Search

Preceptorship is a vital role in the development of both undergraduate and postgraduate midwifery students who require input and guidance from more experienced midwives. The preceptor acts as a professional role model to the student: teaching and supporting; providing a learning environment that enables confidence to develop through supervised safe practice; and assisting them to develop knowledge and skills, and adapt to new contexts and new roles within an ever-changing midwifery environment. Using reflection and critical analysis within clinical scenarios is a useful way to provide effective teaching and learning for students. This can also assist the preceptor to develop alternative teaching strategies and develop confidence to try new teaching approaches with students in future encounters. As the role of preceptor comes with great responsibility, the need for flexibility in teaching approaches, according to varied student learning styles, promotes new teaching approaches and confidence in the preceptor. This paper analyses a clinical teaching and learning scenario within a midwifery context and critiques the various teaching strategies utilised to recommend alternative approaches for the registered midwife preceptor. [ABSTRACT FROM AUTHOR]

Indigenous nurses have the potential to improve access to health services for Indigenous people by ensuring that services are culturally safe and respectful of Indigenous peoples' needs. Therefore, developing a well-educated Indigenous nursing workforce is one way to improve the poor health outcomes of Indigenous Australians. A mixed methods study was undertaken to determine the current rates of enrollment, progression and completion of Indigenous nursing students in Australia and to explore student and staff perceptions of barriers to completion and strategies for success. The results indicate that the national average completion rates are 36.3% for Indigenous nursing students and 64.6% for non-Indigenous nursing students - an average difference of 28.3%. Indigenous nursing students and academics identified barriers to completion, which were similar to those identified in previous research. Success strategies, however, revealed the importance of individual student characteristics; academics' knowledge, awareness, and understanding; relationships, connections, and partnerships; institutional structures, systems, and processes; and, family and community knowledge, awareness, and understanding. This paper offers an overview of the integration and interpretation process that makes up the final phase of a mixed methods study. [ABSTRACT FROM AUTHOR]

The experiences of young people with disabilities of inclusive schooling are largely underresearched. This paper reports recent findings of a small-scale Australian qualitative study, in which secondary students with vision impairment spoke about their experiences of receiving paraprofessional support. Two overarching themes emerged from this study: ‘light’ and ‘heavy’ paraprofessional support. The results presented here demonstrate that participants described that support personnel upheld the strong arm of the special education tradition, which was manifestly detrimental to their inclusion. Raw data is presented to elucidate the emergent themes, and to explain the various pedagogical and general support roles of class and special educators in eliminating the need for direct paraprofessional presence in lessons. The light and heavy model of support is also examined in terms of how it fits into the complexity of the education discourse and the young people's own aspirations for full inclusion. [ABSTRACT FROM PUBLISHER]

In Australia, as in many countries across the world, our educational landscape is being shaped by an ever-increasing focus on the "globalized educational policy discourse" (Lingard, 2010) of standardised, 'high-stakes' testing, and the subsequent quantitative measuring and ranking of children, classes, schools, districts, states, and countries. Through this paper, we explore our research conducted with children, teachers and parents within a culturally, linguistically, and socioeconomically diverse public school community. The paper draws on the voices of teachers, parents, and children who were co-researchers in Clare's case study research at the school (using emergent, arts-informed methods (Clark & Moss, 2001; Cole & Knowles, 2008; Somerville, 2008)), and Sophie's teaching and teacher-research experiences (using pedagogical documentation (Rinaldi, 2006)). We explore the children's perspectives on how they were developing individual and collective subjectivities, how they conceived of difference and connection, and the ways they worked with difference to create a community of belonging in this highly diverse context. We also analyse the ways in which the teachers and school community sought to actively challenge hegemonic constructions of the "successful" student subject through discourses of trust, difference and connectedness. Shaped by a theoretical framework informed by the philosophies of Deleuze and Guattari (Deleuze & Guattari, 1987), this paper highlights the ways this school community may disrupt "normalised" conceptualisations of pedagogical practices and contribute to the research literature that offers hope in opening up lines of flight to re-imagine possible subjectivities for teachers and students. [ABSTRACT FROM AUTHOR]

There are many reasons why children have difficulties with mathematics. Dyscalculia is one of them. Teachers need to know what dyscalculia is in order to effectively assist the child to overcome the challenges it presents. However, the literature on the remediation of dyscalculia is in its infancy. The potential for multidisciplinary research is great, but would require maths educators to become involved in this issue, where previously they have been silent. Successful teachers know their students and value knowledge that will help them to help their students. As well as knowing what dyscalculia is, teachers need to understand its causes and have effective strategies to deal with it. Teachers also need to know how dyscalculia affects a child's self-belief system in order to counter the potentially devastating effects of poor self-esteem. Reportedly, there is an incidence rate of 5% in Australian schools, yet there is a lack of recognition, identification and diagnosis of dyscalculia despite the fact that the behavioural characteristics of dyscalculia are well defined and generally agreed on. There are a number of reasons why the diagnosis of dyscalculia is masked. The existence of another (possibly previously diagnosed specific learning disability) is one of them; for example 50% of dyslexics have dyscalculia. This paper seeks to address the “who, what, how and why” of dyscalculia. [ABSTRACT FROM PUBLISHER]

The arguments to move to a more student-centred approach to learning are convincing (Pykett, 2009; Paludan, 2006). One concern raised about the implementation of personalised learning is that the relationships required to enhance learning are contrary to those in the traditional, teacher-centred curriculum. This paper proposes that relational agency within a personalised learning context enhances creativity, engagement, and effort in Visual Arts Studio classes. The findings in this case study, from a Junior Secondary College in central Victoria, Australia, clarify the nature of the relational agency in a Visual Arts Studio and lead to the claim that negotiated interactions between participants build each student's self-determination and confidence in their own abilities. [ABSTRACT FROM AUTHOR]

This paper applies concepts Deleuze developed in his 'Postscript on the Societies of Control', especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher-student relationship as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom. [ABSTRACT FROM AUTHOR]

This paper reports the experiential accounts of 24 young people with physical disability or chronic illness as they make the transition to junior high school, with a particular focus on their social experiences with peers and friends. Children’s reports were examined in a reflexive, disability studies framework, in which commonalities and difference in experience were examined. These reports highlight a common experience of disability-related harassment and differential experiences of friendship, peer rejection and school culture. While children encounter and actively counter disablement in a variety of ways, it is clear that these children are also cognisant of the stigma, prejudices and disabling expectations that are at the core of these experiences. [ABSTRACT FROM AUTHOR]

In this paper, the author reports on an analysis of an Australian university's assessment procedure. The procedure - a major governance document of the university - is deconstructed by way of a Foucauldian discourse analysis in order to consider how students and academics are governed. There were three major findings. The dominant discourse operating in relation to student assessment was that of administration; a finding consistent with previous work in this area and at other universities. The main subject position in this discourse of administration is one of silence for the academic and of a performer for the student, one who is rewarded with the award of a degree if the performance is satisfactory. The passion to learn and to teach is nowhere to be found in this administrative discourse, one not unique to the said university, indeed one that flourishes in Western universities today. [ABSTRACT FROM AUTHOR]

In this article, results are presented from a large-scale online survey about the motivations of career change students, and their beliefs about the attributes that they bring to the teaching profession. The findings revealed that career changers' motivations were largely intrinsic, although pragmatic decisions were also important, with perceived family-friendliness of a teaching career a common response. These findings generally support findings of previous research into motivations to teach, as found in the literature. The data examined in this paper also revealed that career change entrants believed that the most important attributes they bring to teaching are life experiences, generic workplace skills and experience, and personal qualities, rather than specific content knowledge. These findings provide support for the continued targeting of career change people into the profession, particularly in the current policy context in which some stakeholders express concerns about a perceived lack of quality of teaching in Australian schools. [ABSTRACT FROM AUTHOR]

Early career academics in a higher education institution may come from varied backgrounds which are not necessarily teaching based. Universities employed such academics to undertake an array of tasks including teaching administration and research. In current budgetary constraints an academic is normally required to undertake all 3 tasks. Teaching is a core activity of any university but there are enormous pressures for such academics to undertake research either through publication or undertaking research degrees and little attention is given to assisting with the philosophy and implementation of good teaching practices. This paper will examine a program at an Australian university with the use of mentoring from senior colleagues to assist not only in the teaching process but to also interweave this into research based publications. [ABSTRACT FROM AUTHOR]

Current literature that investigates classroom talk, focuses on the importance of subject specific discourse and it's relationship to student thinking and learning. In visual arts education, however, there has been limited research conducted that specifically examines discourse related to aesthetics (Zander, 2003) even though curriculum document emphasise this as an area of education that needs to be fostered and developed within the classroom (Curriculum Council of Western Australia, 2005). This paper reports a study, which investigated the nature of students' discourse when they were responding to visual art. The study was conducted in a metropolitan primary school in Perth, with a class of 11 and 12 year old children who had little previous exposure to specialist art education. The conversation was video taped, transcribed and analysed in order to identify the discourse features specific to responding to the aesthetic component of visual art. Those aspects of discourse found to be poorly developed were subsequently taught as a part of the visual arts program. Following this period of teaching, the students were again videoed and the language they used was analysed to determine if what had been taught allowed them to express more complex responses to the art works they discussed. Findings indicate that where teachers identify aspects of discourse that students do not control and explicitly teach these in ways that are meaningful to the students, control is then developed. In turn, the students' aesthetic responses show greater complexity, which suggest a positive relationship between control of a specialist discourse and higher level of understandings of aesthetics in visual art. [ABSTRACT FROM AUTHOR]

The higher education sector is increasingly reliant upon casual (‘sessional’) staff for teaching and marking purposes. While this practice has been little examined in the past, over the last few years increasing attention has been paid to the quality of marking, mainly because students and academic staff alike are becoming increasingly likely to question examples of poor practice. Hence, many universities in Australia are now attempting to introduce stricter procedures relating to marking. Despite current concerns, there is little published research on marking practices in Australian universities. This paper adds to the body of knowledge by reporting on two pieces of empirical research into the use of casual markers. A project at Charles Sturt University comprised focus groups of, respectively, students, lecturers and markers, and a survey of distance education students. Research at the University of South Australia focused on pedagogical issues relating to marking, comparing the approaches of permanent lecturing staff with those of sessional markers. The results of these projects provide a useful insight into areas of current concern to university staff and management. [ABSTRACT FROM AUTHOR]

This paper reports the results of a recent questionnaire completed by 377 Australian primary and secondary physical education (PE) teachers who had used the sport education curriculum model. As such, it constitutes one of the few large-scale accounts of teachers' perceptions of a curriculum model first proposed by Siedentop in the early 1980s. The purpose of the questionnaire was to discover how teachers imple-mented the model and to report whether they believed it produced better learning outcomes, was responsive to particular types of students and their needs and helped students accept responsibility for their own PE. The report provides support for the view that sport education can be an exemplary context for pursuing a broader range of learning outcomes than PE has traditionally sought and achieved, and that many teachers' disappointment with the nature and quality of interactions with students can. [ABSTRACT FROM AUTHOR]

Australian science classrooms are multicultural. This paper examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. Information was obtained from 48 secondary science classrooms in West Australia and Victoria. The study used the classroom environment measuring instrument, the Questionnaire on Teacher Interaction (QTI). Students responded to the QTI indicating their perceptions of their science teachers' interpersonal behaviours. Cultural background information, namely primary language spoken at home and parental birthplace, was also collected from the students. The study found that statistically significant differences exist between students from different cultural backgrounds and their perceptions of student-teacher interactions. The paper will discuss the results of this recent study and outline how teachers can monitor what is happening in their own classrooms and use this information to guide improvements in their teaching, thereby leading to improved learning among students. [ABSTRACT FROM AUTHOR]

This paper explores the heuristics that relate to the improved reading outcomes of EAL/D (English as an Additional Language or Dialect) high school students for the critical engagement with texts. A case will be made for teacher-led action research as a powerful professional development tool. In addition to subscribing to mandatory codes of NSW Education Standards Authority (NESA) syllabus guidelines and learning outcomes, this longitudinal study reflects aspects of Bakhtin's (translated 1982) concept of 'dialogism' which is integral for learning and teaching processes. Utilising linguistic social theories of learning, this longitudinal case study explores the interrelated aspects of student peer and teacher relationships, learning styles, reading performance indicators and reading strategies over three years. Relevant for all teachers in mixed ability and multicultural classrooms, this study encourages us to become more intentional about expanding our understanding of the reading process and how this can lead to opportunities and ideas about classroom practices. [ABSTRACT FROM AUTHOR]

There is growing awareness of how being in out-of-home care (OOHC) can adversely impact children's education. Accordingly, a number of programs have been developed that aim to address the educational needs of students in OOHC. This study aimed to explore educators' experiences and perceptions of an educational program for students in OOHC. The experiences of eight program educators who participated in semi-structured interviews were analyzed using Interpretive Phenomenological Analysis. Results illustrate the need for educators to provide students with individualized support, promote supportive relationships and communicate with stakeholders. The need for supervision and debriefing between colleagues was highlighted. Educator wellbeing and professional development were found to be intertwined with educators' perceived capacity to support their students. [ABSTRACT FROM AUTHOR]

Editorial. Provides an overview on topics related to education for the handicapped included in the March 2000 issue of the 'International Journal of Disability, Development and Education.' Attitudes of preservice teachers toward disabled students in Australia; Challenges associated in the provision of services to disabled persons in China.

Background: Given the continued disparity between the health of Indigenous Australian people's health and that of the broader Australian population, cultural safety is mandated as a component of undergraduate education as a strategy to improve health care. Evidence suggests that academics are not confident to teach cultural safety to undergraduate nursing students. Objectives: To explore the efficacy of an Indigenous teaching method (Teaching in Circle) to create culturally safe classrooms and to build the capacity and confidence of teachers to teach about cultural safety. Design: An Indigenous pedagogy was adapted for use in tutorials by teachers, with mentorship provided by an Indigenous knowledge expert. Teaching in Circle (TiC) methodology was implemented by teachers in tutorials. Methods: All nurse academics teaching in the Bachelor of Nursing program at a small regional Australian university were eligible to participate. Information about the project was provided in team meetings, with invitations to participate. Teachers provided a written reflection on the method and participated in regular on-line mentored support meetings throughout the teaching session. Data were analysed, using a reflective, inductive systematic process. Results: Final themes were "Sticking with initial disconcertment and discomfort"; "A renewed enjoyment of teaching"; "Learning and adapting", "The influence of the method on safety" and "Shifts in classroom dynamics". Impact Statement: 'Teaching in Circle', underpinned by respectful practice, positively influences culturally safe teaching and learning environments. The method enhances academics' confidence to teach cultural safety to undergraduate nursing students and supports an understanding of the essential components of culturally safe health care. Conclusions: Evidence suggests the method built capacity to teach and foster experiential learning of safety, and thus what is required to create a culturally safe teaching and learning space. [ABSTRACT FROM AUTHOR]

Comprehension is generally considered to be an essential skill required in all learning areas. The Australian Curriculum argues that much of the explicit teaching of literacy occurs in the English learning area, and is strengthened, made specific and extended in other learning areas as students engage in a range of learning activities with significant literacy demands (ACARA, 2012, p. 9). This has important ramifications for all teachers because they are charged with the responsibility of ensuring their students acquire the literacy skills necessary for success in the discipline areas. Despite this, comprehension means different things to different people. This paper reports on an action research project investigating teacher and student understandings of comprehension in the middle school years Specifically it asks the question: What counts as comprehension in teacher practice? After considering teacher and student perceptions of what comprehension is in different subject areas in Years 5, 7 and 9, strategic professional development seminars have been developed and implemented. These seminars are aimed at introducing teachers to current ideas about comprehension and providing them with practical, achievable strategies to use in the classroom. [ABSTRACT FROM AUTHOR]

Distance education (DE) learning environments are considerably different to those of typical classrooms where students engage on a face-to-face basis with their teachers and peers. In remote settings these face-to-face opportunities are limited and sometimes non-existent. This investigation focuses on the influence of new technologies on the pedagogical practices of teachers and their students in remote DE settings. A place pedagogy framework was utilised to consider the changed practices of DE teachers using satellite communications for lesson delivery. Findings of the study detail the initial hopes and aspirations of these teachers, the realities of their new practice and the challenges and demands of teaching in DE settings. [ABSTRACT FROM AUTHOR]