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Graduate students often teach in higher education but lack necessary experience, while enrolment for teacher-training courses is often voluntary with varying standards. The development and malleability of graduate students' teaching approaches, self-efficacy, interest and teaching ability were evaluated in a mandatory teaching course at a research-intensive university using latent SEM (variable-centred) and latent profile transition (person-centred) analyses. Participants (n = 310) completed items from the Approaches to Teaching Inventory, Teacher's Sense of Efficacy Scale, and Teaching Interest Scale at the beginning and end of the course. Trainers assessed participants in end-of-course teaching. Prior student-focused teaching predicted future self-efficacy ([beta] = 0.30) which predicted achievement (end-of-course teaching, [beta] = 0.033). Prior self-efficacy was also found to predict future interest ([beta] = 0.17). Initial differences in teaching approach reported by STEM and non-STEM participants did not persist, suggesting training can shape and alter previous conceptions. Three subgroups: Low-Teacher-Focused, Mid-Mixed, and High-Student-Focused indicated a developmental progression in teaching beliefs. Results suggest teaching beliefs can be developed and shaped during a short course. Theoretical and practical implications are discussed.

Student-generated materials offer high engagement, connectedness, and satisfaction in learning. In this project, the students merged the concepts and cases learned in class with the experiences of business professionals to create scenarios that can convey the concepts of Business Ethics (BE) and Corporate Social Responsibility (CSR) to secondary school students. Because these abstract concepts are difficult to teach effectively, the torch of learning is passed via the student-designed content, which is coupled with augmented reality and mobile technology. With this approach, undergraduate students will gain more ownership in the learning process and the secondary school students will acquire BE and CSR concepts interactively. As a result, learning efficacy is enhanced by the active engagement of students outside the classroom, as validated by the triangulation of qualitative feedback, quantitative analysis, and clickstream data.

Differences in cultural background and prior academic background significantly affect the perception of academic integrity and ethics (AIE) among university students. While upholding the highest standards of AIE is crucial both academically and professionally, such abstract concepts are difficult to teach in the traditional classroom. With mobile technology coupled with augmented reality, these concepts can be taught in an innovative way with practical scenarios. By analyzing clickstream results, it is possible to explore how students' cultural backgrounds or prior learning experiences may influence their approaches to ethical decisions. The text mining of students' discussions about their understanding of AIE, before and after the learning trail, have shown rather different results from past iterations.

This study determined the accuracy of "Modified Checklist for Autism in Toddlers" ("M-CHAT") in detecting toddlers with autism spectrum disorder (ASD) and other developmental disorders (DD) in community mother and child health clinics. We analysed 19,297 eligible toddlers (15-36 months) who had "M-CHAT" performed in 2006-2011. Overall sensitivities for detecting ASD and all DD were poor but better in the 21 to <27 months and 27-36-month age cohorts (54.5-64.3%). Although positive predictive value (PPV) was poor for ASD, especially the younger cohort, positive "M-CHAT" helped in detecting all DD (PPV = 81.6%). This suggested "M-CHAT" for screening ASD was accurate for older cohorts (>21 months) and a useful screening tool for all DD.