17Cooper, Simon J. 14Golding, Barry 13Smyth, John 10Cant, Robyn 10Lankshear, Colin 10Zeegers, Margaret 8Bogossian, Fiona 6Angus, Lawrence 6Knobel, Michele 6McKenna, Lisa 6Porter, Joanne 5Endacott, Ruth 5Kinsman, Leigh 5McGraw, Amanda 5Smith, Patricia 4Bucknall, Tracey 4Foley, Annette 4Ryan, Janette 3Beauchamp, Alison 3Forbes, Helen
211110 Nursing 161303 Specialist Studies In Education 14Nursing 13Simulation 12Australia 12Students 9Rural 8Information technology 8Teaching 71302 Curriculum and Pedagogy 7Patient deterioration 7Teachers 61301 Education Systems 6Adult 6Learning 51117 Public Health and Health Services 513 Education 51701 Psychology 5Adult education
83Journal article 38Book chapter 31Conference paper 15Thesis 9PhD 8Book 6Masters 3Conference proceedings 2Technical report 1Conference Paper 1Review
'They're funny bloody cattle': encouraging rural men to learn
- Vallance, Soapy, Golding, Barry
Authors: Vallance, Soapy , Golding, Barry
Relation: Australian Journal of Adult Learning Vol. 48, no. 2 (Jul 2008), p. 369-384
Description: Our paper examines and analyses the contexts and organisations in rural and regional communities that informally and effectively encourage men to learn. It is based on a combination of local, rural adult education practice and a suite of studies in Australia and elsewhere of learning in community contexts, most recently into community-based men's sheds. It is underpinned by both experience and research evidence that many rural men tend to have an aversion to formal learning. The intention of our paper and its specific, practical conclusions and recommendations is to focus on and share positive and practical ways, demonstrated through practice and validated through research, of encouraging rural men to learn.
A 3D approach to first year English education
- Zeegers, Margaret
Authors: Zeegers, Margaret
Relation: Quality Assurance in Education Vol. 21, no. 1 (2013), p. 54-69
Description: Purpose: The purpose of this paper is to explore the suggestive possibilities of an approach to undergraduate English teacher education that the author has called the 3D Approach - Develop professional knowledge, Display professional knowledge, Disseminate professional knowledge - in relation to a number of groups of first year pre-service teachers (PSTs) engaging the teaching and learning materials of their English education course. Design/methodology/approach: The paper examines ways in which this approach has been assessed by the PSTs themselves, constructing this as an expression of their lived experience as PSTs. The author draws on Vygotsky's concept of the Zone of Proximal Development, initiates a systematic and orchestrated program of explicit scaffolding of first year PST learning and draws on University-generated student assessment of their courses, focus groups and individual interviews to investigate ways in which the 3D approach may be considered as enhancing first year PST learning. Findings: PSTs' own informed evaluations of their own developing knowledge have made visible the teaching and learning that they have engaged and articulated. What the author outlines in this paper is not a "Eureka" moment for first year PSTs, but it is the result of careful scholarly considerations of what careful scholarly considerations by first years in Education courses may engage. For this cohort of PSTs, and for the author, it is a particular form of engagement with pedagogy. It is a pedagogy for teachers, part of active engagement on the part of the teacher and the learner, producing knowledge together. Research limitations/implications: Lack of generalisability from case study research may be considered as a limitation, but the author would argue that it is the details thrown up for careful examination in a case study which may serve to inform professional discussion and debate. Practical implications: Negative press of inadequate teachers emerging from universities, with their specious claims will not progress reasoned discussion; research on how the PSTs are themselves taught and how they develop as professionals will. PSTs' own informed evaluations of their own developing knowledge will go some way towards enabling this to happen. This sort of research opens up possibilities for starting with the right sort of questions, a shift from asking the wrong sort of questions, which the author would argue is that sort on which the media are basing their opinion pieces. Social implications: Continuing public discussions, usually conducted in and by the media, about teacher quality, particularly as this tends to be tied to notions of teacher pay, indicates a wider social concern about the need for quality teachers. This sort of social concern is also a major concern for teacher educators, and is to be addressed as such. This paper addresses some of those concerns. Originality/value: The paper engages issues about teacher education raised publicly in the media and ties these to the more private domain of university practice in a given teacher education course. © Emerald Group Publishing Limited.
A canary in the coalmine : The near death experience of the history of economics in Australia
- Kates, Stephen, Millmow, Alex
Authors: Kates, Stephen , Millmow, Alex
Relation: History of Economic Ideas Vol. XVI, no. 3 (2008), p. 79-94
A citation analysis measuring the impact of Albrecht & Sack (2000)
- Johnson, Grace, Halabi, Abdel
Authors: Johnson, Grace , Halabi, Abdel
Relation: Journal of Modern Accounting and Auditing Vol. 5, no. 9 (2009 2009), p. 21-29
Description: This educational note measures the impact of the Albrecht & Sack (2000) monograph in accounting education literature from its publication date at the end of 2000. Impact refers to the number of times Albrecht & Sack (2000) has been cited and referenced in the three leading US Accounting education journals, being Advances in Accounting Education, issues in Accounting Education, and the Journal of Accounting Education. This educational note found that since 2001, and until 2007, "Albrecht & Sack (2000)" has been cited in 29.3% of research papers, and the most cited chapter was Chapter 5- "Improving accounting education". While Albrecht & Sack (2000) has been widely cited, the impact in terms of policy changes, and changes to the accounting curriculum has yet to be eventuated. Indeed it may still be too early to examine impact beyond pure citation.
A dialogic encounter with Joe Kincheloe's "Meet me behind the curtain" Catalyst for an evolving contemporary critical theory of teachers' work
- Smyth, John
Authors: Smyth, John
Type: Text , Book chapter
Relation: Key works in critical pedagogy p. 101-106
A profile of men's sheds in Australia: Patterns, purposes, profiles and experiences of participants: Some implications for ACE and VET about engaging older men
- Golding, Barry
Authors: Golding, Barry
Relation: Paper presented at Global VET: Challenges at the global, national and local levels Conference 2006, Wollongong, New South Wales : 19th April, 2006
Description: This paper uses literature and survey results to explore several issues associated with the emergence and development of community-based men's sheds in Australia and their relationship to both community and further education and the training system. It develops a series of questions about these developments and their relationship to the development of men as learners as well as the nature of education and voluntary organisations. The confirms for the first time, using compelling and rigorously collected survey data from participants, the critical value of men's sheds in community settings in Australia to older men's well being: particularly to their health, social enjoyment, ongoing learning capacity and ability to contribute to the community. The sheds, relatively recently created, now provide a valuable and critically important place for a wide range of mainly older men within safe, supervised settings in where approximately 150 such sheds are now found in southern Australia. They allow men to regularly meet and happily socialise, mainly with other men with tools, in a safe, familiar, shared workspace in a wide range of communities, situations and organisational types. The men who use men's sheds respond positively to environments that allow them to feel at home and learn by doing, in practical, group situations with other men. This paper confirms the high potential of men's sheds, if carefully configured and managed, to include and support men experiencing issues associated with retirement, health, social isolation, aging and significant change.
Description: E1
A prospective cohort study of the changing mental health needs of adolescents in custody
- Lennox, Charlotte, Bell, Vicky, O'Malley, Kate, Shaw, Jenny, Dolan, Mairead
Authors: Lennox, Charlotte , Bell, Vicky , O'Malley, Kate , Shaw, Jenny , Dolan, Mairead
Relation: BMJ Open Vol. 3, no. 3 (2013), p.
Description: Objective: To investigate changes in mental health and other needs, as well as clinical and diagnostic 'caseness', in a sample of adolescents over a 6-month period following entry into a Young Offenders Institution in the UK. Design: Prospective cohort study. Setting: One Young Offenders Institution between November 2006 and August 2009. Participants: 219 male adolescents aged 15-18 years (M=16.56; SD=0.6) were assessed at baseline (median=4; range 0-26 days following reception into custody) on the Salford Needs Assessment Schedule for Adolescents (SNASA) and Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS). Participants were then reassessed at 3-month and 6-month postbaseline to document any change in mental health. Results: Of the initial baseline sample, 132 were still in the study at 3-month postbaseline and 63 were still available for assessment at 6 months. There were no differences between those who were not available for assessment at the three key stages in terms of demographic and criminological data. Over time there was a general improvement in mental health. While the proportion of participants with a mental health need (SNASA) did not change over time, symptom severity as measured by the SNASA did reduce significantly. When we assessed diagnostic 'caseness' using the K-SADS, three young people showed significant mental health deterioration. Conclusions: In line with previous studies, we found that symptoms in prison generally improved over time. Prison may provide an opportunity for young people previously leading chaotic lifestyles to settle into a stable routine and engage with services; however, it is unclear if these would be maintained either within the prison or on release into the community.
A public want and a public duty [manuscript] : The role of the Mechanics' Institute in the cultural, social and educational development of Ballarat from 1851 to 1880
- Hazelwood, Jennifer
Authors: Hazelwood, Jennifer
Type: Text , Thesis , PhD
Description: Mechanics' Institutes were an integral element of the nineteenth-century British adult education movement, which was itself part of an on-going radicalisation of the working class. Such was the popularity of Mechanics' Institutes, and so reflective of contemporary British cultural philosophy, that they were copied throughout the British Empire. The Ballaarat Mechanics' Institute, established in 1859, instilled a powerful, male-gendered British middle-class influence over the cultural, social and educational development of the Ballarat city. The focus of this study is to identify and analyse the significance of the contribution made by the Ballaarat Mechanics' Institute to the evolving cultural development of the wider Ballarat community, with a particular emphasis on the gender and class dimensions of this influence. This is done within the context of debates about 'radical fragments' and 'egalitarianism'. Utilizing a methodology based on an extensive review of archival records, contemporary newspapers held at the Ballaarat Mechanics' Institute, and previously published research, this study was able to show that, during the period from its inception in 1859 to 1880, the Institute became a focal point for numerous cultural, social and educational activities. As one of the few institutions open to all classes, it was in a position to provide a significant influence over the developing culture of the Ballarat community. The study has also identified the use made of the Institute's School of Design by women and the contribution of these educational classes to preparing women for employment outside their traditional roles of wives and mothers. The thesis argues that despite some early radical elements, the Ballaarat Mechanics' Institute initially espoused liberal egalitarian values. By 1880, however, the Institute was more readily identifiable as reflecting British, male, middle-class values.
Description: Doctor of Philosophy
A review of cloud application assessment practices at the University of Ballarat
- Wilmott, Deirdre, Knox, Ian
Authors: Wilmott, Deirdre , Knox, Ian
Relation: Education for Information Vol. 29, no. 3-4 (2012), p. 229-242
Description: It has been suggested that traditional assessment practices in tertiary institutions tend not to equip students well for the processes of effective learning in a learning society [1]. This paper reviews alternative Internet based assessment practices used in Library, Business and Education courses at the University of Ballarat, Victoria, Australia in 2011. © 2012 - IOS Press and the authors. All rights reserved. © 2012 - IOS Press and the authors. All rights reserved.
About Face : Implications of research into men's learning preferences in rural towns
Relation: Paper presented at Emerging Futures 2005: recent, responsive and relevant research Conference, Brisbane : 13th -15th April, 2005
Activating teaching dispositions in carefully constructed contexts : Examining the impact of classroom intensives
- McGraw, Amanda, McDonough, Sharon, Wines, Chris, O'Loughlan, Courtney
Authors: McGraw, Amanda , McDonough, Sharon , Wines, Chris , O'Loughlan, Courtney
Relation: Teacher Education : Innovation, Intervention and Impact Chapter 12 p. 193-209
Description: The current policy stance in Australia which seeks to produce 'classroom ready' teachers requires that pre-service teachers (PSTs) be assessed against national professional standards that articulate minimum skills and knowledge required of beginning teachers. There is no mention within these standards of affective qualities (e.g. humour, passion, inspiration) or thinking dispositions (e.g. curiosity, reflection, creativity) that enable good teaching and professional learning and which capture the complexity that is inherent within good teaching. This study focuses on the research of a team of teacher educators in a regional Australian university who believe that a focus on dispositions is central to effective teacher education. They have embedded a 'Dispositions for Teaching Framework' within a Master of Teaching (Secondary) program to allow PSTs' various thinking dispositions to be activated within carefully constructed professional learning contexts. The context in this study was a Classroom Intensive experience at a P-12 School in regional Victoria where PSTs participated in structured classroom observations over a two day period. The key research questions were: Did the Classroom Intensive experience activate the dispositions in the PSTs? Were some dispositions activated more than others? How could evidence be collected of these dispositions in action? A variety of research methods enabled a complex data-set to be collected. It was identified that the Classroom Intensive experience provided a rich professional learning context which activated all five of the thinking dispositions in the framework, and that these dispositions are not discrete but interconnect and rely upon each other. © Springer Science+Business Media Singapore 2016.
Addressing specific individual learning needs
- Kuzmich, Karolina
Authors: Kuzmich, Karolina
Type: Text , Thesis , Masters
Description: Master of Education
Adolescents and the extended residential learning program : A case study
- McDonough, Sharon
Authors: McDonough, Sharon
Description: The purpose of this study was to explore, through the use of a case study, the impact of an eight-week residential learning program upon self-concept, learning and understanding of community amongst adolescent participants. The study utilized multiple methods of data collection including interviews, focus groups, observation, the Learning Process Questionnaire and the Self-Description Questionnaire II in order to address the research question.
Description: Master of Education (Research)
An affective pedagogy success story: Sovereign Hill Museum school
Type: Text , Technical report
Description: This study will provide us with the tools to better communicate the unique attributes of learning that underpin the success we observe. It will enrich the discussion to include not only the charming insights of students and teachers, but also an intellectually rigorous framework for appreciating the innovation in learning outcomes." -- Foreword by Tim Sullivan : Deputy CEO and Museums director Sovereign Hill, page viii.
An analysis of nursing students' decision-making in teams during simulations of acute patient deterioration
- Bucknall, Tracey, Forbes, Helen, Phillips, Nicole, Hewitt, Nicky, Cooper, Simon J., Bogossian, Fiona, FIRST2ACT Investigators
Authors: Bucknall, Tracey , Forbes, Helen , Phillips, Nicole , Hewitt, Nicky , Cooper, Simon J. , Bogossian, Fiona , FIRST2ACT Investigators
Relation: Journal of Advanced Nursing Vol. 72, no. 10 (2016), p. 2482-2494
Description: Aim: The aim of this study was to examine the decision-making of nursing students during team based simulations on patient deterioration to determine the sources of information, the types of decisions made and the influences underpinning their decisions. Background: Missed, misinterpreted or mismanaged physiological signs of deterioration in hospitalized patients lead to costly serious adverse events. Not surprisingly, an increased focus on clinical education and graduate nurse work readiness has resulted. Design: A descriptive exploratory design. Methods: Clinical simulation laboratories in three Australian universities were used to run team based simulations with a patient actor. A convenience sample of 97 final-year nursing students completed simulations, with three students forming a team. Four teams from each university were randomly selected for detailed analysis. Cued recall during video review of team based simulation exercises to elicit descriptions of individual and team based decision-making and reflections on performance were audio-recorded post simulation (2012) and transcribed. Results: Students recalled 11 types of decisions, including: information seeking; patient assessment; diagnostic; intervention/treatment; evaluation; escalation; prediction; planning; collaboration; communication and reflective. Patient distress, uncertainty and a lack of knowledge were frequently recalled influences on decisions. Conclusions: Incomplete information, premature diagnosis and a failure to consider alternatives when caring for patients is likely to lead to poor quality decisions. All health professionals have a responsibility in recognizing and responding to clinical deterioration within their scope of practice. A typology of nursing students' decision-making in teams, in this context, highlights the importance of individual knowledge, leadership and communication. © 2016 John Wiley & Sons Ltd
An Approach to improving teaching in higher education: A case study informed by the neo-positivist research paradigm
- Devlin, Marcia
Authors: Devlin, Marcia
Relation: Methods and Paradigms in Education Research Chapter 5 p.68-87
Description: This chapter outlines a case study of the application of the neo-positivist paradigm in the higher education research field. A small scale evaluative study of an attempt to improve teaching and learning provides the case study. The neo-positivist paradigm involves the objective investigation of an aspect of reality, providing provisional, contemporary understanding of patterns and entities. The ways in which this paradigm informed the research desgin, methodology, and the interpretation of results in a small-scale evaulative study are discussed. The study represents an attempt to conduct a rigorous empirical research project that incorporated random allocation to intervention and control groups; pre- and post-intervention measures of teaching and learning and the use of psychometrically sound measurement tools and qualitative data. The ways in which the ontology. axiology and epistemology of the neo-positivist paradigm impacted on the study and its findings are outlined.
An investigation of the efficiency of South Africa's sector education and training authorities (SETA's)
- Turner, Magda, Halabi, Abdel, Sartorius, Kurt, Arendse, J.
Authors: Turner, Magda , Halabi, Abdel , Sartorius, Kurt , Arendse, J.
Relation: South African Journal of Business Management Vol. 44, no. 2 (2013), p. 1-9
Description: The performance of South African Sector Education and Training Authorities (SETA's) has been increasingly questioned. On this premise, the paper investigated the efficiency of the SETAs with respect to their utilization of funds in order to promote a range of education and training outputs was investigated. More specifically, the study investigated the quantity and quality of five training and education outputs, set by the National Skills Development Strategy (NSDS), in relation to the funding received. Furthermore, the study examined the amount of money spend on administrative expenditure by the various SETAs, as well as the SETAs management of financial reserves. In order to guide the study, as well as analyze the data, a conceptual framework to measure efficiency was based on an input-output model developed by Gupta and Verhoeven (2001). Data were obtained from the published accounting and annual reports for the period 2006 - 2009. The results indicated only two of the SETA's were efficient with respect to their utilization of funds and that only five SETA's consistently met their own targets. The study also shows that if the SETA' s funds had been applied to education and training outputs, rather than for investment purposes, training outputs could have been considerably increased. The paper has implications for the use of public funds with respect to the critical skills shortage confronting the economy [ABSTRACT FROM AUTHOR]
Analysis of education and practical relevance of project management topics in New Zealand
- Gunawan, Indra
Authors: Gunawan, Indra
Relation: International Journal of Project Organisation and Management Vol. 7, no. 2 (2015), p. 174-183
Description: The objective of this paper is to analyse the education of project management (PM) and its practical relevance in New Zealand. The research has been done through a survey analysis of PM practitioners and academics. The PM practitioners were asked which PM topics are widely used in the industry. The academics were also asked through a parallel survey which PM topics are considered important at a tertiary level and taught to students. It can be seen from the results that contemporary education of PM has improved vastly and is relevant with its practice. The findings are important for both practitioners and academics to identify the gap between project management education and industry needs. Copyright © 2015 Inderscience Enterprises Ltd.
Are health and safety representatives more effective at representing their designated work group having completed a Certificate IV course in OHS?
- Merriman, Gavin, Cowley, Stephen
Authors: Merriman, Gavin , Cowley, Stephen
Relation: Journal of Health and Safety Research and Practice Vol. 1, no. 1 (2009), p. 13-18
Description: Some elected Health and Safety Representatives in Australia choose to undertake a Certificate IV level OHS course. To determine if they are more effective at representing their Designated Work Group as a result, a sample population of Health and Safety Representatives and members of their Designated Work Group were surveyed. The survey participants were also tested in regard to their approach to solving health and safety problems posed in three hypothetical workplace scenarios. The results were compared with the results of the same test undertaken by Health and Safety Representatives that had only completed a 5-day training course. As a result of undertaking a Certificate IV OHS program, Health and Safety Representatives have more confidence in undertaking workplace inspections and the frequency and the quality of those inspections is increased. They seek more information from their employer in regard to workplace hazards and are consulted by management more often and also consult with the members of their Designated Work Group more frequently. There were statistically significant differences between responses to the three hypothetical workplace scenarios given by subjects that had undertaken a Certificate IV course and those that had only completed a 5-day training program. The Certificate IV course group were more likely to apply safe place control principles to problems. Together with increased frequency of inspections and greater consultation, this is likely to lead to more effective representation of the DWG.
Are schools of education failing the tertiary mathematics sector?
- Mays, Heather, Yearwood, John
Authors: Mays, Heather , Yearwood, John
Relation: Paper presented at 2003 International Symposium on Information Technology, Las Vegas, USA : 28th April, 2003
Description: In the 1990s, two major issues emerged globally for tertiary mathematics educators: declining standards in the mathematical proficiency of students at tertiary-entry level and the advocates for the incorporation of IT into the processes of teaching and learning. Addressing these issues required significant reform of both curriculum content and classroom practice to ensure that the technology was used appropriately and effectively. These reforms were largely implemented by staff from tertiary Schools of Mathematics. Rather than leading the reform, the Education community lagged behind and in some instances has taken research into the use of IT in Mathematics Education in a questionable direction. In this paper, we outline what we contend has been a failure on the behalf of the Education community to tackle and address problems experienced by mathematics educators (particularly at the tertiary level) and make some suggestions for the directions of future research in Mathematics Education.