earlier plans for performance-based funding for teaching and learning necessarily stimulated fresh interest in investigating potential uses for UES data. While the nationally developed UES may have the potential to be used for a range of reasons, further instrument development would be required to ensure that the UES collects valid data and delivers relevant results. A number of recommendations for the future UES have been formed by the Consortium, building on design, technical development and extensive consultation with the sector: (1) Focus areas of the UES; (2) Baseline version of the University Experience Questionnaire (UEQ); (3) Population definition; (4) Student selection strategy; (5) Mode of survey delivery; (6) Administration approach; (7) Fieldwork timing; (8) Target response rate; (9) Protocols and standards for data use; and (10) Further development of the UES. Appended are: (1) Delivered University Experience Questionnaire (UEQ); (2) Report on findings from secondary sources of information; (3) Independent review of the University Experience Survey; (4) University Experience Questionnaire psychometric analyses; (5) Key findings for key analysis groups; (6) University Experience Survey Project Advisory Group (UES PAG) composition and Terms of Reference; (7) UES Consortium Terms of Reference for "development of a University Experience Survey measuring dimensions of higher education students' university experience"; and (8) UES Design Consultation Paper. (Contains 13 figures, 33 tables, and 1 footnote.)
- Published
- 2011
25. Visual Data Collection Methods for Research on the Affective Dimensions of Children's Personal Experiences of PE
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Georgakis, Steve and Light, Richard
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The rapid growth of research on Teaching Games for Understanding (TGfU) over the past decade has paid little attention to research methodology. This paper redresses this lack of attention to research methods and reports on a study conducted on children's personal experiences of Game Sense. The study focuses on the use of year six students' drawings as the primary source of data. Using this data we examine the affective dimensions of learning in a unit of work on cricket that was taught using a Game Sense approach. The children's drawings were used as a meaning making activity and then later used in a research interview where they provided the stimulus for children to discuss their attitudes and feelings toward their cricket experience. By adopting an interpretive approach the study gained insight into students' experiences and reports specifically on the impact Game Sense pedagogy had on the students with the least positive attitudes toward sport. Both the methodological innovation of the study and the positive impact upon the affective dimension of learning are discussed. (Contains 5 endnotes.)
- Published
- 2009
26. Researching Teachers Working with Young Adolescents: Implications for Ethnographic Research
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Smyth, John
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Ethnography has the capacity to interrogate and unravel what Geertz called "webs of significance" in respect of difficult and perplexing cultural issues. One arena that is especially troubling at the moment lies in the need to pose questions and explore more robust explanations as to how it is that some teachers of young adolescents seem to be able to reinvent themselves in ways that make a difference for this group of students. These are teachers who are working against the tide. What this paper does is provide some background urgency to the issue, asks questions about the efficacy of ethnography, and suggests some worthy next ethnographic steps in understanding an important and intractable imponderable.
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- 2006
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27. Bad, Mad and Sad: Developing a Methodology of Inclusion and a Pedagogy for Researching Students with Intellectual Disabilities
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Snelgrove, Sue
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A critical question for me as a teacher/researcher in the field of inclusive education is how to reposition children with moderate and severe intellectual disabilities as participants rather than subjects in the debate. In this paper, I develop a methodology of inclusion that comprises an ethics of consent and a pedagogy for research participation that is an opportunity not only to teach, but also to create a new discursive space for six children to speak. The discussion explores a range of methodological and interpretive strategies for including children with significant intellectual disabilities in research: issues of informed consent, the negotiation of power relations and the ways in which this innovative pedagogy can be empowering beyond the research situation. The use of this methodology has provocative implications concerning what might be learned about forging a link between the struggle for change and educational policy/practice if other researchers worked towards creating spaces for these most marginalized children to speak.
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- 2005
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28. Australian Association for Research in Education Annual Conference: Youth Schooling & Employment. Part A. (Sydney, November 6-9, 1980).
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Australian Association for Research in Education, Melbourne. and Smith, Ian D.
- Abstract
This first of the two-part proceedings of an Australian Conference on Youth schooling and unemployment contains the texts of 26 research papers. Focus of the papers is on educational practices and specific problems in educational research. Topics covered in individual reports include student perceptions of specific courses; quantification in case study research; analysis of views on work and unemployment among dropouts; social background, aspirations, and educational achievement; vocational preparation and employment of phisically handicapped students in regular settings; technological change and female entry into non-traditional work areas; keeping pupils on the task; designing and implementing a meta-analysis; predictive validity of a class inventory; relationships between student characteristics, motivational and process factors, and effective career development; state response to youth unemployment; and the relationship between psychological differentiation and questioning behavior of teacher trainees. (The second part of these proceedings is available separately through ERIC--see note.) (MN)
- Published
- 1980
29. Strategies for Enhancing the Learning of Ecological Research Methods and Statistics by Tertiary Environmental Science Students
- Author
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Panizzon, D. L. and Boulton, A. J.
- Abstract
To undertake rigorous research in biology and ecology, students must be able to pose testable hypotheses, design decisive studies, and analyse results using suitable statistics. Yet, few biology students excel in topics involving statistics and most attempt to evade optional courses in research methods. Over the last few years, we have developed a tertiary-level unit to create a positive, inquiry-based, learning environment for teaching survey methods and statistics to environmental science students. This paper reports the success of incorporating a staged sequence of learning and assessment tasks into an ecological research methods unit. To gauge reactions to the strategies incorporated into the unit, all students completed a questionnaire and several students were interviewed while the lecturer involved was interviewed. Overall, students demonstrated acquisition of fundamental research skills, enhanced understanding of the subtleties of the scientific method, and improved confidence in their use of inferential statistical procedures. Further, they recognised the value of interactions with their colleagues and the need for flexibility in research design to compensate for variable environmental conditions. Skills in statistics and survey design appear best taught using learning and assessment tasks that are integrated into the teaching sequence so that they emulate the steps involved in conducting "real-life" scientific research. (Contains 2 tables and 2 figures.)
- Published
- 2004
30. Australian Association for Research in Education Annual Conference: Youth Schooling & Employment. Part B. (Sydney, November 6-9, 1980).
- Author
-
Australian Association for Research in Education, Melbourne. and Smith, Ian D.
- Abstract
This second of the two-part proceedings of an Australian conference on youth schooling and unemployment contains 25 research reports and texts from two symposia on alienation from school to work, and youth in transition. Focus of the papers is on educational practices and specific problems in the area of educational research. Topics covered in individual reports include teacher perceptions about selection, distribution, and use of curriculum materials; conducting research on student evaluations of teaching; using computers in research; combining achievement scores across disciplines to obtain territory entrance scores; economics of unemployment and recurrent education; motivations for entering teaching; student learning preferences and the classroom learning atmosphere; practical and theoretical implications of findings concerning teaching procedures; formation of educational and occupational aspirations in adolescents; analysis of data from attitude measures; factors affecting occupational choice; school leavers in rural areas; work experience; cost effectiveness of secondary cooperative vocational education; post-school education and employment; structural change and youth unemployment; school to work transition among migrant youth; and converting memory protocols to scores on several dimensions. (The first part of these proceedings is available separately through ERIC--see note.) (MN)
- Published
- 1980
31. Decolonization and trauma-informed truth-telling about Indigenous Australia in a social work diversity course: a cultural safety approach.
- Author
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Bennett, Bindi and Gates, Trevor G.
- Subjects
CURRICULUM ,QUALITATIVE research ,RESEARCH funding ,INTERVIEWING ,SOCIAL work education ,DESCRIPTIVE statistics ,DECOLONIZATION ,EXPERIENCE ,THEMATIC analysis ,RACISM ,RESEARCH ,RESEARCH methodology ,STUDENT attitudes ,DISCLOSURE ,INDIGENOUS Australians ,CULTURAL pluralism ,SOCIAL stigma - Abstract
Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
32. Social-Psychological Environments and Learning: A Quantitative Synthesis.
- Author
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Illinois Univ., Chicago. Chicago Circle Campus. and Haertel, Geneva D.
- Abstract
Student perceptions of their classroom environment correlated consistently with end-of-course cognitive, affective, and behavioral learning outcomes, with or without statistical controls for ability, pretests, or both measures. Twelve classroom observation studies, kindergarten to grade 12, that reported simple, partial, and part correlations between perceptions and outcomes were selected; 734 correlations were calculated from a combined total of 17,805 students in 823 classes in 4 countries. Cognitive measures included conventional achievement tests and tests of understanding, thinking and formal reasoning; affective criteria included interest, motivation, and self-concept tests; behavioral measures included self-report activity inventories and attendance. Most studies used the Learning Environment Inventory (LEI) to measure student perceptions. Learning outcomes were positively associated on the LEI with cohesiveness, satisfaction, task difficulty, formality, goal direction, democracy, and environment; and negatively associated with friction, cliqueness, apathy, disorganization and favoritism. Jackknifed regression equations showed that the magnitudes of the correlations depended on specific scales, level of aggregation, and nation; but not on sample size, subject matter, learning outcome, or statistical adjustments for ability and pretests. (Summaries of the 12 studies are appended). (Author/CP)
- Published
- 1979
33. A Theoretical Analysis of Second Language Dropout.
- Author
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McMenamin, Marilyn
- Abstract
Presents a model for studying the process by which students decide to continue with, or to terminate, their second language studies. Previous research in the area is discussed. (MSE)
- Published
- 1988
34. Nursing and midwifery students' perspectives of using digital systems on placement: A qualitative study.
- Author
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Peacock, Ann, Slade, Christine, and Brown Wilson, Christine
- Subjects
MIDWIVES ,MEDICAL databases ,INFORMATION storage & retrieval systems ,FOCUS groups ,HEALTH occupations students ,DIGITAL technology ,RESEARCH methodology ,INTERVIEWING ,INTERNSHIP programs ,UNDERGRADUATES ,DECISION support systems ,QUALITATIVE research ,RESEARCH funding ,DESCRIPTIVE statistics ,NURSING students ,STUDENT attitudes ,THEMATIC analysis ,DATA analysis software ,STATISTICAL sampling ,TELECOMMUTING ,MEDICAL informatics - Abstract
Aim: To explore undergraduate nursing and midwifery student perspectives of using digital patient systems on clinical placements. Design: This was an interpretative qualitative design study. Methods: Undergraduate nursing and midwifery students in a large Australian metropolitan university were invited to participate in two focus groups from April to June 2019. Twenty (20) students participated and data on their perspective of using digital systems on placement were collected. Thematic analysis using NVivo 12 software was undertaken. Findings: Students identified benefits and challenges when moving between paper records and digital systems. Whilst paper reporting was more efficient for some processes, the students recognised the advantages of digital technology, such as enabling greater confidentiality and consolidation of patient data in one place. However, they also reported difficulty with student access and the size of the portal digital workstation at the bedside. Generally, the lack of preparation and access was considered frustrating and mitigated some of the benefits described when using digital systems. Conclusions: Nursing and midwifery students prefer to be prepared for both paper and digital record keeping. Whilst students identify the benefits of digital platforms, not having direct access mitigates the benefits of these systems. Students identified the use of simulation and interactive modules prior to commencement of clinical practice to enable them to feel more confident with using the systems in patient care. Impact: Health care students require direct access to digital health platforms whilst on clinical placement to facilitate their learning. Higher Education Institutions (HEIs) are in a unique position to work with health care providers to better prepare health care professionals, including nurses and midwives, to work with digital health care systems. Further research is needed to develop the educational preparation for nurses, midwives, and other health care professionals to work with digital systems in practice. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
35. Experiences of occupational therapy students undertaking an Aboriginal and Torres Strait Islander health module: embedding cultural responsiveness in professional curricula.
- Author
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Mackenzie, Lynette, Gwynn, Josephine, and Gilroy, John
- Subjects
OCCUPATIONAL therapy education ,ACCREDITATION ,HEALTH status indicators ,QUALITATIVE research ,CULTURE ,INTERVIEWING ,DESCRIPTIVE statistics ,CONFIDENCE ,EMOTIONS ,THEMATIC analysis ,RACISM ,OCCUPATIONAL therapy students ,RESEARCH methodology ,LEARNING strategies ,STUDENT attitudes ,SELF-consciousness (Awareness) ,INDIGENOUS Australians ,PROFESSIONAL competence - Abstract
Objective: Along with other Australian health professionals, occupational therapy students need to understand Aboriginal and Torres Strait Islander culture and health issues to develop their capacity to work effectively with this community and meet accreditation standards. The study aimed to explore the learning experiences of occupational therapy students during a module focused on Aboriginal and Torres Strait Islander peoples' health issues and approaches. Methods: A qualitative descriptive method was used. Individual interviews were audiotaped, transcribed and analysed thematically following the module. Participants were asked about their prior experience with Aboriginal and Torres Strait Islander peoples, feelings about undertaking the module, difficulties and highlights of the module, and how the module contributed to their learning. Results: In all, 18 students participated in interviews. Interview themes were (1) student context of learning about Aboriginal and Torres Strait Islander peoples' heath and culture, (2) experiencing the module with others and (3) student learning gains following the module. Conclusion: Students developed in their self-awareness and understanding of Aboriginal and Torres Strait Islander peoples' issues of relevance to occupational therapy. Further research is needed to evaluate educational activities with occupational therapy and other health professional students across Australia, and ongoing culturally responsiveness training for health professionals (post-registration). What is known about the topic? Health professional students need to develop their knowledge and skills in working with Aboriginal and Torres Strait Islander peoples to be culturally responsive and meet their health needs effectively. What does this paper add? This study is the first to describe the responses of occupational therapy students to a module on Aboriginal and Torres Strait Islander health and wellbeing. Students were challenged about any biases that could affect their capacity to be culturally responsive. What are the implications for practitioners? Both practitioners and students need to be culturally responsive to provide culturally safe services to Aboriginal and Torres Strait Islander peoples. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
36. Wisdom on all sides: Reciprocal partnerships in transdisciplinary project-based work-integrated learning.
- Author
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BAUMBER, ALEX, KLIGYTE, GIEDRE, PRATT, SUSANNE, MELVOLD, JACQUELINE, ALLEN, LUCY, BOWDLER, BELLA, HUNTE, BEM LE, and BUCK, ADRIAN
- Subjects
INTERDISCIPLINARY education ,POWER (Social sciences) ,CURRICULUM ,INTERPROFESSIONAL relations ,HEALTH occupations students ,QUESTIONNAIRES ,INTERVIEWING ,DESCRIPTIVE statistics ,STUDENTS ,RESEARCH methodology ,LEARNING strategies ,STUDENT attitudes ,INTERPERSONAL relations ,CONFIDENCE intervals ,EXPERIENTIAL learning - Abstract
Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving workintegrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning. [ABSTRACT FROM AUTHOR]
- Published
- 2024
37. Measuring Dissociative Symptoms and Experiences in an Australian College Sample Using a Short Version of the Multidimensional Inventory of Dissociation.
- Author
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Kate, Mary-Anne, Jamieson, Graham, Dorahy, Martin J, and Middleton, Warwick
- Subjects
DIAGNOSIS of dissociative disorders ,RELIABILITY (Personality trait) ,PSYCHOLOGY of college students ,RESEARCH evaluation ,DISSOCIATIVE disorders ,RESEARCH methodology evaluation ,RESEARCH methodology ,SELF-evaluation ,WORK ,PSYCHOLOGY of college teachers ,COLLEGE teacher attitudes ,EXPERIENCE ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,STUDENTS ,EXPERIENTIAL learning ,STUDENT attitudes - Abstract
This paper investigated a 60-item version of the Multidimensional Inventory of Dissociation (MID) with the potential to capture the full range of dissociative symptoms that characterize each of the dissociative disorders (DD). The 28-item Dissociative Experiences Scale (DES) was designed to capture a wide range of dissociative phenomena, but college population studies indicate it may not be adept at identifying the full range of dissociative symptoms and disorders. The 218-item MID has the advantage of capturing the full range of dissociative symptoms and has diagnostic capabilities for all DSM-5 DD, but the disadvantage of taking considerably longer than the DES to complete. Using university students and staff (N = 313), this paper investigated a 60-item version of the MID with the potential to capture the full range of dissociative symptoms that characterize each of the DD. Results indicate the MID-60 has a nearly identical factor structure to the full MID, excellent internal reliability, and content and convergent validity. Using the MID-60, at least 8% of participants at an Australian university were positive for a DD and, on average, participants self-reported having dissociative experiences 13% of the time. The present study's findings suggest the MID-60 is a promising alternative to the DES, with results about the prevalence of DDs and dissociative experiences consistent with those found using clinical interviews and the DES. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
38. Development of autonomy on placement: perceptions of physiotherapy students and educators in Australia and the United Kingdom.
- Author
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Clouder, Lynn, Jones, Mark, Mackintosh, Shylie, and Adefila, Arinola
- Subjects
PHYSICAL therapy students ,RESEARCH ,TEACHER-student relationships ,SCIENTIFIC observation ,PROFESSIONAL employee training ,RESEARCH methodology ,CROSS-sectional method ,TASK performance ,COLLEGE teacher attitudes ,INTERVIEWING ,INTERNSHIP programs ,QUALITATIVE research ,PHYSICAL therapy education ,QUESTIONNAIRES ,EMPLOYEES' workload ,DECISION making in clinical medicine ,STUDENT attitudes ,JUDGMENT sampling ,ADULT education workshops - Abstract
This paper explores the decision-making processes involved in giving physiotherapy students responsibility on clinical placement and the impact on their developing professional autonomy. The qualitative study, using semi-structured interviews, involved physiotherapy students and clinical educators (CEs) from two higher education institutions, one in Australia, and the other in the United Kingdom (UK). Findings led to the development of a heuristic framework of 'graduated supervision,' a process of progressively less direct observation and monitoring of students as clinical proficiency improved. By focusing on the measured exposure of students to increasing complexity and inverse levels of supervision, the framework captures tacit practices, and consistent, yet varied facilitation strategies adopted across specialties, and evident in clinical education settings in both countries. The framework formalizes, for the first time, assumptions and expectations previously unacknowledged. Factors identified as affecting students' progress toward autonomy include the student/CE relationship, the development of mutual trust through ongoing dialogue, and the importance of formal discussions at the commencement of a clinical placement to establish learning goals, preferred supervision styles and learner responsibilities. Insights have significance for the CE community, and students who at times have to second-guess what is required of them and how they might excel on clinical placement. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
39. Pharmacy students' learnings and reflections to inform the development of the 'Working Respectfully with Aboriginal Peoples' (WRAP) Toolkit.
- Author
-
Lucas, Cherie, Aly, Mariyam, and Power, Tamara
- Subjects
ABORIGINAL Australians ,EXPERIENCE ,FOCUS groups ,HEALTH occupations students ,INDIGENOUS peoples ,INTERNSHIP programs ,INTERPROFESSIONAL relations ,LEARNING strategies ,RESEARCH methodology ,PHARMACISTS ,REFLECTION (Philosophy) ,RESEARCH funding ,RESPECT ,STUDENTS ,STUDENT attitudes ,SURVEYS ,CULTURAL awareness ,THEMATIC analysis ,CULTURAL competence ,HUMAN services programs ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Delivering effective healthcare requires healthcare professionals to reflect on their own cultural background and their patient's cultural needs. Culture is a determinant of health and if not considered, negative health outcomes can result. This is of particular importance when working with Aboriginal communities and caring for Aboriginal people whose views have been excluded from healthcare models, funding, and policy. Non-indigenous healthcare professionals, such as pharmacy students, benefit from understanding Aboriginal peoples' healthcare needs and models of holistic healthcare, as well as reflecting on their own cultures, assumptions, and experiences on placement. This article explores students' views to inform the development of a Toolkit to support students' learning prior to engaging in placements in Aboriginal communities. The study involved collaboration with students, Aboriginal community members, educators experienced in Indigenous health and allied health education. This paper is within a series exploring the development and evaluation of the 'Working Respectfully with Aboriginal People (WRAP): Student Toolkit'. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
40. The influence of professional identity and self-interest in shaping career choices in the emerging ICT workforce.
- Author
-
TSAKISSIRIS, JANE and GRANT-SMITH, DEANNA
- Subjects
VOCATIONAL guidance ,MOTIVATION (Psychology) ,RESEARCH methodology ,SELF-perception ,INTERVIEWING ,WORK-life balance ,LABOR supply ,INCOME ,MARKETING ,PROFESSIONAL identity ,UNIVERSITIES & colleges ,DESCRIPTIVE statistics ,STUDENT attitudes ,THEMATIC analysis ,INFORMATION technology ,MEDICAL coding - Abstract
Significant concerns have been raised about supplying sufficient numbers of qualified and experienced information and communications technology (ICT) workers to meet the ongoing demands of the industry. This paper explores how professional identity and self-interest shape the career choices of ICT students. In-depth semistructured interviews were conducted with 52 ICT students from four Australian tertiary education institutions. The findings reveal that nascent professional identity (such as mastery, sense of belonging, and status and esteem) and self-interest (such as anticipated income, perceived opportunities, and work-life balance) work together to exert a strong push away from or pull toward, seeking an ICT career following graduation. The findings contribute to understandings of how ICT students conceptualize a professional career in the ICT industry and the expectations of the emerging ICT workforce. This can influence the development of career marketing materials to attract highquality entrants into undertaking ICT qualifications and ultimately an ICT career and assist universities and professional associations in their efforts to attract and educate a diverse and inclusive ICT workforce. [ABSTRACT FROM AUTHOR]
- Published
- 2021
41. Improving the academic literacy capacities and English language skills of undergraduate nursing students.
- Author
-
Glew, Paul, Starr, Janet, Carminad, Erst, Dixon, Kathleen, and Salamonson, Yenna
- Subjects
ABILITY ,ACADEMIC medical centers ,CONFIDENCE ,ENGLISH as a foreign language ,EXPERIENCE ,FOCUS groups ,INTERVIEWING ,LITERACY ,RESEARCH methodology ,PSYCHOLOGY of nursing students ,SATISFACTION ,STUDENT assistance programs ,STUDENTS ,STUDENT attitudes ,TRAINING ,THEMATIC analysis ,EDUCATIONAL outcomes ,PSYCHOLOGY of Undergraduates - Abstract
This paper investigates the perceptions and experiences of undergraduate nursing students involved in an embedded academic literacy support program at a multi-campus School of Nursing and Midwifery in an Australian university located in culturally diverse regions of Western Sydney. The study was conducted using three focus group interviews with students from the nursing program after their engagement with support. The focus group participants reported high levels of satisfaction with the support, improved capacities in using literacy and language skills, and increased confidence and success in their studies. They accessed the support to develop literacy skills for nursing subjects and specific assessment tasks, and some students from linguistically and culturally diverse (CALD) backgrounds specifically attended support to improve skills in written and spoken English as an additional language (EAL). Whilst this study aimed to explore the experiences of all students, the focus groups predominantly involved participants who were from CALD backgrounds with EAL. Thematic analysis of the focus group interviews revealed that the embedding of targeted Professional Communication Academic Literacy (PCAL) support involving workshops, consultations and a resource workbook that were tailored to the literacy and language needs of students were effective support strategies. The focus groups explored the students' experiences of the support including their uptake of support, improvements in literacy and language capacities, increases in confidence in using these skills, and how engaging with support enhanced their academic performance. The findings from this study are relevant to the embedding of academic literacy and language support in other nursing programs and would be transferable to meeting student learning needs in similar school contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
42. Internships and the PhD: Is this the future direction of work-integrated learning in Australia?
- Author
-
VALENCIA-FORRESTER, FAITH
- Subjects
BUSINESS networks ,GROUNDED theory ,INTERDISCIPLINARY education ,INTERNSHIP programs ,INTERPROFESSIONAL relations ,INTERVIEWING ,LEARNING strategies ,RESEARCH methodology ,MOTIVATION (Psychology) ,PROFESSIONAL employee training ,RESEARCH ,STUDENT attitudes ,VOCATIONAL guidance ,QUALITATIVE research ,DOCTORAL programs ,THEMATIC analysis ,INSTITUTIONAL cooperation ,HUMAN services programs ,DATA analysis software - Abstract
In the ten years since Australia's first large-scale scoping study of Work-Integrated Learning (WIL) there has been a rapid increase in WIL research and undergraduate WIL opportunities. Though well-established in undergraduate degrees, WIL in postgraduate research degrees is relatively unexplored. Less than half of PhD graduates in Australia are employed by the higher education sector, therefore transferable skills and industry experience are increasingly important. The last few years have seen several Australian peak bodies call for further investment in the employability of PhD graduates. The Australian Government recently provided funding aimed at encouraging doctoral students to undertake internships and placements. Drawing on seven qualitative interviews with past and present PhD students at Griffith University, this exploratory paper explores how PhD students view the potential role of WIL in higher degree research programs in Australia and the challenges they see as facing the broader implementation of WIL across PhD programs. This has broader implications for how WIL may be utilized to equip doctoral graduates with the industry experience and training to improve their employability outside the higher education sector. [ABSTRACT FROM AUTHOR]
- Published
- 2019
43. Inclusion of intimate partner violence-related content within undergraduate health care professional curriculum: mixed methods study of academics' attitudes and beliefs.
- Author
-
Lovi, Renee, Hutchinson, Marie, and Hurley, John
- Subjects
COMPARATIVE studies ,CURRICULUM planning ,EMERGENCY medical services education ,INTERVIEWING ,RESEARCH methodology ,SCALE analysis (Psychology) ,STUDENT attitudes ,SURVEYS ,QUALITATIVE research ,MIDWIFERY education ,OCCUPATIONAL roles ,QUANTITATIVE research ,UNDERGRADUATE programs ,THEMATIC analysis ,INTIMATE partner violence ,DATA analysis software ,DESCRIPTIVE statistics ,BACCALAUREATE nursing education ,KRUSKAL-Wallis Test - Abstract
Background: Undergraduate preparation is important in ensuring health care professionals are prepared to identify and respond to intimate partner violence (IPV). Previous studies confirm this education is highly variable and IPV-related content remains marginalised in undergraduate nursing, midwifery and paramedicine curricula. Aim: To investigate frontline academics' attitudes and beliefs in relation to the inclusion of IPV-related content in the aforementioned degrees. Design: A large multi-phase mixed methods Australian case study of Australian undergraduate nursing, midwifery and paramedicine degrees. In this paper, components of the survey and interviews from this study will be reported on. Methods: Quantitative comparative analysis of a 51-item on-line survey and qualitative thematic analysis of guided conversational interviews. Results: Across Australian universities IPV remains poorly embedded in nursing, midwifery and paramedicine programmes. Academics report a range of barriers to such inclusion, including an already overcrowded curriculum, a lack of confident and competent academics to teach this content area and a lack of support for this content inclusion. One factor statistically significant in its association with non-inclusion of IPV-related content was academic attitudes of professional role resistance. Gender was also identified as a significant factor associated with non-inclusion and resistant professional attitudes. Qualitative interviews revealed that only six of the 18 participants identified IPV-related care as within their scope of practice, with professional role resistance a common theme identified. Conclusion: Though professional organisation and policy makers now advocate for the inclusion of IPV-related content in the undergraduate preparation of nurses and midwives, work remains to address gendered and resistant attitudes amongst academics. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
44. Dentistry students' views about mental illness and impact of a targeted seminar on knowledge and attitudes: a mixed-method study.
- Author
-
Patterson, Susan and Ford, Pauline
- Subjects
CHI-squared test ,DENTAL students ,FOCUS groups ,HEALTH occupations students ,HEALTH services accessibility ,INTERVIEWING ,RESEARCH methodology ,QUESTIONNAIRES ,STUDENT attitudes ,T-test (Statistics) ,ADULT education workshops ,QUALITATIVE research ,PATIENT-centered care ,DATA analysis software ,ATTITUDES toward mental illness ,DESCRIPTIVE statistics - Abstract
Purpose -- The purpose of this paper is to inform education of non-mental health professionals who provide care to people with severemental illness; to describe dentistry students' knowledge and views aboutmental illness, including willingness to engage in various social situations with a person hospitalised for mental illness; and to assess and understand the impact of a targeted lecture on views and attitudes. Design/methodology/approach -- The paper employed mixed methods to examine dental students' knowledge and views about mental disorder before and after a seminar covering mental disorder, disadvantage and oral health. Findings from a bespoke questionnaire administered to third-year dental students were triangulated with qualitative data gathered in interviews with a subsample. Findings -- Students understood mental disorder broadly, employing diverse causal models. Although knowledge was typically grounded in media stereotypes, attitudes were benevolent and most students reported willingness to provide dental care to affected individuals. The seminar, especially the consumer delivered section, was valued and associated with increased appreciation of the impact of mental disorder on oral health and need for assertive action to promote access to care. However, students reported being reluctant to disclose their own mental health problems for fear of being considered a professional or personal failure. A minority knew how to seek support if a friend talked of suicide. Research limitations/implications -- This study highlights the need for further investigation of the knowledge and attitudes of dentistry students pertinent to provision of care to people with mental illness and to examine the links between attitudes and practice. The paper also provides a useful foundation for development of brief educational interventions, particularly the value in integrating the service user perspective, and their evaluation. Research should also examine the impact of mental health education on practice. Practical implications -- A single inexpensive educational session, such as the one the paper developed may support reconsideration of often unconscious views of mental illness which might affect practice. Social implications -- If people with mental illness are to receive equitable access to health care, non-mental health professionals should be supported to develop knowledge and attitudes which are conducive to inclusive treatment. An education session such as this could be helpful. Originality/value -- There is scant literature examining attitudes of dentistry students and no reports of mental health-specific education with this population. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
45. Enacting learning citizenship: a sociomaterial analysis of reflectivity and knowledge negotiation in higher education.
- Author
-
Acton, Renae and Halbert, Kelsey
- Subjects
CITIZENSHIP ,FOCUS groups ,INTELLECT ,INTERVIEWING ,RESEARCH methodology ,OCCUPATIONAL prestige ,REFLECTION (Philosophy) ,SCHOOL environment ,STUDENT attitudes ,NARRATIVES ,SOCIAL learning theory ,THEMATIC analysis ,COLLEGE teacher attitudes - Abstract
Across international university contexts, on-campus physical learning spaces are increasingly implemented with the aim of fostering active, collaborative, and student-centred learning. This paper theorises learning environments as complex sociomaterial assemblages of pedagogic approaches, material spaces and technologies, teachers, and learners that shift and flow in synergy to enact and refine students' dispositions for reflective practice. The article presents data from pre-service teachers and teacher educators as part of a broader case study investigating the pedagogic enactment of an innovative learning space in a regional Australian university. Sociomaterial studies of learning spaces are under-represented in understanding reflective practice. Staff and student narratives of practice illustrate processes of negotiating meaning and critical reflection within an embodied learning community. The findings illustrate the ways both social and material actors work in conjunction to enable learners' knowledge negotiation and reflective practices, and foster the dispositions and skills important for collaborative active citizenship. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
46. Research Ready Program : a first in regional South Australia.
- Author
-
Penman, Joy and Oliver, Mary
- Published
- 2012
47. Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates.
- Author
-
Kim, Mi Ja, Park, Chang Gi, McKenna, Hugh, Ketefian, Shake, Park, So Hyun, Klopper, Hester, Lee, Hyeonkyeong, Kunaviktikul, Wipada, Gregg, Misuzu F., Daly, John, Coetzee, Siedine, Juntasopeepun, Phanida, Murashima, Sachiyo, Keeney, Sinead, and Khan, Shaheen
- Subjects
ANALYSIS of variance ,CHI-squared test ,COMPARATIVE studies ,STATISTICAL correlation ,RESEARCH methodology ,NURSING schools ,QUESTIONNAIRES ,RESEARCH evaluation ,RESEARCH funding ,SCALE analysis (Psychology) ,STATISTICS ,STUDENT attitudes ,GRADUATE nursing education ,LOGISTIC regression analysis ,DOCTORAL programs ,EMPIRICAL research ,QUANTITATIVE research ,EVALUATION research ,INTER-observer reliability ,HUMAN research subjects ,PATIENT selection ,COLLEGE teacher attitudes ,DESCRIPTIVE statistics - Abstract
Aims This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. Background No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. Design A descriptive, cross-country, comparative design was employed. Methods Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. Results A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Conclusions Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
48. Not ‘out and proud’: LGBTQIA+ paramedic student invisibility in the off-campus clinical setting.
- Author
-
SENGSTOCK, BRIAN and MARIA, SONJA
- Subjects
SAFETY ,SEXUAL orientation ,FEAR ,SCALE analysis (Psychology) ,GENDER identity ,PSYCHOLOGY of LGBTQ+ people ,PILOT projects ,UNIVERSITIES & colleges ,INTERVIEWING ,DESCRIPTIVE statistics ,EXPERIENCE ,STUDENTS ,THEMATIC analysis ,EMERGENCY medical services education ,METROPOLITAN areas ,RESEARCH methodology ,LEARNING strategies ,STUDENT attitudes ,DISCRIMINATION (Sociology) ,DATA analysis software ,SELF-perception - Abstract
Work-integrated learning experiences of LGBTQIA+ students are rarely considered, with no specific consideration of paramedic students in this context. Students’ perceptions of WIL and the challenges associated with navigating the off-campus clinical setting have highlighted the need for a sense of belongingness, safety and security, and a healthy self-concept. The present study piloted a 37-question online survey with participants from six paramedic programs from metropolitan and regional Australian universities in 2021. Semi-structured interviews were conducted with 12 participants from three universities, with participants selected from both metropolitan and regional universities. A mixed method approach was used to guide the data collection and analysis. Data were interpreted to suggest that paramedic students are unlikely to be open about their gender identity and/or sexual orientation with WIL staff for fear of discrimination. Study limitations and directions for future research are also discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2024
49. Host organizations’ perceptions to providing safe and inclusive work-integrated learning programs for students with disability.
- Author
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LAWLIS, TANYA, MAWER, TAMIEKA, BEVITT, THOMAS, ARTHUR, TOM, ANDREW, LESLEY, WALLACE, RUTH, SAMBELL, ROS, and DEVINE, AMANDA
- Subjects
SAFETY ,INTERPROFESSIONAL relations ,FOCUS groups ,RESEARCH funding ,JUDGMENT sampling ,SURVEYS ,RESEARCH methodology ,LEARNING strategies ,ORGANIZATIONAL goals ,CASE studies ,STAKEHOLDER analysis ,STUDENT attitudes ,EXPERIENTIAL learning - Abstract
Inclusive work-integrated learning (WIL) requires collaboration between universities, host organizations and students, particularly, when designing and delivering WIL for students with disabilities. Host organizations, however, are not often included in the collaborations. This study explored host organization knowledge, capacity and challenges to providing WIL experiences for students with disability. A case study multi-method approach comprising an online survey and focus groups was undertaken. Host organizations, represented by supervisors, providing WIL to students enrolled in health courses at two Australian higher education institutions participated. The perceived need for student disclosure, office building limitations, and host organization limited knowledge of WIL expectations, training and student needs impeded the development and provision of optimal WIL experiences for students with disability. A strengths-based approach is proposed to improve the inclusion of host organizations in stakeholder collaborations, their capacity and confidence to support students with disability on WIL and to provide relatable student WIL experiences. [ABSTRACT FROM AUTHOR]
- Published
- 2024
50. Threats to the emotional wellbeing of mainland Chinese students studying in Australia: an interpretivist study.
- Author
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Jian Zhao, Chapman, Elaine, and O'Donoghue, Tom
- Subjects
MENTAL illness risk factors ,WELL-being ,SAFETY ,RACISM ,PSYCHOLOGY of college students ,RESEARCH methodology ,GROUNDED theory ,COMMUNICATION barriers ,SELF-perception ,MENTAL health ,INTERVIEWING ,SOCIAL isolation ,PSYCHOSOCIAL factors ,HEALTH behavior ,LONELINESS ,FIELD notes (Science) ,STUDENT attitudes ,THEMATIC analysis ,FOREIGN students ,PSYCHOLOGICAL stress ,BEHAVIOR modification - Abstract
Purpose: In 2017, international students contributed almost $32 billion to Australia's economy, more than half of which was attributable to students from China. Despite its historical popularity as a study destination, research suggests that these students confront numerous obstacles in pursuing their studies within Australia. In this study, the perspectives of these students were explored. The dominant issues raised by these students related to mental health and emotional wellbeing. Methods: Nineteen students in one Australian university participated in one-on-one in-depth semi-structured interviews. Data were analysed using grounded theory approaches. Three broad themes were generated in the study: psychological stress (which was linked to language barriers, shifts in pedagogy, and changes in lifestyle); perceived safety (which was linked to lack of security, safety and perceived racial discrimination); and social isolation (linked to reduced sense of belonging; lacking close personal connections; and feelings of loneliness and homesickness). Conclusions: Results suggested that a tripartite model of interactive risk factors may be appropriate for exploring how international students fare emotionally with their new environments. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
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