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In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives of the key stakeholders, including the ITE students, FLP staff, and the young people attending the FLP. All stakeholders perceived the project to be a success in enabling the ITE students to gain valuable theoretical knowledge and practical experience of the FLP context.

Australian schooling is one of the most segregated systems in the OECD, with much focus on the inequality between schools from poorer areas compared with those from wealthier suburbs. These inequalities have been explored in terms of infrastructure and funding, as well as their relative academic achievement. Previous research has also found that children from more disadvantaged backgrounds are more likely to have poorer health than their wealthier peers. To determine whether there is a connection between these findings, this study investigates the impact of social and educational advantage on participation and success in primary school sports carnivals in Tasmania. It examined the results of Tasmanian primary schools across interschool cross-country carnivals between 2009 and 2019 and found that structural segregation existed across all competitions. Multiple regression was used to see if the Index of Community Socio-Educational Advantage (ICSEA), total school enrolments and geographic location predicted school cross-country rank. It was found that school size, geographic region and ICSEA all played an independent role in determining the participation and success of schools. Implications of these findings are discussed.

Flexible learning programs (FLPs) provide a place for students who have disengaged and disconnected from mainstream schools. Despite the legislative framework in Australia supporting the participation of students with disability in their local mainstream schools wherever possible, very little research focusing on whether students with disability are being excluded from, or dropping out of, mainstream schools into these FLPs has been conducted. In this paper, we report on the findings of an online cross-sectional survey of FLP leaders about their student populations, with a focus on the 10 most prevalent disabilities among Australian children. Data from the 22 participants who completed all items of the survey were analysed. The participants' (n = 22) schools represented a total enrolment of 2,383 students in FLPs across Australia: Tasmania (n = 3), Victoria (n = 5), New South Wales (n = 5), Queensland (n = 4), Western Australia (n = 3), and South Australia (n = 2). We found that while there was an apparent overrepresentation of students with certain types of disabilities in FLPs, others were not overrepresented at all. The findings of this preliminary study are discussed, with an exploration of issues relating to why students with some disabilities may be more likely to disengage, or be excluded, from mainstream schooling while others are not, as well as recommendations for future research.

This study investigates the change in students' behavioural engagement as a result of participation in a Flexible Learning Program. Using an understanding of engagement as both a process and a relationship between the students and their school, we sought to determine whether students' attendance, participation, and conduct were different after the program compared with before enrolment. To achieve this, we used a range of data sources which involved both student and teacher voice, collected prior, during, and after the program. Data from the program's complete cohort of 46 students, collected over a span of five years, were analysed and findings revealed that students' behavioural engagement not only increased within the program but maintained at significantly improved levels after students returned to their mainstream 'host' school. These findings provide a response to some common critiques of Flexible Learning Programs and add to the evidence of the role that they can play in the reengagement of disengaged students.

This study explores how choice to enter a reengagement programme was experienced and understood by students and staff. In seeking to understand choice, we sought to gain insight into one design element that is considered to be vital for effective reengagement programmes: namely, that they are voluntary or choice-based. We interviewed 12 students and 5 staff who were involved in a reengagement programme that was underpinned by philosophy of choice. Specifically, it was a mandate of the programme that students had to actively and voluntarily "choose" to enter the programme. Analysis of the interviews revealed that it was not as simple as a student "choosing" to enter the reengagement programme and then entering it. Rather, four main construct types emerged through the interviews that explained the ways in which choice was experienced by the students: (1) an opportunity for self-improvement, (2) an escape from the current situation, (3) a threat, for which the alternative would be a severe consequence, and (4) a nudge taken from a respected adult. Using a "contexts-for-action" ecological model of agency, we seek to understand the construct types by exploring the complex factors that constrain or legitimize why, how, when, and with whom a student makes his/her "choice." The contexts that emerged in this study relate to the internal or external influences as well as whether the choice was proactive or reactive.

Bitou Bush has already invaded extensive coastal dunes in subtropical and temperate eastern Australia. Can it be treated at a large enough scale to make a difference? Results to date of a targeted aerial spraying program (applied after wildfire at Bundjalung National Park) are showing strong recovery of high conservation value dunal vegetation along 35 km of the northern New South Wales coastline. [ABSTRACT FROM AUTHOR]

The article presents a discussion on the adolescent students' perception of an environmental scientist. In 1983, Chambers conducted a study on the images of the scientists involving 4,807 children from kindergarten to grade five in Australia, Canada, and the United States. He developed an instrument known as the "Draw-a-Scientist Test" (DAST) that requires students to draw their mental picture of a scientist. Chambers chose seven indicators of the standard image of the scientist, namely, a lab coat, eyeglasses, facial hair, scientific instruments and laboratory equipment, symbols of knowledge, technology and relevant captions. Findings from this study are important for curriculum developers, teachers, and institutions with science teacher preparation and enhancement programs.

Backgrounds: Acute surgical care nowadays usually involves access to urgent imaging. There is a paucity of data on how often the images or radiologist reports of these images are used by the surgical team. We aimed to identify the rates and timeliness of radiology images and report viewing for acute surgical admissions in an Australian tertiary university teaching hospital., Methods: We utilized a data set comprising radiological studies completed at our institute during a one-month period. Investigations were classified by modality and whether images or reports were available 'in-hours' or 'after-hours'. The time taken from imaging to reports available for viewing by the surgical team was calculated using timestamps derived from electronic hospital systems. Spearman's rho test was used to assess correlation between the Study Ascribable Time and time to view an image or report., Results: Of 40 042 investigations, 1156 (3%) satisfied study criteria. Both images and reports were viewed in 82% (n = 950/1156) of cases. CT scans had the shortest median time for image (14 min, IQR 4-47 min) and report (25 min, IQR 8-68 min) viewing. CT (95%, n = 410/430) and MRI (95%, n = 38/40) scans had the highest proportion of both images and reports viewed, regardless of whether the scan was completed 'in-hours' or 'after-hours'. X-ray reports were viewed least often (73%)., Conclusion: This study demonstrates a high level of viewing of acute surgical radiological imaging and reports by surgical teams. The 'simpler' the study the less likely the radiology report will be viewed., (© 2023 The Authors. ANZ Journal of Surgery published by John Wiley & Sons Australia, Ltd on behalf of Royal Australasian College of Surgeons.)