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Introduction. Rural hospitals provide secondary care for much of the rural New Zealand population. Little is known about community perspectives of the health and social contribution. Aim. This descriptive qualitative study aimed to explore community views on the role of their rural hospital in a low socioeconomic rural district with a high Māori and Pacific population. Methods. Semi-structured individual and focus group interviews were conducted with rural community members about the perceived role of their rural hospital. Iterative thematic analysis was undertaken. Results. In total, 22 participants were interviewed. Thematic analysis yielded four themes: (i) rural hospitals as a safety net – providing access to emergency care and mitigating limited primary care access; (ii) providing personalised, culturally aware care; (iii) facilitating family/whanau support; and (iv) doing the best with limited resources. The latter included pragmatism about resource constraints, but a preference for the hospital to remain open. Discussion. Rural hospitals contribute to community safety by enhancing access to emergency care and mitigating difficulties in access to primary care. The local contextual knowledge of rural hospital providers allows personalised, family-centred and culturally-responsive care. Despite service centralisation, rural hospitals are wanted by their communities. Rural health planners should consider how to maximise the breadth of locally-provided services to reduce the impacts of travel and transfer for care [ABSTRACT FROM AUTHOR]

In 2012, the Australian Academy of Technological Sciences and Engineering (ATSE) piloted the "Wonder of Science Challenge" with a view to enhance school students' interest in Science, Technology, Engineering and Mathematics (STEM). Students in 15 schools across northern Queensland were provided with an inquiry-based research problem and presented their findings at a regional competition. This paper explores the experiences of one primary school teacher and his students. Evidence drawn from the analysis of interview and survey data suggests that the key features of the Challenge--namely, open inquiry, engagement with practicing scientists, and the student presentations--had transformative outcomes for both teacher and students.

One manifestation of division and the history of conflict in Northern Ireland is the parallel education system that exists for Protestants and Catholics. Although recent decades have seen some advances in the promotion of integrated education, around 95% of children continue to attend schools separated on ethno-religious lines. In 2007 a programme for sharing education was established. Underpinned by intergroup contact theory, and reflecting educational priorities shared by all school sectors, the programme seeks to offer children from different denominational schools an opportunity to engage with each other on a sustained basis. In this article the authors adopt a quantitative approach to examining the impact of participation in the Sharing Education Programme on a range of outcomes (out-group attitudes, positive action tendencies and out-group trust) via, first, intergroup contact (cross-group friendships) and, second, intergroup anxiety. Their findings confirm the value of contact as a mechanism for promoting more harmonious relationships, and affirm the Sharing Education Programme as an initiative that can help promote social cohesion in a society that remains deeply divided. (Contains 2 figures.)

This paper responds to Wassell and LaVan's paper on the transition from a preservice coteaching experience to independent teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching. In our response, we argue that coteaching can also be applied "alongside" independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching. We attempt to extend Wassell and LaVan's use of Guba and Lincoln's (Fourth generation evaluation, 1989) authenticity criteria from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan's study in terms of the researchers' intervention and whether improvements in the transition can be effectively introduced which do not require such intervention. We conclude our discussion with some suggestions to take forward this important work.

This paper attempts to advance the thinking in Stetsenko's paper by situating the concepts of relational ontology and transformative activist stance in the context of coteaching and cogenerative dialogue. In so doing, we hope to make Stetsenko's ideas more operational in terms of access and application by researchers, teachers, policy makers and other stakeholders in education. Stetsenko argues that moving from relational ontology to a transformative activist stance can be considered as moving from participation to contribution. When this model was applied to coteaching and cogenerative dialogue, it was apparent that the coteaching and cogenerative dialogue moved further, from contribution to shared contribution, adding even greater potential for transformation. The paper also discusses the use of cultural historical activity theory in articulating the relationships, dynamics and interpretations of coteaching and cogenerative dialogue in relation to the wider context of their application.

This study is an investigation of the impact of collaborative teaching by student-teachers and classroom teachers on children's enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student-teachers were placed in primary schools where they 'co-taught' investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children's attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children's experience of science.

Examined how British elementary principals' values were realized in the school environment. Data from online research journals kept by principals over two 4-week periods indicated that government policy of improving school leadership in order to raise standards was seriously compromised by educational market pressures. Many principals reverted to a leadership style of contingency management to cope with daily contingencies, with more complex issues falling by the way. (SM)

A case study is presented on the process of self-evaluation carried out by a special school in Northern Ireland. The project involved the participants in the completion of research journal over a four-week period. The impact the project had on teaching, learning, and the professional development agenda is discussed. (Contains nine references.) (Author/CR)

The "woolliness" and "methodological hurdles" of co‐production make it challenging to compare and contrast different co‐production policy initiatives and their outcomes, and distil "what works", for whom and in what circumstances. Inspired by Nabatchi et al. (2017) 3Ws typology of the Who, When, and What of co‐production, we draw on co‐production theory deriving from a narrative literature review and empirical research of co‐production cases in Scotland and Australia. We propose a new "5Ws" co‐production framework of Who, When, What, Why, and Where, arguing that the context (where) should be an integral part of co‐production analyses as socio‐political, geographical conditions, and service settings influence the processes and outcomes of co‐production, and that the reasons (why) behind co‐production determine who is involved in co‐production. The paper suggests that the 5Ws of co‐production can offer a useful theoretical lens for analyzing a variety of international co‐production cases to inform future policies and practice. [ABSTRACT FROM AUTHOR]

Introduction: Breast cancer is the most commonly diagnosed cancer in Australian women. Given the diverse geography and populations within Australia, the ability to offer a telemedicine-supported breast screening and assessment service may increase access. The aim of this study was to assess clinical outcomes of a telemedicine-based remote radiology assessment service delivery model for detecting breast cancer in regional Australian women compared to the traditional radiologist onsite model. Methods: This study was a pre–post intervention study using de-identified administrative data. Data were collected from seven sites across three health jurisdictions within Australia. There were a total of 21,117 assessment visits, with 10,508 (49.8%) pre- and 10,609 (50.2%) post-remote model implementation. Of the 10,609 post-remote model visits, 3,904 (36.8%) were under the remote model. The main outcome was cancer detection, split into any cancer, any invasive cancer or any small invasive cancer. Timeliness of assessment was also examined. Results: After adjusting for multiple factors, there were no statistically significant differences in cancer detection rates between the remote and onsite models (adjusted odds ratio (AOR) = 1.02, 95% CI 0.86–1.19, n.s.). Implementing the remote assessment model had statistically significant positive effects on the timeliness of assessment (AOR = 0.68, 95% CI 0.59–0.77, p < 0.001). Discussion: This study found the remote model delivers safe and high-quality assessment services, with equivalent rates of cancer detection and improved timeliness of assessment when compared to the traditional onsite model. Careful monitoring and ongoing evaluation of any health-service model is important for ongoing safety, efficiency and acceptability. [ABSTRACT FROM AUTHOR]

The authors developed a project with funding from Science Year in conjunction with a number of Belfast primary schools in which they introduced the process of DNA fingerprinting as part of a wider programme to investigate children's attitudes to science. There are two main difficulties in taking DNA fingerprinting into the primary school in any meaningful manner. The first is how to explain what is taking place to the children in a way they will understand, and the second is the problem of equipment. The authors used college equipment and students to deliver the bulk of the programme with class teachers. They asked the teachers to prepare the ground for DNA fingerprinting by getting children to develop their own "murder scenarios". The authors describe how primary school children can carry out DNA fingerprinting. (Contains 1 figure.)

Background: Achieving quality improvement in primary care is a challenge worldwide, with substantial gaps between best practice and actual practice. Within the context of Australia, Aboriginal and Torres Strait Primary Health Care (PHC) services have great variation across settings, structures and context. Research has highlighted how these contextual differences can critically influence the success of Quality Improvement (QI) interventions and outcomes. Less understood is the interaction between local context and other factors, which may impact the implementation of QI interventions. This paper aims to explore the strengths and challenges in QI for Aboriginal and Torres Strait Islander PHC services and their priorities for improvement.Methods: A multiple case study design was adopted, working with eight Aboriginal and Torres Strait Islander PHC services in Northern Territory, Queensland and Western Australia. Data were collected via a health service survey, semi-structured interviews with health service staff and service users and researcher observations, to explore QI and perceptions of care quality at the service level. Data reported here were analysed using an iterative thematic technique, within-case and across-case.Results: A total of 135 interviews were conducted with health service staff, service users and community members. Participants emphasised the centrality of resilient community, committed workforce and valued Aboriginal and Torres Strait Islander team members in delivering care. A shared purpose around improving the health of community was a significant driver. Key challenges included staff turnover and shortages, a complex and overwhelming acute and chronic care workload, building relationships and trust between health services and the community. Service-suggested priority areas for improvement were categorised into five themes: i) cultural safety (community driving health and planning for culturally safe services); ii) community engagement (through clinical activities in the community); iii) shared ownership and a team approach around QI; iv) strengthening systems and consistent ways of doing things in the health service; and v) strengthening local workforce (and resources for a culturally safe workforce).Conclusions: These findings advance understandings of relational, community and cultural factors which are identified priorities for the delivery of quality care in Aboriginal and Torres Strait Islander PHC services across varied contexts. [ABSTRACT FROM AUTHOR]