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Adopting an international approach to journalism pedagogy, this study reports on the findings of a Global Journalism Collaboration Project involving 267 undergraduate and postgraduate students from Germany, Italy, Kenya, Uganda, Romania, Colombia, and Australia. Over 6 weeks in 2019, students collaborated to produce multimedia news stories on current issues. Using student survey results and written evaluation assessments, we report on the benefits and challenges of international student journalism collaboration. The most significant challenge was differential access to information communication technologies (ICTs) among African partner countries and, using empirical data, we offer a set of "guardrails" for future international student journalism collaboration projects.

The low levels of student engagement with mathematics has been of significant concern in Australia for some time (Attard, 2013). This is a particularly important issue in mathematics education given the current attention to science, technology, engineering and mathematics (STEM) education to ensure "the continued prosperity of Australia on all fronts--socially, culturally and economically--for all our citizens and for our place in the world" (Office of the Chief Scientist, 2013, p.3). One of the most common reasons for students to disengage with mathematics is the issue of relevance. Many students fail to see how the mathematics they learn in the primary classroom is applied in their day-to-day lives. Financial literacy appears to be a natural solution to this issue because all students have some familiarity with money related matters. This article presents a case study of one class from a Year 6 classroom from Fairfield Public School that successfully addressed this issue through their participation in an action research project that was based around MoneySmart. The Framework for Engagement with Mathematics is described. The aim of the project was to explore if combining financial literacy education and mathematics, through the use of student-centred units of work, could improve engagement with mathematics and provide a foundation of financial literacy to positively impact children's lives (Attard, 2016). The process for developing a new unit of work in financial literacy is explained.

Purpose: The aim of the study was to investigate the effectiveness of social communication skills training (TBIconneCT) for people with traumatic brain injury (TBI) and their communication partners, delivered in-person or via telehealth, on quality of conversations. Method: This study is a clinical trial, including an in-person intervention group (n = 17), a telehealth intervention group (n = 19), and a historical control group (n = 15). Participants were adults at least 6 months post moderate-to-severe TBI with social communication skills deficits and their usual communication partners. Participants completed a casual and purposeful conversation task at pre-intervention, postintervention, and a follow-up assessment. A blinded assessor evaluated conversations using the Adapted Measure of Participation in Conversation and the Adapted Measure of Support in Conversation. Treatment effects were examined by comparing groups on change in ratings between pre- and posttraining. Maintenance of effects was examined using change between posttraining and follow-up assessment. The trial protocol was registered with the Australian New Zealand Clinical Trials Registry (ACTRN12615001024538). Results: Trained participants with TBI had significant improvements in participation in casual conversation compared to controls. Trained communication partners also had significant improvements compared to controls on ratings of support in casual conversations. However, treatment effects were not maintained at follow-up for two of eight measures. Comparisons between outcomes of in-person and telehealth groups found negligible to small effect sizes for six of eight measures. Conclusions: The findings reinforce previous studies demonstrating the efficacy of communication partner training after TBI. Telehealth delivery produced similar outcomes to in-person delivery.

Background: Training conversation partners of people with aphasia who use facilitative communication strategies is one method that can improve access to healthcare for people with aphasia. However, the efficacy of communication partner training (CPT) has been investigated almost exclusively in the context of face-to-face (F2F) delivery. Online training may offer more cost-effective and accessible options to a wider range of conversation partners, including student healthcare professionals. Aims: To conduct a pilot randomized controlled trial with student healthcare professionals comparing: (1) an online aphasia CPT program; (2) a F2F CPT program; and (3) no program (control group) on outcomes relating to attitudes and knowledge of aphasia. Methods & Procedures: A 45-min introductory aphasia CPT program was developed using the theories and techniques of Supported Conversations for Adults with Aphasia (SCA)™. A total of 30 first-year undergraduates studying occupational therapy at The University of Sydney were randomly allocated to one of three conditions: online CPT delivery, F2F delivery or delayed training control (no program). Outcomes measures included pre-post-testing with the Aphasia Attitudes, Strategies and Knowledge (AASK) survey. Outcomes & Results: A significant difference existed for the AASK survey pre-post-change scores between the online, F2F and control groups (X[superscript 2](2) = 20.038, p = 0.000). Post-hoc analysis revealed that, compared with the control (Ctrl) group, participants in both the online and F2F groups had significantly higher knowledge of aphasia (Online versus Ctrl: p = 0.000; F2F versus control: p = 0.002), knowledge of facilitative strategies (Online versus Ctrl: p = 0.000; F2F versus Ctrl: p = 0.002), and positive attitudes towards aphasia (Online versus Ctrl: p = 0.031; F2F versus Ctrl: p = 0.032). No significant difference was observed between the online and F2F groups for the Total or any subtotals (p = 1.000). Conclusions and Implications: The results from this pilot randomized controlled trial indicate that online delivery of the 45-min introductory CPT is equally as efficacious as F2F delivery, and thus may be a viable mode of delivery for future aphasia CPT programs. These pilot results pave the way for a larger study that will comprehensively evaluate the efficacy of an online aphasia CPT program for improving attitudes, knowledge and skills in a broad range of student healthcare professionals.

This exploratory study evaluates rating scale usage by experts from the European Reference Network for Rare Neurological Diseases (ERN-RND) for paediatric MD, considering factors like diagnosis, intellectual disability, age, and transition to adult care. The aim is to propose a preliminary framework for consistent application. A multicentre survey among 25 ERN-RND experts from 10 European countries examined rating scale usage in paediatric MD, categorizing MD into acute, non-progressive, and neurodegenerative types. Factors influencing scale choice and the transition to adult care practices were analysed. A comprehensive literature search was conducted to identify the earliest age of application of these scales in paediatric patients. The study identifies various rating scales and establishes their usage frequencies for different MDs. Experts highlighted the need for standardized scales and proposed preliminary evaluation strategies based on clinical contexts. Challenges in applying scales to young, non-cooperative patients were acknowledged. The study recommends developing standardized rating scales for paediatric MDs to improve evaluations and data collection. It suggests potential scales for specific clinical scenarios to better evaluate disease progression. Comprehensive, patient-centred care remains crucial during the transition to adult care, despite the identified challenges. This exploratory approach aims to enhance patient outcomes and care. • Application of rating scales for movement disorders should be standardized in children. • Neurodevelopment, quality of life, and cognitive function should also be assessed. • Age, intellectual disability, multiple movement disorders, and genetic diagnoses influence the assessment. • Rating scales are crucial as a quality indicator of the paediatric-adult care transition. [ABSTRACT FROM AUTHOR]

This paper explores the experience of educators who participated in a Train the Trainer programme with the aim of supporting teachers in the implementation of the Learning Outcomes Framework (LOF). Empirical data collected through interviews and narratives from a number of LOF Trainers, are analysed through a grounded theory approach. The insights of the participants on the effectiveness of the programme led the authors to identify which factors helped to render this programme a rewarding and meaningful experience, how this programme has equipped and empowered educators with the required skills to support their peers, and how the nature of the programme has led to the development of a professional learning community. The results lead to a consideration of how teacher learning environments can be transformed in order to build educator proficiencies, enhance their leadership capacities and make them more participative in the processes which impact on their professional lives.