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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.

The South Australian Certificate of Education (SACE), introduced in 1992-93, is a credential and formal qualification within the Australian Qualifications Framework (AQF). SACE was recently subjected to a review that led to a series of significant recommendations. These recommendations came out of a process that began with the Review Panel scrutinizing existing SACE structures for continuing validity and effectiveness. This paper critically examines claims made by the Review Panel of a resounding confirmation of the need for reform. Since the panel's claims are built upon qualitative data (community submissions), they are critiqued using widely-accepted standards for qualitative research. In particular, this paper examines the panel's evidence regarding "academic creep", the dominance of the academic pathway, and issues regarding the Tertiary Entrance Rank. The findings suggest that the panel's case for reform may apply more to government schools than to the SACE itself. This paper concludes that the case for reform is poorly developed and largely supported by research lacking transparency and unsuited to making generalizations. (Contains 5 tables.)

In recent years teacher education has used the process and practices of research to improve pre-service teachers' pedagogical practices. Pre-service teachers, however, generally prefer to understand the practices of teaching rather than research. This paper considers the writing process rather than the research process as central to the construction of pre-service teachers' subjectivities. It explores the responses of twenty-six Tasmanian Secondary English postgraduate pre-service teachers in 2004 and 2005, drawing on data from research writing projects, surveys and interviews. These responses indicated that when writing is positioned central to the research process it can change pre-service teachers' construction of research and in turn improve pedagogical practice and most importantly student learning.

Aims: To investigate the ways that nurses engage with referral letters and discharge summaries, and the qualities of these documents they find valuable for safe and effective practice., Design: This study comprised a qualitative, case-study design within a constructivist paradigm using convenience sampling., Methods: Interviews were conducted with nurses to investigate their practices relating to referral letters and discharge summaries. Data collection also involved nurses' examination and evaluation of a diverse range of 10 referral letters and discharge summaries from medical records at two Australian hospitals through focus-group sessions. The data were transcribed and analysed inductively., Results: In all, 67 nurses participated in interviews or focus groups. Nurses indicated they used referral letters and discharge summaries to inform their work when caring for patients at different times throughout their hospitalisation. These documents assisted them with verbal handovers, to enable them to educate patients about their condition and treatment and to provide a high standard of care. The qualities of referral letters and discharge summaries that they most valued were language and communication, an awareness of audience and clinical knowledge, as well as balancing conciseness with comprehensiveness of information., Conclusion: Nurses relied on referral letters and discharge summaries to ensure safe and effective patient care. They used these documents to enhance their verbal handovers, contribute to patient care and to educate the patient about their condition and treatment. They identified several qualities of these documents that assisted them in maintaining patient safety including clarity and conciseness of information., Implications for the Profession and Patient Care: It is important that referral letters and discharge summaries are written clearly, concisely and comprehensively because nurses use them as key sources of evidence in planning and delivering care, and in communicating with other health professionals in relaying goals of care and implementing treatment plans., Impact: Nurses reported that they regularly used referral letters and discharge summaries as valuable sources of evidence throughout their patients' hospitalisation. The qualities of these documents which they most valued were language and communication styles, awareness of audience and clinical knowledge, as well as balancing conciseness with comprehensiveness of information. This research has important impact on the patient experience in relation to encouraging effective referral letter and discharge summary writing., Reporting Method: We have adhered to the relevant EQUATOR guidelines through the SRQR reporting method., Patient or Public Contribution: No patient or public contribution., (© 2024 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.)

Purpose: Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations' ways of knowing, being and doing. Design/methodology/approach: This manuscript presents two First Nations' perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation's women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks et al., 2019; Moreton-Robinson, 2000). Findings: The key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover. Practical implications: Poetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing. Social implications: Poetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research. Originality/value: Writing about poetic inquiry and decolonisation from a First Nations' perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.

Critical literacy approaches to English teaching have existed in Australia for more than two decades. Despite this, they continue to be criticised by the media, especially during times of perceived "literacy crisis" and curriculum review. In addition, teachers and academics continue to explore their worth and meaning for English teaching contexts. This paper discusses the findings of the research project Critical literacy in Australia: affordances, tensions and hybridisations which investigated constructions of critical literacy in secondary school English curricula and teacher discourse in Australia. Three major themes emerged from the data which provided insights into the state of critical literacy in Australia today. These themes related to the following areas--curriculum affordances of and teacher engagement with critical literacy; the impact of critical literacy discourses on teachers' ideological becoming and hybridisation of critical literacy; and tensions arising from critical literacy pedagogies.

Purpose: Small and specialist inter-disciplinary conferences, particularly those relating to technology enhanced learning such as International Conference on Information and Communications Technology in Education, provide valuable opportunities for academics and academic-related/professional staff to report upon their research and development activities, including their insights into teaching practice. However, the existence of such conferences is now under threat due to a global shift towards quantitative research assessment exercises, which favour bibliometrics, such as citation counts and impact factors, over peer review. The purpose of this paper is to contextualise the discussion by describing the nascent qualitative research assessment in Australia and its implications for small conferences. It also aims to present heuristic strategies to ensure that publications are recognised by quantitative research assessment exercises. Design/methodology/approach: The authors draw on a wide literature base as well as their experience as academics, conference organizers, professional developers, and researchers to describe the changes to the culture of research assessment and research management and their observed implications for small and specialist inter-disciplinary conferences. Findings: Conference organizers and scientific committees should consider several strategies to maximise bibliometric impact of conference papers. These strategies include: transparency in reviewing processes; building alliances with peer-reviewed journals; considering boutique "by invitation" conference formats; and publishing papers which are indexed and standards based. The authors also point out that small and specialist conferences should leverage their communities of practice to facilitate publication and research opportunities and thereby increase the tangible benefits of participation. Originality/value: This paper is valuable to conference organizers and participants who are adjusting to a culture of bibliometrics. This paper highlights key issues as well as suggests strategies to improve impact values. (Contains 1 table and 2 notes.)