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"Go to temples of science and ideas of Europe. Imitate the Tugendbund, 'the Union of Virtue', of which thousands of German youth are the members. Always keep the rule of 'Fit soul is in fit body' in mind" (Petrov, 2013, p. 72). This study aimed to show the similarities, in terms of expression, emphasis, and implication, in the about/mission/vision/goals/objectives of various science centers from around the world and in the basic themes derived from Snellman's statement above, namely, Science for all, Science Centers for all, and Human welfare that he made as a challenge to not only his people but to everyone. Document and content analyses were applied in the study. Within the scope of these analyses, this study investigated the about/mission/vision/goals/objectives sections of websites of science centers from around the world (Asia, Europe, Global, Latin America/The Caribbean, North America, Africa). From this investigation, similar basic themes, derived from Snellman's statement challenging his people/everyone to adopt this devotion to science, were found in the areas of i) expression in ASTC, CIMUSET/CSTM, CASC and SAASTEC; ii) emphasis in ECSITE, ASDC, ASCN and NSCF; and iii) implication in ASPAC, ASTEN, NCSM, ABCMC and Red-POP. These basic themes, as found in the about/mission/vision/goals/objectives of science centers, can, in effect, be narrowed down to the one theme of "cultural institutions will be a big part of human life" (Madsen 2017, p. 68) science centers in the global village (Touraine, 2016, p. 121) of the future.

The main objective of this study is to compare the process of the senior secondary school mathematics curricula development in Ethiopia and Australia. The study was investigated qualitatively with document analysis and semi-structured interview research methods. The documents were collected from Federal Democratic Republic of Ethiopia Ministry of Education website and Australian curriculum website. The documents were analyzed and supported by interviews. The study was conducted based on four themes needs assessment, developing/writing the curriculum, implementation, and monitoring and evaluation. The study revealed both similarities and differences. The considerable differences in the senior secondary school mathematics curriculum development process are (1) emphasis given to international research results and contemporary issues on mathematics education as inputs for curriculum development (2) the underlying principle of content standard organizations (3) trialing the curriculum before implementation initiated, and (4) monitoring and evaluation strategies. Even though substantial differences exist, the similarities are (1) conducting needs assessment and (2) the adoption of the constructivism approach. Depending on the findings of the study, the suggested recommendations were presented under conclusion section.

Universities in many countries are developing strategies to enhance the student experience. This focus has never been so important since the development of rankings and the use of student experience measures in institutional performance assessment. Australian government policies to link student experience measures to performance funding were a key driver to increase the prominence of the student voice between 2004 and 2008. This paper analyses the strategic plans of 33 Australian universities with the aim of outlining the extent to which the enhancement of student experience is embedded as one of their key priorities. This review comes at a time when universities in Australia and elsewhere are realigning their future strategies and directions to achieve government aspirations for tertiary education with the introduction of various policy instruments including the possibility of rewarding universities on the basis of student experience measures. The paper also provides a comparative analysis of government policies in Australia and the UK on the measurement and enhancement of the student experience.

The decision-making around resource allocation in universities is complex. It plays out through the structures of governance and bureaucracy, through interactions with colleagues, workplace cultures and through day-to-day individual work practices. To survive and succeed within this complex environment, teaching support staff need to be sensitive to the cues provided by their institution. This paper focuses on the cues available to teaching support staff within university strategic plans and considers the effects these cues may have on their day-to-day decision-making. The results provide a sample of the competing cues that have an impact on teaching support staff and provide a foundation for a reconsidered approach to university strategic planning.

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]

This comparison seeks to determine if the three documents addressing information literacy skills and competence developed by professional library associations for postsecondary education in four predominantly English-speaking countries--the United Kingdom, the United States, Australia, and New Zealand--have similar or varying conceptions of information literacy. In a globalized society, postsecondary institutions not only prepare students to live and work within local, regional, or national contexts but also equip them to function in a global society. If conceptions of information literacy vary between countries, then graduates might not be well prepared to function successfully within this global society.

In this article I argue for the defining importance of document study for researchers in curriculum. Two examples of previous analyses are provided, one demonstrating an approach to language analysis of the "Australian Curriculum: English" from the Literature strand, the other a study of the relationship of curricula to each other in three national jurisdictions. Then suggested references are given for teacher-researchers to take up this kind of analysis.

Quality's appeal resides in the genetics of Australia's national training system and its early 1990s development. Deploying Bacchi's application of contested concepts, problem representation and their place in public policy development and implementation, it is argued that quality plays an important systemic transactional function. In addition to serving as a more traditional warranty of skills transfer and acquisition, quality facilitates the operation of a highly complex system by providing a field of contestation, allowing a variety of national organisations to manoeuvre, exert influence and seek control over vocational education and training. This discourse analysis of the contents of key 2013 documents, authorised by four national training system institutions, produced two results. One demonstrates the contested nature of quality--something claiming a singular fixed meaning, but actually showing multiple realities. Secondly, the problems created and promulgated are scrutinised for the related resolution mechanisms that give form to political aspirations.

When used effectively, reflective writing tasks can deepen learners' understanding of key concepts, help them critically appraise their developing professional identity, and build qualities for lifelong learning. As such, reflective writing is attracting substantial interest from universities concerned with experiential learning, reflective practice, and developing a holistic conception of the learner. However, reflective writing is for many students a novel genre to compose in, and tutors may be inexperienced in its assessment. While these conditions set a challenging context for automated solutions, natural language processing may also help address the challenge of providing real time, formative feedback on draft writing. This paper reports progress in designing a writing analytics application, detailing the methodology by which informally expressed rubrics are modelled as formal rhetorical patterns, a capability delivered by a novel web application. Preliminary tests on an independently human-annotated corpus are encouraging, showing improvements from the first to second version, but with much scope for improvement. We discuss a range of issues: the prevalence of false positives in the tests, areas for future technical improvements, the issue of gaming the system, and the participatory design process that has enabled work across disciplinary boundaries to develop the prototype to its current state. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]

Introduction: This paper presents the findings from a project that investigated the lived experiences of library and information professionals in relation to evidence-based practice within an Australian public library. Method: The project employed ethnography, which allows holistic description of people's experiences within a particular community or cultural setting. A member of the research team visited a public library regularly over a six month period. Data collection comprised interviews, observation and document analysis. A field journal was also maintained where daily activities and interactions were recorded. Analysis: Ethnography involves many levels of iterative analysis. Data extracts were identified, grouped and further refined whilst maintaining the context of the whole experience of the culture. Results: Evidence-based practice is experienced in the library through four interconnected and interdependent cultural orientations: (i) culture of valuing; (ii) culture of being; (iii) culture of learning; and (iv) culture of leading. These orientations represent not only how evidence-based practice is experienced in the library but also how it has been enabled. Conclusions: Context or environment is significant in terms of library and information service professionals' understanding of evidence-based practice. Evidence-based practice can be beneficial to all such professionals, as it builds professional knowledge and deeper understandings of practice at all levels of professional experience. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]

This paper focuses on a document analysis for an Australian case study, which contributes to a larger international study on teacher leadership. The aim of this paper is to ascertain how teacher leadership is understood and conceptualised from an Australian documentary perspective spanning the national, state, regional, and local education administrative levels. A document analysis framework stipulated by the larger study identified the attributes of teacher leadership. Twenty-one documents were analysed and the attributes in relation to five considerations impacting teacher leadership are discussed. Results indicated differences of dominant attributes across each of the levels: however, accountability and advocacy are consistently represented. Accountability filters through all four levels. The system is beginning to advocate and acknowledge pathways to leadership. At the state level, teacher leadership is strengthened through professional and collaborative practices. However, this paper suggests this is not consistently evident at the regional and local levels due to a number of pertinent organisational issues.

Across Australia many young people are taking action to address the issue of climate change and educating others through leading grassroots activism on local and global issues of sustainability. This paper discusses findings from an online document analysis that investigated three case studies of how youth-led organisations in Australia are leading and developing human rights-based education for sustainability (EfS) to empower others to enjoy and exercise their rights in keeping with the guidance of the 2011 UN Declaration on Human Rights Education and Training. This paper discusses how these organisations represent their activism online to empower young people to lead democratic action to achieve climate crisis justice. Drawing on a conceptual framework developed by Jensen & Schnack, the authors argue that the data suggests that the young activists in these case studies demonstrate high levels of 'social action competence' through raising awareness and taking action.

Aim: To explore the health beliefs of clinical and academic nurses from Japan, Australia and China regarding wearing paper masks to protect themselves and others, and to identify differences in participants' health beliefs regarding masks. Background: The correct use of face masks and consensus among health professionals across the globe is essential for containing pandemics, and nurses need to act according to policy to protect themselves, educate the public and preserve resources for frontline health workers. Paper masks are worn by health professionals and the general public to avoid the transmission of respiratory infections, such as COVID‐19, but there appear to be differences in health beliefs of nurses within and between countries regarding these. Methods: This qualitative descriptive study used content analysis with a framework approach. Findings: There were major differences in nurse participants' beliefs between and within countries, including how nurses use paper masks and their understanding of their efficacy. In addition, there were cultural differences in the way that nurses use masks in their daily lives and nursing practice contexts. Conclusion: Nurses from different working environments, countries and areas of practice hold a variety of health beliefs about mask wearing at the personal and professional level. Implications for nursing policy and health policy: The COVID‐19 pandemic has sparked much discussion about the critical importance of masks for the safety of health professionals, and there has been considerable discussion and disagreement about health policies regarding mask use by the general public. Improper use of masks may have a role in creating mask shortages or transmitting infections. An evidence‐based global policy on mask use for respiratory illnesses for health professionals, including nurses, and the general public needs to be adopted and supported by a wide‐reaching education campaign. [ABSTRACT FROM AUTHOR]

Recent understandings of 'design' and, in particular design education have become entrenched within schools and higher education as approaches to provide students with opportunities to develop creativity and imagination, and the skills needed for a globalized future. Drawing from Australian curriculum documents, this paper presents a content analysis that locates representations of design and establishes whether current representations support the building of twenty-first century capabilities. The development of curriculum is positioned within the paper as an ideological act that establishes normative discourses of design and compares them with 'the other'. Our findings demonstrate that design is represented in multiple ways across the Australian Curriculum and that teachers are presented with a specific discourse of design in curriculum documents from different key learning areas. We argue that a dominant re-constructed representation of design within curriculum has the potential to standardize currently discipline specific understandings of design with implications for the enacted curriculum in the classroom and the key discipline design capabilities acquired by students.

Design education as a field is growing rapidly due to its potential to develop the capacity of students to become creative and imaginative thinkers. In addition to these key twenty-first century skills, design education can also equip students with problem solving skills and innovative capabilities. The purpose of this paper is to build an understanding of how design is represented within the Australian Curriculum: Technologies document and critically explore effects of these representations within and between Key Learning Areas. The paper makes a contribution to design education in school contexts through an empirical analysis of curriculum documents to illuminate the complexity of the concept of design and the pedagogical implications of its multiple representations in this curriculum document. The analysis includes identification of the Key Learning Area in which design is most frequently represented across the Australian Curriculum. Content analysis with concept mapping are used to interrogate how design is represented within and throughout curriculum documents. We also undertake a critical examination of how design is positioned in the curriculum and the implications of such positioning. The paper argues the need for strong, unambiguous representations of design to inform curriculum and pedagogy. Clarity of the representation of design will contribute to the development of innovative capabilities in students and help to prepare them for an uncertain future.

This study examines a paper hand-held record and a shared electronic health record in an Australian tertiary hospital healthcare maternity setting and the role that both types of records play in facilitating integrated care among healthcare providers. A qualitative research design was used where five focus groups were conducted in two phases with 69 hospital healthcare providers. In total, 32 interviews were also carried out with general practitioners. Transcripts were analysed using qualitative content analysis. Three key themes were identified: (1) selective use of records; (2) records as communication of care; and (3) negativity about the use of records. This study demonstrates that healthcare providers do not effectively share information using either a paper hand-held record or a shared electronic health record. Considering a national commitment to e-health innovation, a multi-professional input, organisational support and continuing education are identified as crucial to realising the potential of a maternity shared electronic health record to facilitate integrated care. [ABSTRACT FROM AUTHOR]

Children's picture books contribute to children's development of gender identity and can impact aspirations and expectations of roles in families and society. However, the world represented in children's books reflects predominantly middle class, heterosexual, male heroes and characters. This paper reports on a cross-cultural study investigating gender representation in frequently read picture books across eight early learning centres in the United States and Australia. Forty-four educators working with 271 children participated. Data were collected from book audits and observations. Unique to this study is the presentation of a new data analysis instrument, Harper's Framework of Gender Stereotypes Contained in Children's Literature. The majority of the books shared by educators in this study promoted traditional, binary and stereotypical viewpoints of gender and gender roles. These findings are concerning as the evidence shows that gender development is a critical part of the earliest and most important learning experience of young children and a requirement of educational policies rooted in the United Nations Convention on the Rights of the Child.

This paper discusses the representation of resource exploitation and consumption in German geography textbooks. The aim of the paper is to contribute to a critical and reflective understanding of the representation of resource-related issues in textbooks by analyzing two scientific debates (resource curse and actor analysis). The paper shows that all studied geography textbooks contribute to a certain degree to awareness raising in Education for Sustainable Development (ESD), but references to the everyday life of students are rare. There are only few action-orientated tasks in the frame of resource exploitation and consumption in the studied textbooks. As real-world examples help develop students' critical thinking skills and shape their ideas of sustainable development, these aspects reflect a pedagogical shortcoming.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

For more than a decade, Australian higher education has engaged with open educational practice (OEP). This paper presents findings from a study investigating the institutional approaches to OEP in Australian universities. Interviews were conducted with representatives from 10 Australian universities. The findings of a thematic analysis reveal organisational context, business processes and educational design as key themes through which OEP is enacted within Australian universities. Together, these themes document Australian universities experiences of and with OEP and contribute to addressing the need for translational research in Australian higher education. This research contributes to a growing evidence basis to construct an understanding of the dimensions of OEP for practical action.

The process of curriculum development can be informed by seeking the views of stakeholders, including employers, academics, students and recent graduates, about the skills, attributes and personal characteristics required by various professions. The views of several stakeholders may also be compared to help ensure reliability of results and identify areas of agreement or variance. However, there are documented limitations regarding the perceptions of academics and students of employability skills, and also problems with employers' and recent graduates' views. Another approach to identifying the skills required in various professions is content analysis of job vacancy advertisements. Content analysis of advertisements is a versatile way of identifying current skills required by various professions, and allows comparison across countries and over time to identify trends. Yet there is little evidence to suggest that this information is used to inform curriculum development. This paper presents a qualitative integrative review of studies looking at employability skills (ES) through the use of content analysis of job vacancy advertisements. Here ES are equated with essential requirements stated in vacancy advertisements. ES is the term adopted in Australia by DEST (2002) to define skills required to both secure employment and progress in an organisation. The Critical Appraisal Skills Programme (2014) checklist for qualitative research was used in this integrative review of 40 studies. The range of application, research methods used and findings are discussed in this paper, as are the advantages and challenges associated with analysing job vacancy advertisements as a method of identifying employability skills (ES) required by employers.

Insights into local Chinese teacher and student views of an international teaching practicum with Australian pre-service teachers are the focus of this paper. A qualitative content analysis was undertaken on teacher and student accounts captured through individual interviews with four teachers and questionnaire survey with 186 students. The paper uncovers how teachers and students perceived what they experienced in the practice of intercultural communication on teaching and learning. Emphasised in the analysis is the importance of situating discussions within the Chinese social cultural context, acknowledging the influence of traditional Chinese cultural values and educational conceptions on their teaching and learning practice. The findings reveal meaningful insights into intercultural comprehension involving teaching strategies, learning content and assessment and classroom management. The study's findings highlighted that this international teaching practicum was a beneficial and valuable experience for participant Chinese students and teachers. The study also highlighted a potential gap in the preparation of Australian pre-service teachers and the Chinese students and Chinese teachers, regarding culturally specific and culturally aware competencies.

This paper explores the intersection of reflection, journal writing and creativity. Undergraduate students who participated in a residential field camp were required to keep a creative reflective journal to demonstrate their theoretical and practical understandings of their experience. This study reports on the content analysis of 42 student journals and interviews with eight students that explored if and how an invitation to be creative in a reflective journaling assignment was appropriated or rejected (as evidenced by the content analysis) and experienced (as evidenced by the interviews) by students. Content analysis revealed that 14% of journals contained no creativity, 50% had basic levels of creativity, 31% had moderate levels and 5% had high levels. Interviews were analyzed using themes of relevance, ownership, control and innovation and provided insight into reasons why students did and did not use creativity to support their journals. In the discussion, the concepts of deep and surface approaches to learning provide some insightful explanation as to why students were creative in their reflective journal. This paper concludes by providing several support strategies to help students enhance their skills related to reflection, journal writing and creativity.

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based instructional resources into multimodal online and digital forms enables greater accessibility, flexibility, and usability to support students in their understanding of complex chemistry concepts. To ideally offer an online learning environment that is accessible by all students to the greatest extent possible, this study employed the principles of the Universal Design for Learning (UDL) framework to analyse the design of online instructional resources for topics in first-year chemistry courses. Through application of UDL principles, students were provided with multiple means of representation of concepts, options for action and expression, and various avenues for engagement within the learning management system (LMS). This paper describes how the UDL framework was used to evaluate three separate independent Cases of tertiary first-year chemistry courses, including one university in the Philippines and two universities in Australia. Evaluation through surveys, focus groups, and individual interviews revealed students' perceptions of the usefulness of the UDL-based features. Students cited benefit from multiple forms of content delivery, animations, interactive simulations, and video recordings because they facilitated processing of information, provided alternative ways of presenting the information, allowed for varying methods for response, navigation, and flexibility, and allowed for self-evaluation of their progress. These results suggest that applying the principles of the UDL framework in instructional design of an online environment in first-year chemistry courses can support and further enhance students' learning irrespective of their individual contexts.

Purpose: This paper aims to explore Master of Business Administration (MBA) students' "reflections" and/or "reflection on practice" of sustainability into responsible management education using Bain et al.'s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale. Design/methodology/approach: This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students' assignments. Findings: This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences. Research limitations/implications: This study adopted a small-scale content analysis using an Australian university's MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts. Practical implications: Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development. Social implications: Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach. Originality/value: This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

Purpose: This paper aims to report the findings of a study into the automated text analysis of student feedback comments to assist in investigating a high volume of qualitative information at various levels in an Australian university. It includes the drawbacks and advantages of using selected applications and established lexicons. There has been an emphasis on the analysis of the statistical data collected using student surveys of learning and teaching, while the qualitative comments provided by students are often not systematically scrutinised. Student comments are important, as they provide a level of detail and insight that are imperative to quality assurance practices. Design/methodology/approach: The paper outlines the process by which the institution researched, developed and implemented the automated analysis of student qualitative comments in surveys of units and teaching. Findings: The findings indicated that there are great benefits in implementing this automated process, particularly in the analysis of evaluation data for units with large enrolments. The analysis improved efficiency in the interpretation of student comments. However, a degree of human intervention is still required in creating reports that are meaningful and relevant to the context. Originality/value: This paper is unique in its examination of one institution's journey in developing a process to support academics staff in interpreting and understanding student comments provided in surveys of units and teaching.

Purpose: Higher education institutions are regarded as forerunners and pioneers of sustainability. However, it is to question whether they actually fulfill their role model function. This paper aims to reveal whether selected universities in Australia and Austria meet the reporting expectations about their activities on sustainability in very heterogeneous environments. Design/methodology/approach: Annual reports of selected universities in Australia and Austria are screened by the qualitative text analysis suggested by Mayring to identify their information policy on sustainability. Following the standard definitions, sustainability comprises economic, environmental and social aspects as main categories, which are supplemented further by specifically adapted eight subcategories. Findings: The results reveal that the universities concentrate on economic information, preferably on accounting, whereas social aspects are of second importance. Environmental activities that essentially shape the image of sustainability for the majority of the stakeholders are mostly unattended. Research limitations/implications: For further research, the authors suggest analyzing the reports of additional countries to get a bigger picture on the role of sustainability information in university reporting. Possible limitations are because of language use and time requirements, as each report must be encoded manually. Practical implications: The results reveal the gaps that standard setters should fill by enforcing sustainability content in universities' reports. Originality/value: This paper is the first to analyze the annual reports of international universities in respect to sustainability. Hereby, we further fill a gap by applying a qualitative text analysis on the basis of individually derived categories to reveal the sustainability aspects more precisely.

This paper provides a descriptive historical analysis of the planning and writing of the Australian Curriculum: The Arts which occurred from 2009 to 2013. This process involved extensive consultation across a range of stakeholders, including curriculum research, background reading and analysis that preceded the Australian Curriculum, Assessment and Reporting Authority's writing process. The curriculum itself was underpinned by a range of democratic principles, including the importance of developing a socially just curriculum. This necessitated extensive discussion which interrogated the terms excellence and equity to ensure a high-quality arts education was accessible for all students, regardless of their background. The implementation of these principles is then explored through the perspective of the Drama writing team, including the importance of the subject Drama in developing a sense of inquiry and empathy in students by exploring their own and others' stories and points of view. The final curriculum document for the Arts, and specifically for Drama exemplifies the importance of these social justice principles in responding to the Melbourne Declaration on Educational Goals for Young Australians (2008) which advocates for equity and excellence in Australian schooling and for all young Australians to become successful learners, confident and creative individuals and active and informed citizens.

New educational models such as those involving a third party educational provider linked with an official university for purposes of providing a bridge (a pathway program) into a mainstream university degree, particularly for international students, have become part of the higher education landscape capitalising on the international demand for tertiary qualifications from Australia and other English-language-based universities. The perceptions of teachers employed in one such pathway program are the focus of this current paper--a research area that to date has been understudied. Such data are of great value in furnishing an in-depth view of the challenges involved in an educational model that is highly commercialised and the impacts it has on teaching and learning, especially on academic identity in terms of the specific key relationships--between teachers and third party provider, between teachers and partner university, between teachers and international students. Some of the more concerning issues revolve around the extent to which market imperatives impinge on pedagogical concerns, on teachers' professional commitment to their vocation, on international students' capacity to acquire an authentic tertiary education that supports rather than detracts their transition to mainstream university, and on whether such educational models can be genuinely sustainable long term.

Purpose: The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies' professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach: The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings: The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools,most deputies were frequently performing as instructional leaders, improving their school's performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications: This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications: The findings from this study have practical implications for system leaders with responsibilities of framing the deputies' role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value: There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies' IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP's role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

Purpose: Equipping pre-service teachers with the skills and knowledge needed to teach health in socially critical ways requires pre-service teachers to examine and critique individualistic understandings of health. The purpose of this paper is to use Bourdieu's concepts of the bodily hexis (the body as both separate from society (autonomous individuals) and the body as socially mediated (the influence of social forces upon individuals)) and pedagogic work to investigate the challenges of redressing the reproduction of individualistic conceptualizations of health in teacher education. Design/methodology/approach: The paper focusses on an analysis of 31 pre-service teachers' reflective writing in a foundational health education course, which sought to engage students in thinking about health in socially critical ways. A systematic and procedural form of document analysis was employed to examine and interpret data to investigate the ways in which students were engaging with the socially critical health discourses and course content. Findings: The findings evidence that while students attempted to engage with and demonstrate their knowledge of a socially critical view of health, contradictions, or places where students unknowingly slipped into individualistic ways of thinking appeared frequently across the data. Findings are presented to elucidate challenges facing pre-service teachers in teaching the AC:HPE curriculum. Practical implications: Findings suggest the need for teacher educators to employ pedagogic practices that can disrupt previous pedagogic work, serving to challenge and interrogate current constructions of health, and delve deeply into critical discourses through interchange and reflection. Originality/value: This paper extends the current scholarship of Bourdieusian theoretical concepts in relation to critical health discourses and pedagogies.

Background: This paper approaches evidence-informed practice from the perspective of evidence-informed policy-making. Using the findings of a recent study of evidence-use by educational policy-makers to raise questions about evidence-use by educational practitioners, it seeks to explore what such a study might tell us about how to understand and improve evidence-use by educational practitioners. Purpose: The paper aims, therefore, to identify potential connections, shared insights and common issues between evidence-use in policy and evidence-use in practice. It does this by focusing on two specific areas: the nature of the evidence (i.e. "what" evidence is used) and the nature of the use (i.e. "how" evidence is used). The paper outlines what was found about each of these aspects of evidence-use in policy, and then considers what questions and issues these findings might raise for evidence-use in educational practice. Sample: The empirical study on which this paper is based was an in-depth study of the use of evidence within educational policy development in Australia. It focused on the development of three specific education policies within one Australian state education department and involved interviews with 25 policy-makers who were actively involved in the development of these policies. Design and methods: The policy-based study involved the following data collection processes: (i) in-depth semi-structured interviews with 25 policy-makers who were involved in the development of the selected policies; (ii) documentary analysis of policy documents, background research reports and other relevant papers relating to the selected policies; (iii) unstructured observation (where possible) of meetings and events connected with the development of the selected policies; and (iv) feedback from 40 wider policy staff who took part in a verification workshop to discuss the project's emerging findings. Findings: Drawing on the findings from the original policy study, two areas of potential connection to evidence-use in practice are explored. First, in relation to "varieties of evidence and uses", the negotiation of diverse evidence types and the potential for using evidence in multiple and varied ways appear to be features of evidence-use that are common to educational policy-makers as well as educational practitioners. Secondly, in relation to "narrowness of evidence sources", there is potential for both policy-makers and practitioners to use a narrow (rather than broad) selection of evidence, due to a tendency to work with certain evidence types as a starting point (e.g. performance data) and a tendency to draw on certain evidence sources more frequently (e.g. well-known, familiar research sources). Conclusions: This paper emphasises: (i) the need for more integrated (or joined-up) understandings of evidence-use across contexts of practice and contexts of policy; (ii) the importance of continued efforts to understand and represent evidence-use more effectively within educational practices; and (iii) the value of paying careful attention to the quality and qualities of evidence-use within and across the different settings of educational practice and policy.

The poor outcomes in education, training and employment achieved by Aboriginal and Torres Strait Islander people in Australia have been well documented. The transition from a traditional Indigenous society to the statuses of mainstream Australian society has been, and continues to be problematic for Indigenous Australians. The participation in vocational education and training (VET) and employment outcomes for Indigenous Australians has been historically much lower than for non-Indigenous Australians. The aim of this paper is to undertake a targeted review of the existing literature and research into the participation and engagement of Indigenous Australians in VET through a content analysis of three VET based journals, nationally funded VET research and a VET database. The findings point to the publishing of very little research in academic journals however research funded through the National Centre for Vocational Education Research appears to be a prime source of published grey literature. The paper proceeds to discuss the findings in the light of a proposed future research agenda.

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their experiences of delivering PrepSTART through a series of focus groups. A content analysis was conducted to determine key themes in participant responses. These themes were then analysed in relation to the four self-efficacy components (mastery, experience, vicarious experience, verbal persuasion and emotional arousal). Differences in levels of understanding about oral language development, communication between professionals, and the importance of building networks emerged as key themes. An improved understanding of the self-efficacy of professionals regarding the implementation of oral language programs will further facilitate the interdisciplinary approach that is needed to promote early academic success for students.

Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through relevant, rigorous and responsive courses throughout their undergraduate teaching program. Situated within the Bachelor of Education (Primary and Middle) degree at the University of South Australia, Australia, this study captures pre-service teachers' emerging beliefs, attitudes and understandings of Design and Technologies. Drawing on the comparative responses of pre-service teachers collected at the commencement and conclusion of an undergraduate Design and Technologies course, this paper highlights how immersion in a curriculum area can transform pre-service teachers' theoretical, conceptual and practical understandings and how this may influence how, when and why they incorporate the learning area in their subsequent teaching experiences.

This paper explores the lived experiences of a diverse student cohort enrolled in a master's degree educational-leadership program. The program's global focus was on the quality of teacher education, prospective teachers' workplace preparedness and leaders in the workforce in higher education. Internationalization, real-life experiences and student voice served as an enacted intervention curriculum for an educational leadership course designed to reveal the gap between theory and practice. An epistemological diversity lens stimulated critical reflection on students' participation in the course design and its connection to realities in the field. Diverse higher-education classrooms pose specific challenges for educational leadership programs in including effective internationalization, workplace relevance and improving the generalizability and content validity of the educational leadership course. This small qualitative exploratory investigation provides an in-depth understanding of the value of student voice in informing course and program design. Interviews, observations, two surveys and a document analysis triangulated the data and provided information on the complexities in higher-education classrooms. The findings focus on teacher-educators and higher-education classroom management as well as on the value of critical inquiry, reflection and intervention for existing course designs and transformation.

University programs are currently faced with a number of challenges: how to engage students as active learners, how to ensure graduates are "work ready" with broad and relevant professional skills, and how to support students to see their potential as agents of social change and contributors to social good. This paper presents the findings from a study that explored the impact of an authentic, interdisciplinary project with health, architecture and landscape students. This project facilitated students' entrée into the lived experience of women and children requiring refuge services as a result of homelessness and/or domestic violence. Students collaborated with stakeholders from the refuge sector, visiting sites, undertaking individual research, exchanging ideas and problem-solving, to develop a design guide for a women's refuge. Focus groups were conducted at the conclusion of the activity to gauge students' perceptions of the value of the activity. Results indicated that the "hands-on" and collaborative nature of the learning experience in a real-world context was valued, primarily due to its direct relevance to professional practice. Architecture and landscape participants reported an increase in their understanding and knowledge of refuge clients, and many expressed a commitment to further learning and contribution to the sector. Nursing students felt that the authentic learning experience helped prepare them for the "real world" of practice and that it aided development of their professional identities and capacity to effect real-world change. The learning activity had a positive impact on knowledge acquisition and students' confidence to act as agents of social change.

The profession of urban planning contributes to the design and spatial arrangement of cities, and has been recognized as a key potential facilitator of action on climate change. Yet, there has been limited research to understand if, or how, urban planning students are being educated for climate change competency. This paper investigates the coverage of climate change in the curriculum of professionally accredited urban planning university degrees in Australia. Climate change coverage was assessed across three fields: (1) explicit climate change issues; (2) sustainable urban form issues (e.g. contributing to climate change by reducing greenhouse gas emissions), and (3) education for sustainability (with links to professional competencies relevant to climate change action). A content analysis was undertaken of: (1) the Planning Institute of Australia's "Policy for the Accreditation of Urban Planning Qualifications," and (2) a sample of nine accredited urban planning degrees. Limited coverage of explicit climate change issues and sustainable urban form issues was found. Coverage of education for sustainability themes (liberal education; civics; interdisciplinarity; cosmopolitism) was stronger. Results indicate that the professional accreditation policy, and the content of urban planning degrees should be revised to include greater coverage of explicit climate change issues.

Secondary school English is shaped not only by complex institutional and discursive forces but also by the mundane reality of available resources. Among the resources used by teachers are commercial textbooks. Classroom textbooks can play a significant role in determining what gets taught in English lessons. They can also influence assumptions about the larger purpose and goals of English. Despite this influence, there have been few recent attempts to analyse rigorously the makeup of English textbooks. This paper describes a method of content analysis that offers a detailed anatomy of the manifest and latent content of English textbooks. We show how the claims of publishers and the rationales offered by textbook authors can be tested against content, activities and design-work in the textbook itself. We also show how a detailed quantitative analysis of textbooks can be used to assess their alignment with official curricula and with prevailing philosophies of English.