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The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.

Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.

This paper interrogates Stacey's assertion that New South Wales (NSW) education policy is underpinned by a 'particular instance of neoliberalisation' which has significant 'direct and material impacts' on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform of education globally and analyses the Centre for Education Statistics and Evaluation's What Works Best documents. The paper asserts that the character of education policy in NSW is consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, teachers are being 'governed at a distance' through documents such as What Works Best. It is hoped this paper might provide teachers with 'insights and arguments to help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices'.

There is considerable literature describing the use of Change Laboratory as a simultaneous research and intervention methodology in workplace settings. However, there is limited literature describing Change Laboratory from the researcher-facilitator perspective. This paper examines the ethical dimensions of Change Laboratory from this perspective and specifically how a 'rule of care' became a conscious rule. The context is a series of Change Laboratories implemented with Centre Directors and Educational Leaders from early childhood education and care centres in Darwin and Melbourne, Australia. Based on our analysis we attribute the emergence of this rule to a particular vulnerability of the participants: that they were all recruited from centres that had been publicly designated as "Working Towards National Quality Standard" requirements for quality early childhood education and care practices. We present evidence of this 'rule of care' in our work as researcher-facilitators from our data. We conclude that attention to a 'rule of care' is necessary to support transformation, particularly for vulnerable participants such as Educational Leaders.

Children's writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child's writing when immigrant parents assign them writing tasks at home taking into account their writing concerns compounded by their family linguacultural backgrounds in an English-only environment? This paper presents developmental corpus analyses involving data taken from a 1.5-year family writing intervention program for a primary school immigrant child, using multidimensional analysis to determine the latent linguistic traits characteristic of the child's writing development over time. The findings illustrate a range of linguistic features comprising four main dimensions representative of the child's writing development, together with a focus on the emergence of his written self. Although the findings provide data-driven developmental insights into the child's writing life, the parental intervention itself presented ethical dilemmas.

Risky play promotes learning for children but can be challenging for adults who may then avoid providing these opportunities for children. Research about educators' intentional teaching for risky play is limited. The focus of this paper is a project where educators sought to change practice by embedding intentional teaching within children's risky play. A centre team in Newcastle Australia comprising practitioner researchers with a University Research Mentor used action research to plan, implement and report the research. Positive changes in intentional teaching for risky play were documented. We argue that using action research for risky-play change led to professional gains for educators and strengthened children's risk-competence using an intentional teaching strategy constructed for risky play. This paper aims to increase awareness of authentic professional learning for educators about intentional teaching and risky play via action research.

As contemporary research explores the social and cultural dynamics of school bullying, notions of space and time provide avenues to unpack youth-centred insights into students' bullying experiences. Furthermore, spatiotemporal analysis demonstrates the links between similar experiences, such as bullying and relationship violence, that are often siloed in research and policy. Yet, within this converging field, there are contradictory accounts, from both young people and researchers, of the school as both a non-violent space and a space filled with unseen violence. In this paper, I argue that this contradiction reveals an essential aspect of young people's experience of bullying in schools. To develop this approach, school bullying is conceptualised in this paper as 'social violence' with a momentum that can linger and become institutionalised in the architecture of schools.

Drawing on a review of international literature published between 2005 and 2021, the present article discusses interventions tailored for Indigenous people in vocational education and training. A critical analysis of this literature was carried out to gain a deeper understanding of the scope of these interventions in bolstering success among Indigenous people in vocational education. Three axes of analysis were used to examine 24 academic papers: the interventions featured in these papers, the conception of social justice in education (i.e. equality of place, equality of opportunity, equity and inclusion, and decolonisation) underpinning these interventions, and their effects on success. The findings paint a picture of the relevance and scope of initiatives that can foster Indigenous student success in vocational education and at the same time reveal the limitations of these studies. They also show which conception of social justice in education appears the most promising. The article concludes with a brief discussion of a few fundamental elements that need to be kept in mind when developing initiatives for Indigenous people in vocational education.

The contemporary #MeToo moment has led to renewed concern about issues of masculinity and gender justice. This moment provides a strong warrant for critically analyzing different programmes for boys and men in relation to their capacity for gender transformation. This paper presents three such programmes located in Victoria (Australia) as case studies (1) an Activist Programme, (2) a Sports Programme, and (3) a Rites Programme. The paper highlights some of the possibilities and contentions for each programme in relation to their capacities for gender transformation through comparative analysis. The paper draws attention to the complexity and diversity of 'promising approaches' for effectively engaging boys and men in respectful masculinities.

Most of our current university student cohort, known as GenZ, have grown-up in a digitally connected world with access to various technological devices and social-media platforms. While technology can assist to engage students, in the learning environment many students spend a significant amount of time switching between devices engaging in non-learning activities. This results in decreased engagement which can adversely affect their academic performance. Conversely, students who can self-regulate their technology usage are more likely to be engaged in the learning process. Mindfulness is a strategy that can encourage students to self-regulate their thoughts and behaviours to stay on task. Previous research has focused on student's in-class technology usage, self-regulation and mindfulness to enhance engagement. This study adds to current research by investigating short mindfulness practices in a higher education first year business degree. The paper examines the usefulness of two mindfulness interventions to encourage students to self-regulate their in-class technology use and enhance engagement. Using a critical realist lens, the paper incorporates quantitative and qualitative data analyses through student surveys and focus groups. Twenty-nine first year undergraduate students were exposed to the mindfulness interventions. Results indicate the mindfulness interventions improved students' ability to self-regulate, contributing to student engagement and feeling connected at university.

Background: There is little research comparatively assessing prevalence of pain between older people either with or without intellectual disability. This paper explores health and social factors associated with chronic pain in these two groups. Method: A cross-sectional survey was undertaken in New South Wales and Queensland, Australia. Inclusion criteria were adults either with or without intellectual disability, aged 60 years and older, and currently living in community-settings. Univariate and multivariable analyses were undertaken on a sample of 391 adults with intellectual disability and 920 adults without intellectual disability. Results: Key findings included higher prevalence of pain in the intellectual disability group, along with higher rates of osteoarthritis, falls, oral health problems, and mood disorders. Conclusions: Mitigating risk factors for conditions that cause chronic pain in older adults is crucial. As longevity increases, the healthcare sector needs to prioritise chronic pain management for people with intellectual disabilities through appropriate treatment strategies.

Student bullying behaviours are a significant social issue in schools worldwide. Whilst school staff have access to quality bullying prevention interventions, schools can face significant challenges implementing the whole-school approach required to address the complexity of these behaviours. This study aimed to understand how schools' capacity to implement whole-school bullying prevention interventions could be strengthened to promote sustainability and improve student outcomes. Qualitative methods were used to observe schools over time to gain insight into their implementation capacity to improve student social and emotional wellbeing and prevent and ameliorate harm from bullying. A four-year longitudinal, multi-site case study intensively followed eight schools' implementation of "Friendly Schools," an Australian evidenced-based whole-school bullying prevention intervention. Regular in-depth interviews with school leaders and implementation teams over four years led to the refinement of a staged-implementation process and capacity building tools and revealed four common drivers of implementation quality: (1) strong, committed leadership; (2) organisational structures, processes and resources; (3) staff competencies and commitment; and (4) translating evidence into local school policy and practice. This paper considers the strengths of qualitative data in understanding how and why bullying prevention interventions work as well as actions schools can take to enhance their implementation and sustainability of complex social interventions.

Purpose: The purpose of this study was to explore the relationship between higher educational institution bullying policies and the subsequent cultural impact to determine the effectiveness of policy in ameliorating bullying within the university culture. Design/methodology/approach: This study consisted of two separate but related case studies at two universities in different countries, focussing on university staff. The field work gathered data about existing anti-bullying policy, the extent to which it was part of the organisational culture for staff, and the levels of staff bullying experienced or seen within the organisation. Both qualitative and quantitative data were collected. Findings: The study found that despite one university having significant policy and the other having very little policy, the knowledge of policy in both universities was and subsequent experience of bullying for staff were very similar. Research limitations/implications: The findings indicate that anti-bullying policy alone appears to have a limited impact on organisational behaviour. This suggests that the entrenched and historical master/servant relations of academia enable such practices to continue. Policy implementation is insufficient and training and development to generate more inclusive, people-focussed management cultures is necessary to ameliorate bullying behaviour. Practical implications: The paper draws on the experiences, critique and suggestions of the study participants to prepare a possible agenda for cultural change that human resource (HR) managers could develop in association with academic and professional managers within their institution. Social implications: The findings suggest that in any social setting or organisational structure where strong historical patterns of master/servant endure, the opportunity for bullying behaviours to grow and flourish is fertile and that policy statements alone may have little impact on curtailing such behaviour. Originality/value: This study makes two contributions to existing knowledge. First, it provides evidence that anti-bullying policy is alone unlikely to have an effective impact on instances of bullying within the culture. Second, the case study contrast displays that unacceptable levels of bullying exist in two very different institutions in two very different cultures. Whilst one country has a war-torn history and the other exists in splendid isolation, the same patterns persist, indicating that universities have structured cultural issues that are difficult to change.

This paper describes a case study using quantitative and qualitative approaches to investigate student engagement and retention within an online early childhood teacher education program at a regional Australian university. Two key interventions, the identification and support of disengaged students and the Embedded Tutors Program are described and examined. Initial findings on these retention initiatives, developed to support Early Childhood Education undergraduates studying in the online environment, are presented. Additionally, discussion of the findings through the theory of practice architectures highlights the practices and institutional arrangements that create the conditions to support student retention. This study is significant in planning for Early Childhood Education workforce quality and supply. It may offer guidance to institutions for their retention practices with early childhood teacher undergraduates studying in the online environment.

Nudging has been used in a range of fields to shape citizens' behavior and promote public priorities. However, in educational contexts, nudges have only been explored relatively recently, with limited but promising evidence for the role of nudging used to increase engagement in online study, particularly in higher education. This paper reports on findings from a project that investigated the use of nudging in course-specific online learning contexts. The project evaluated the effectiveness of an intervention that combined course learning analytics data with a nudge strategy that encouraged students' engagement with crucial course resources. When implemented in a planned and strategic manner in online courses, findings show that nudging offers a promising strategy for motivating students to access key online resources.

This study examined the impact of a school-based preventive intervention on cannabis use in adolescence, using a cluster-randomized trial of a multilevel intervention aimed at improving social relationships within schools by promoting change in school environment. Four waves of data were collected at baseline (1997, Year 8: mean age 13 years) and six, 18, and 30 months later (1999, Year 10: mean age 16 years). Self-reported substance use, school engagement, and sociodemographic data were collected using computer-administered questionnaires. Some 2,678 (74%) Year 8 students participated (wave 1) with minimal attrition (10% by wave 4). Adjusting for baseline use, weak evidence existed for an intervention effect on the prevalence of any use at Year 10 (OR 0.75, 95% CI 0.54, 1.05) and incident weekly use (OR 0.72, 95% CI 0.39, 1.33). These effects were reduced after adjusting for confounders. Moderate evidence suggested an interaction effect between intervention group and tobacco use (p = 0.04), suggesting the intervention was more effective for non-smokers at baseline (Adj. OR 0.50, 95% CI 0.26, 0.98). This study indicates that a multilevel school-based program may provide an innovative direction for sustainable school interventions with the potential to reduce substance use.

This article explores the wide-ranging impact of inviting architecture students to increase conscious somatic awareness of their body and function, and the effects on their design process. This paper analyses the results of a Movement Awareness Intervention conducted prior to students undertaking their usual architectural design studio at the Queensland University of Technology, Brisbane, Australia. The impact of a global trend in extensive use of digital design tools has resulted in impacts on components in the architecture design process that appear to be slipping under the radar in architecture education and practice. This article addresses issues raised by Juhani Pallasmaa and Paolo Belardi, bolstered by neuroscience research by Harry Mallgrave and colleagues, to explore the impact of heightened conscious bodily awareness upon the cognitive design thinking processes required in the architecture. The case study research using mixed data collection methods on 39 participants draws upon surveys, hand notations, and audio interviews to track participant perceptions of the impact on their design process in action. Analysis of the data produced in this study addresses the concerns raised by theses seminal writers. This paper argues for new approaches to reconfiguring and recalibrating of emotional, cognitive, and physical stimulants that were once invisibly physically embedded in the traditional architectural design process to work with digital design technology.

This paper critiques recent practices in schooling, particularly efforts to enhance student learning outcomes for more performative purposes. Such practices have become increasingly prevalent as part of a broader trend towards results-oriented accountability practices, with concomitant pressures upon teachers and students to achieve particular outcomes as evidence of improvement--and often in relation to various forms of local, national, and international standardized tests. The research draws upon experiences of teachers in one school in Australia as they grappled with various reform initiatives as part of their overall School Improvement Plan to enhance educational outcomes for students. This paper draws upon theorizing and research into specific practices of performativity, particularly how children, data and teachers' learning processes are all constituted as "targets" for continuous intervention. As well as revealing the problematic effects of more performative accountabilities, the research also shows how alternative more "authentic" forms of accountability were in evidence and enacted by those constituted through these processes. This paper seeks to provide insights into how teachers' work and learning are heavily influenced by performative pressures, but also how teachers might contest the more instrumental and technicist influences of such practices.

Industry engagement, commonly implemented as a 12 week industry placement during a vacation towards the end of the degree, has traditionally been a provider-mandated component of externally accredited professional engineering degrees in Australia. Such placements are intended to bridge knowledge and capability gaps between academic study and engineering employment and contextualise the final phase of academic study. Changes in the composition of Australia's engineering industries have made it progressively harder to source such placements. In-curriculum exposure to engineering practice has also been expected, but has been delivered with considerable variability. In 2014 the authors completed a national project, led by the Australian Council of Engineering Deans (ACED), with peak industry bodies and several partner universities, funded from the Commonwealth Department of Industry Workplace Innovation Program, to explore how improving industry engagement could contribute further to engineering graduates' learning outcomes and employability. The data collected from the engineering students and employers, reported in this paper, can now be regarded as baseline data on industry engagement, against which subsequent developments can be referenced. For the first time, students' ratings of the value of different methods for industry engagement are shown to be related to their 'authenticity'. Several industry-inspired in-curriculum interventions were also trialled at partner universities. Guidelines for good practice were developed from melding the experiential findings with theoretical perspectives. In the years since completing the project, the accreditation body, Engineers Australia, has updated and intensified its focus on engagement with practice (including changing its language from 'exposure' to 'engagement'), and many engineering faculties have significantly enhanced their models and requirements for work integrated learning and industry engagement. This paper outlines these changes and examples of new implementations, including virtual and electronically-mediated methods that also reflect ongoing changes in engineering industry practice.

This paper explores perceptions of work intensification around the world. Underpinning this analysis is C. Wright Mills' (1959) argument that many personal troubles are public issues, and the notion that a significant dimension of the privatisation of public education, a concern of public education advocates worldwide, is the ways in which school work has become a private issue. One hundred and thirty interviews were conducted with education stakeholders across Australia, England, New Zealand and Canada exploring the issues of work intensification, school autonomy and accountability policies. The paper argues that the work done in public schools is increasingly becoming a private problem as a result of policy interventions. It suggests that we need to widen the scope of defining publicness in education beyond that of governance and funding to include consideration of how work is organised and experienced.

Despite the generally highly individualised educational needs of children, when it comes to reading, three collective patterns of concern tend to arise. Research explicitly highlights the disparity that at-risk children and children with a disability may face in the classroom, as well as the longstanding ripple effects of early language and literacy disadvantage. Stemming from these foundations, the purpose of this literature review is to analyse the impact of literacy intervention strategies on early childhood students in mainstream Australian classroom settings. The paper will utilise formative classroom data in the form of teacher directed lesson observations in a student driven learning setting to obtain evidence of the effectiveness of implemented literacy interventions. Data will be collected through observational notes and a student reading level progression bar graph over a five-week period with literacy intervention lessons being run three times per week for one-hour sessions. There will be a direct emphasis on exploring the importance of primary literacy intervention in the inclusive early learning classroom, with a particular focus on the developmental process of reading in young learners. This review will also explore how the effective development of reading competence shapes learning and social development for years to come; unpacking current research literature and discussing a key selection of evidence-based intervention strategies utilised to bridge learning disparities for young readers.

A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs' ability to notice and make pedagogical decisions based on student thinking evidenced in video and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, participants outlined that the IM helped to shift their beliefs about teaching and learning, and helped promote productive teacher dispositions. Furthermore, these shifts were enabled through opportunities to engage with authentic student work, and the access they were given to new forms of responding.

Purpose: This paper explores the impact of a suite of alcohol culture change interventions implemented by Deakin University in Melbourne, Australia. The interventions were designed to change the alcohol culture at a bi-annual nation-wide university multi-sport competition known as Uni Nationals. This study aims to understand the critical success factors of the alcohol culture change initiatives that were developed by the university and implemented as part of a broader set of institutional practices. Design/methodology/approach: A qualitative research design utilised in-depth, semi-structured interviews with nine Uni Nationals student team leaders. In total, two group interviews and four individual interviews were conducted with student team leaders who participated in the Uni Nationals. The interview transcripts were coded and themed. The themes were further refined and interpreted into a narrative. A total of two transcripts were independently coded by the first two authors. Discordant coding was flagged and discussed until a consensus was achieved. The remaining interviews were coded by the first author and discussed with the second author to ensure consistency. A socio-ecological framework was used to understand perceived changes to alcohol culture. Findings: Student leaders were aware of and felt supported by the university-wide approach to changing the culture of Uni Nationals. Overall, the qualitative study indicated that students were positive about the alcohol culture change interventions. The leadership training that engaged team leaders in interactive activities had the greatest impact. Student leaders found the targeted messages, mocktail events and Chef de Mission (CdM) less effective cultural change strategies. However, they helped to establish expectations of students in this setting where a heightened focus on sport was associated with higher alcohol consumption. Originality/value: While there has been growing academic interest in exploring "drinking cultures", there has been relatively little focus on alcohol culture of university students at sporting events. The paper contributes to addressing this gap by shedding light on the impact of a group of interventions on the drinking culture of the Uni Nationals subculture.

In this paper we explore how participation in a constructivist-oriented, classroom aligned mathematics intervention program advanced the learning and positive dispositions of Grade 1 students who were failing to thrive when learning mathematics. Intervention programs are an approach to differentiated instruction that some schools adopt, but there are questions about whether such interventions advance equity and inclusion for students. To provide insight about these issues, we draw on data from the Extending Mathematical Understanding for All study in NSW, Australia (2016-2020) to address two research aims. The first aim was to evaluate the effectiveness of the EMU intervention approach for progressing the mathematics learning of students who were failing to thrive mathematically, and for closing the performance gap with their peers. The second aim was to consider the impact of participating in EMU intervention on students' dispositions for learning mathematics. The findings confirm the potential of intensive constructivist-based intervention approaches for closing the performance gap for students who were not thriving in mathematics, and for improving the learning dispositions of these students. However, two years after the intervention, the performance gap was again apparent for many students. It is likely that a one-off intervention program is not sufficient for enabling all students to thrive mathematically, and that well-focused classroom-based differentiated instruction and further intervention support may be warranted for some students.

During COVID-19, rates of mental health issues, particularly anxiety, rose significantly in university students. In the scramble to adapt to online learning, university professors were overwhelmed with material aimed at facilitating a supportive learning experience and preserving student academic performance in online contexts yet were ill-equipped to cope with the increased volume of mental health issues encountered. Many studies attest to the association between poor mental health and academic performance. It has been shown that students often report their mental health issues to university professors who are called upon to cope with these issues as best they can. This paper outlines strategies undertaken, in the context of a novel undergraduate mental health program, to address emergent mental health issues during COVID-19 student isolation. These practical, cost effective interventions can be used to successfully give voice to ongoing student mental health issues in a post-COVID world and to help professors feel equipped and empowered enough to contribute to stemming the tide of rising rates of mental illness meaningfully, appropriately and professionally. [Note: The page range (69-81) shown on the PDF is incorrect. The correct page range is 69-79.]

Engaging in physical movement has a number of mental and physical health benefits, and yet 45% of Australia's population do not meet the recommended guidelines for physical activity. The current study aims to develop an online habit-based intervention designed to reduce sedentary behavior within the workplace, using environmental cues to instigate simple behavioral changes. Participants in this study will include full time office workers who self-report as having a highly sedentary job and work from either a commercial office, home office, or a mixture of both. Participants will complete a habit-based intervention over a four-week period designed to reduce sedentary behavior by increasing habitual responses to simple physical movement behaviors cued by their environment. Analysis will involve mixed methods ANOVAs to test the efficacy of the intervention. A successful intervention will show a reduction in sedentary behavior as a response to habitual simple physical movement behaviors. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). Method: In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified. Results: The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND. Conclusions: The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.

Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students' MVPA during lessons (range 14.3%-24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening.

As the final phase of the translation process, self-revision has traditionally been a relatively neglected component despite it being widely acknowledged as critical to achieving high-quality translation and in translator training. To identify effective educational interventions for self-revision, the current paper reports on a study that collected empirical data from student translators (n = 72) who were randomly assigned to different conditions (traditional, screen recording, and eye tracking) in highly ecologically valid bidirectional tasks. Six features of eye tracking and screen recording were identified as indicators of potential translation difficulties which could be used to direct student translator's overt visual attention in the revision phase. We found that eye tracking was the most effective way of assisting student translators in self-revising their translations, regardless of the direction of translation. Further, average fixation duration and backward saccades in the eye tracking recording condition, and pauses and concurrent revision activity in the screen recording condition were the most useful features in helping the student translators to identify potential translation errors and thereby enhance the quality of their translation after revisions. Qualitative data showed that the student translators became more confident and had a clearer understanding of their own translation processes after watching the recordings.

One of the main drivers of acting creatively is people's belief that they can do so. Yet, most of the previous work on creative self-concept takes a domain-general perspective, telling us little about whether domain-specific interventions or activities can build people's creative self-perception. This paper specifically considers the domain of screenwriting to investigate and enlighten the debate in the area. We analyze the impact of an intervention focused on the development of creative self-efficacy and creative personal identity in an undergraduate screenwriting course at the Griffith Film School, Griffith University, Australia. The intervention, scaffolded by a creative metacognitive framework was an integral part of the course and was delivered by a Creativity Coach. Our results suggest that enrolling in an intensive and elective screenwriting course which included targeted teaching and self-reflection about creativity and the creative process, significantly improved participants' creative personal identity (valuing creativity) and creative performance, with no effect on their creative self-efficacy. We discuss the theoretical and practical implications of our findings and provide recommendations for future research.

Objective: The Bridging the Gap Between Physical and Mental Illness in Community Pharmacy ("PharMIbridge") randomised controlled trial (RCT) aims to test the effectiveness of a pharmacist-led support service in improving medication adherence, and the physical and mental health of people living with severe and persistent mental illness compared to a standard medication review service. Method: Using the six-step intervention mapping (IM) framework, this paper describes the development and content of the "PharMIbridge" pharmacist training programme, an integral part of the RCT implementation, and continuous adaptations made to the process to keep pace with the evolving severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic in Australia. A Training Working Group comprising health educators, practitioners, mental health consumers and researchers, refined the programme objectives and assisted with developing content and troubleshooting issues related to training delivery for pharmacists randomised to the RCT intervention arm. Results: A 2-day training programme was developed, which included Mental Health First Aid, simulated patient role-plays, and four pre-recorded modules using lectures, demonstration case vignettes, role-play activities and discussion. The programme, co-facilitated by project team members and mentors (pharmacist and consumer educators), aims to enhance pharmacists' mental health literacy, skills and confidence and empower them to engage with this vulnerable population using a strengths-based approach. Pre- and post-training questionnaires and interviews will be used to evaluate the impact of the "PharMIbridge" training programme. Conclusion: The systematic stepwise method provided by the IM framework highlights the solution-focused approach adopted by the project team and characteristics including adaptability and resilience which enabled training development and implementation across four Australian regions during the SARS-CoV-2 pandemic.

This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far fewer materials use Australian or regional accents. Materials are also simplified or spoken at a slower speed, emphasizing comprehension-type questions, despite the fact that literature reveals effective listening development involves practice in real-life listening contexts. Academic listening materials conversely emphasize the formal lecture and development of note-taking skills. We developed a range of activities where listening input was accompanied by materials reflecting top-down and bottom-up strategies as well as other cognitive and meta-cognitive skills. Materials were developed over two action research cycles involving EAL research student participants. Paper-based exercises were trialed and then developed into online materials where students could create their own listening materials and build portfolios. Results from the participants in the workshops/focus groups indicate they were able to develop their listening skills independently because of the explicit and focused approach of the materials. However, even more explicit and simple instructional design was needed when translated into the online environment.

Recent rapid increase in the number of Australians of Asian backgrounds has significantly altered the demographic mosaic in schools. This has major ramifications for Australian classrooms with regards to the transnational exchanges now ubiquitous. In response, this paper proposes a view of cosmopolitanism as "transnational literacy" as enunciated by Spivak. It draws on a pedagogical intervention that explored the emerging spaces of the Australian classroom as they negotiate their complex relationship with Asia. This intervention sought to elicit responses from 20 students, predominantly from Asian backgrounds, in an all-girls selective secondary school. Interviews were conducted with 10 of these students; group discussions were audio-recorded; and written responses were gathered before and after the course. Several key themes emerged from their responses. First, students reported difficulty negotiating norms of Australian-ness. Second, they identified nation-centric narratives as key sources of feelings of exclusion. Finally, many reported changes in their epistemic constructions of themselves and of others after contesting these norms. As a result of thinking with Spivak, this paper suggests a view of cosmopolitanism that highlights the importance of our learning to become implied readers of culturally different texts in ways that generate ethical sensibilities towards spaces of intercultural exchange.

This paper arises from research undertaken by educational semioticians and science educators investigating the use of student generated digital artefacts as assessment tasks in pre-service science teacher education. Part of a broader shift toward student-generated media in tertiary science, the use of such tasks is driven by the need to deepen pre-service primary teachers' understandings of content and to foster enthusiasm for teaching science. However, the tasks are challenging as students must demonstrate both content and meta-semiotic knowledge in these brief digital standalone presentations. In the paper, we draw on artefacts, interviews and assessment practices to demonstrate these challenges. We identify what have emerged as key semiotic understandings necessary to complete a successful response to the task, arguing that these include multimodal understandings as well as knowledge of disciplinary specific representational practices. We describe an intervention informed by functional social semiotics and scaffolded literacy approaches with key features including use of an exemplar text for deconstruction and an explicit instructional sequence with a tailored assessment rubric. The paper reports both theoretical and practical insights and seeks to contribute to emerging analytical frameworks as well as multimodal literacy assessment.

Education provides opportunities for adolescents to make developmental gains. Remote Indigenous adolescents not engaged in education programs need alternate learning opportunities to reach developmental goals. This review identifies attributes that contribute to an alternate model of education within the existing literature and reports on the quantity and nature of evidence. Thirty-seven databases and grey literature were canvassed using strict search criteria. Analysis of papers was conducted to find the enablers of alternate models by identifying the conditions, strategies and outcomes the intervention produced. Papers were categorised according to their nature by Canada's Hierarchy of Evidence and the Sanson-Fisher model. There was limited literature on alternate models of education for Indigenous adolescents in settings outside a school environment. Three papers were classified as descriptive and ten as intervention research. All papers were described as "emerging" and "promising" practices. The five attributes embedded within a model included: (1) cultural connectedness and awareness; (2) being contextually designed; (3) fosters relationships with peers and adults; (4) specific teaching and learning strategies; and (5) holistic outcomes. The findings will contribute to the co-design of an alternate model of education for remote Indigenous communities. Gaps identified in the literature included examples of "best practice" models and highlighted the need for further research of innovative models that move from descriptive research to form an evidence base.

History curriculum in Australia has moved beyond its traditional British imperial roots and currently takes a world history approach. Postmodern and postcolonial approaches have challenged the dominant Western metanarrative projected on and by curriculum and the inclusion of Asia-related histories has contributed to the diversification of the narratives represented. Nonetheless, as the analysis presented in this paper demonstrates, the traditional points of reference for framing Asia -- imperialism, colonialism, cold war structures, and the nation-state -- continue to play a significant role in the way Asia is positioned. This paper reports on a study that investigated the representation of Asia in Victorian senior secondary history curriculum documents of the Victorian Certificate of Education (VCE) over the last three decades. Chen's "Asia as method" and "deimperialisation" are employed to critically examine how Asia is imagined by curriculum. The paper examines the potential of deimperialisation as an intervention for disrupting dominant curricular constructions of Asia. It argues that in order to reconceptualise Asia as relational, dynamic, and an active participant in historical processes, history curriculum needs to provide opportunity for reflection on the ongoing effects of imperialism on subjectivity formation and engage with contemporary historiographical developments.

Creating authentic learning experiences that prepare students for their future work in an ever-changing workforce represents a key challenge in higher education. One key way to enable the integration of learning and work is to foster students' capacity for critical reflection and reflexive thinking. This paper seeks to contribute to knowledge of how to foster the integration of learning and work and presents a case-study of a work integrated learning curriculum intervention within the discipline of project management. We explore how to authentically integrate learning and work by creating learning for students that deepens and broadens their critical understandings of their future profession and role as professional practitioners. We apply thematic analysis to students' reflective journals to explore their shifting perceptions of professional practice, and discuss how these findings may be applied to more authentically foster students' preparation for professional practice. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]

This paper examines a project that developed humorous, irreverent and subversive arts-based interventions into sexism in the academy. Two workshops were run with women currently working in teacher education in Australian universities. The researchers worked with the participants collaboratively and in line with feminist practices and methodologies to develop interventions that were performed at a large multidisciplinary educational research conference. The paper outlines the origins of the project, the feminist scholarship that inspired it, the methodological framework as well as a discussion about three of the interventions and demonstrates that sexism both (re)produces structural disadvantage for women in higher education as well as being characterised by a set of micro practices that shape the everyday experiences of women in the academy. Although this research is set within an Australian context, the paper acknowledges that sexism is systemic within higher education across contexts.

This paper evaluates the potential efficacy of using life writing to address mental health disparities and to promote health and well-being among young LGBTIQA+ persons. It examines the potential benefits of young LGBTIQA+ people engaging with life writing including memoir, autobiography, creative nonfiction, journaling and digital storytelling. These benefits include exploring identity and making sense of one's experiences, unifying and empowering marginalised communities, providing people with agency, illuminating common experiences, and facilitating the exchange of resources and support. It evaluates current developments in literacy and English education and identifies an increasing trend towards neo-liberalism and economic discourses, potentially at the expense of providing opportunities for young people to develop creativity and engage in self-exploration. It discusses the author's experiences in running life writing workshops with groups of LGBTIQA+ young people and offers suggestions on how to run similar workshops in educational and wider community settings, including possible prompts, modes of working and debriefing the participants. Overall, the findings suggest that life writing can be used to improve the health and well-being of LGBTIQA+ young people; however, the paper concludes that this sort of intervention needs to be run respectfully, strategically and with full awareness of how sensitive and traumatic the content may be that can emerge for young people. For this reason, the paper presents guidelines and recommendations to provide structure and support.

Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants' self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.

Philosophy and ethics in medicine is an interesting and often fascinating topic of enquiry, however uptake amongst medical students is highly variable and it is often regarded as a nonessential component of the medical curriculum. Medical students themselves are often overwhelmed by the demands of medical study, and cite high rates of burnout. This paper describes a novel intervention provided at Western Sydney University as part of the Professional Development curriculum, which provided three broad tutorial interventions in their first clinical year. The tutorials gave an overview regarding philosophy theory, but are specifically designed to encourage resilience amongst students. The tutorials were highly regarded and represent a novel way of engaging young doctors. It is suggested that orienting philosophy teaching towards issues immediately relevant to training doctors can greatly improve student acceptability.

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. However, common challenges to successful implementation of school-based programs include inadequate staffing and resourcing, and a lack of ASD-specific staff training. This paper describes how barriers to program implementation were overcome in a project evaluating the Secret Agent Society (SAS) SES training intervention within Autism Spectrum Australia (Aspect) specialist classes. Questionnaire data was collected from school staff over a one-year period. Findings supported the effectiveness of the adoption process used, and suggest that SAS was feasible and acceptable to school staff.

This paper proposes that play therapy can be an appropriate intervention in working with children with autism in schools especially when working with children who have little in the way of social skills and poor communication. It proposes that play therapy may offer school counsellors opportunities that the more cognitive therapies do not. Through the use of case study research, the paper discusses and illustrates an intervention with a seven year old boy with autism across 12 sessions of sandplay in a school in Queensland, Australia. This paper draws our attention to the legitimate use of case study research in counselling. It also advocates for the use of sandplay, (an expressive therapy intervention) with a child who is autistic and who at first plays chaotically. This paper draws the counsellor's attention to the developmental stages that will follow when the child feels secure enough to proceed. The lack of well researched longitudinal quantitative or mixed method research in play therapy is also noted. (Contains 7 figures.)

This paper provides an analysis of Australia's legal provisions and policies regarding truancy. We examine how low frequency truants feature in Australia's truancy law and policy and highlight similarities and differences in the cultural-legal context between Australian states and territories. Similarities include requirements to attend school from about six to 17 years of age and the legal culpability of (predominantly) the parents for children's non-attendance. Differences include little consistency in the threshold at which schools in different Australian states and territories are required to intervene once truancy has been identified and disparities in prosecutions and fines. We conclude that harmonising truancy laws in Australia is likely to increase parental understanding and thereby compliance with school attendance laws.

Cyberbullying is a serious social problem with negative health and wellbeing consequences for young people. Teachers have an important role to play in intervention activities because they are often first responders to cyberbullying events. This paper presents 10 teachers' workarounds to cyberbullying intervention. The vignettes drawn from interview data show teachers recognise cyberbullying as a significant concern for young people. However, in their reporting, there is no uniform approach taken. Instead, each teacher describes a unique set of practices for cyberbullying intervention that are not always aligned to intervention frameworks. While a mix of factors determines their uptake of recommended interventions, the key to each teacher's workaround is the level of frustration, annoyance and worry they experienced in relation to cyberbullying. The research demonstrates intervention frameworks need to rethink the role teachers play in cyberbullying intervention, provide greater support and guidance for managing student distress in relation to cyberbullying, and address the frustration experienced by teachers in relation to their intervention responsibilities.