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Journal articles on the topic "Group work in education Australia Case studies"
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Forbes-Mewett, Helen. "Vulnerability and Resilience in a Mobile World." Journal of International Students 10, no. 3 (August 15, 2020): ix—xi. http://dx.doi.org/10.32674/jis.v10i3.2002.
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Diverse groups of people experience vulnerability in an increasingly mobile world. Populations relocate to other countries for many and varied reasons including economic, environmental, personal safety and/or educational considerations - generally for a better life.International students form a large and important component of this phenomenon. For international students, education is key to their success. International students are currently facing new challenges, particularly those from China who have been impacted by the Coronavirus situation and the resulting travel restrictions, study implications, visa concerns, and general community ignorance giving rise to xenophobia – all contributing further stresses. These challenges are in addition to long-held pressures including being away from traditional family supports, adapting to a different culture, study pressures and loneliness.
For more than 16 years my work has focussed on the safety and security needs of international students. While the vulnerability of international students has been consistently brought to the fore in my research, so too has their resilience. The vulnerability experienced by international students relates to risk and opportunity (Forbes-Mewett, 2020). These dimensions are factored into the decision to leave one’s home country and the security of family and traditional support networks for the opportunity of an international education. Such decisions demonstrate an undeniable aspect of bravery.
In a 2015 study, I interviewed 150 key informers including international student support staff and international students across the US, the UK and Australia in relation to the issue of safety from crime (Forbes-Mewett et al., 2015). Importantly, the study acknowledges that most international students do not become victims of crime (Forbes-Mewett et al., 2015, p. 1). The interviewees paint a vivid and nuanced picture of international student vulnerability among many examples of resilience. Their poignant narratives help our understanding of how challenges are overcome and why international education is a crucial part of the contemporary mobile world.
More recent work explored international students’ vulnerability in relation to food security, housing and campus security in Australia, the US and the UK (Forbes-Mewett, 2019). Once again, it was shown the difficulties international students face and how they navigate and develop coping mechanisms that present examples of great resilience. In relation to food security, the 2019 study presents a case of a student who communicated regularly with her mother at meal times via mobile phone text message to ask and receive cooking instructions. For this student, who had no experience in preparing her own meals, not only did the strategy provide cooking instruction and ways to enjoy culturally appropriate food but it also ensured comforting communication with a close family member at mealtime.
The above dimensions, among others, continue to contribute to international student vulnerability and at the same time present challenges to be faced and overcome – in many cases they are. Of recent times, the long existing issue of the psychological well-being/mental health of international students is gaining traction (Forbes-Mewett 2019). This attention is long overdue and crucial for helping international students manage their mental health to enable the successful completion of their studies. The mental health of Singaporean students was explored to find that this group, over a period of time, shifted from perceiving mental health issues as a taboo subject to a level of acceptance that they are a part of everyday life for many people (Gan and Forbes-Mewett, 2019a). Further, the practice of seeking help was found to be desirable, notwithstanding acknowledgement that the help on offer seemed to mismatch what was expected (Gan and Forbes-Mewett, 2019a). This work was extended to show that intercultural adjustment tends to be a stressful process for international studentsand as a consequence it was contributing to a higher risk of vulnerable mental and emotional states (Gan and Forbes-Mewett, 2019b).
In summary, the vulnerability of international students is a topic of ongoing concern with many and varied contributing factors such as outlined above. However, the resilience of international students in the face of such vulnerability is to be applauded. Given nations benefit so greatly from international education we all must take responsibility to address the vulnerability of international students and ensure that they are well-supported in their educational pursuits and desires for a better life. To this end, my work relating to international students continues unabated.
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Fakunle, Omolabake, Mollie Dollinger, Joyceline Alla-Mensah, and Blair Izard. "Academic Conferences as Learning Sites: A Multinational Comparison of Doctoral Students’ Perspectives and Institutional Policy." International Journal of Doctoral Studies 14 (2019): 479–97. http://dx.doi.org/10.28945/4383.
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Aim/Purpose: The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background: There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. Methodology: Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences. Contribution: There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities. Findings: Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future networking. Recommendations for Practitioners: Our recommendations to doctoral education training programs and/or supervisors are to explicitly discuss and promote networking and/or conference attendance, and to find ways to support students to engage in networking outside their immediate study environment. Recommendation for Researchers: Our recommendation to researchers is to further investigate the importance of networking behaviors and experiences on doctoral student training and/or career outcomes. Impact on Society: This research highlights the importance of recognizing the learning needs of doctoral students who are expected to work in a complex, globally connected society as part of the reality of higher education in the 21st century. Future Research: Results from the study could help inform a larger study on the trends and motivations of doctoral students’ networking across all disciplines.
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Rubin, Sarah. "Tackling Taboo Topics: Case Studies in Group Work." Social Work With Groups 34, no. 3-4 (July 2011): 257–69. http://dx.doi.org/10.1080/01609513.2011.558824.
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Dantas, Jaya A. R., Penelope Strauss, Roslyn Cameron, and Claire Rogers. "Women Migrants in Western Australia: Case Studies of Resilience and Empowerment." Social Change 50, no. 1 (March 2020): 77–94. http://dx.doi.org/10.1177/0049085719901074.
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This article presents findings from an exploratory research using descriptive case studies of 12 migrant women in Western Australia. The purposive sample represents the government, academia, the private sector, community, civil society and not-for-profit organisations and is ranged in age from the late 20s to the 70s. Underpinned by theoretical frameworks of resilience and empowerment, women have shared their personal case narratives, and five case studies are presented in this paper. Our findings resonate with the vital and uncontested importance of education, the desire to be empowered, the capacity to be resilient and adaptive and the importance of giving back to the community. Key recommendations include the need for migrant women’s continued access to avenues of empowerment and furthering education. The provision of adaptive structures builds resilience and grows strong communities where women feel empowered. We propose that women migrants, through alliances and collaboration, cross borders of learning and work towards generating change and transformation.
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Mejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
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This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
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Preston, Hamish. "Listening, Appraising and Composing: Case Studies in Music." British Journal of Music Education 11, no. 1 (March 1994): 15–55. http://dx.doi.org/10.1017/s026505170000200x.
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Abstract:Teachers describe work with pupils aged 10 to 15 which explores the connection between listening, appraising and composing and other aspects of listening as a learning process. These case studies provide evidence of how a group of Berkshire teachers make connections that were envisaged by the architects of the National Curriculum but not necessarily encountered in practice.
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Harwati, Lusia Neti. "Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 150. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.150.
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In qualitative methods, there are various approaches that can be used to answer particular social questions, for example ethnography and case study. Two studies conducted by different researchers in China and Australia using these approaches were described and analysed in order to find out their similarities and differences in terms of philosophical and methodological perspectives, in the hope that it will provide an insightful contribution to a critical review of ethnography and case study reports. It is found that the ethnograpic study in China was clasiffied in ethnographic fieldwork, whereas the case study conducted in Australia was categorised in explanatory, multi-cases study. Furthermore, these two studies produced different knowledge within the field of education. The first study revealed that basic education were related to literacy, numeracy, and cultural characteristics of China, whereas the study conducted in Australia offered statistical data that can be used to explain minority languages maintenance program in Wollongong-Shellharbour. In relation to their methodoligal practices, however, focus group discussion and interview conducted in Zhejiang Province, China produced irrelevant data and those had been held in Wollongong, Australia, had limited participants.
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Hodgson, Jayne. "History of Aboriginal Education and Cape York Peninsula: A Case Study." Aboriginal Child at School 18, no. 3 (July 1990): 11–35. http://dx.doi.org/10.1017/s1326011100600650.
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The aim of comparative studies in education is to improve our understanding of our own problems of education at the national level. In the words of Phillip E. Jones (1973:24), “Comparative education can lead us to understanding, sympathy and tolerance”. More than that, it is hoped that it can lead to improved circumstances for Australia’s most disadvantaged minority group – the Aborigines.The Aborigines were the first people to have a social system in Australia. That system, however, has undergone dramatic change in the last 200 years at the hands of ‘white’ migrants. Changes in educational policy in Australia have been largely a reaction to what the ruling majority has regarded as the ‘Aboriginal problem’. Schooling for Aborigines thus moved, early this century, from an era of mission schools and reserves to ‘formal’ schooling which was introduced in the 1960’s. Policies then shifted in turn from ‘assimilation’ to ‘integrationism’ to ‘self-determination’ and self-government’ for the Aborigines.
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Coates, Hamish, and Marian Mahat. "Assessing Student Engagement and Outcomes: Modelling Insights from Australia and Around the World." International Journal of Chinese Education 2, no. 2 (February 24, 2014): 241–64. http://dx.doi.org/10.1163/22125868-12340023.
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AbstractAssessing how students engage and what they know and can do are pressing change frontiers in contemporary higher education. This paper examines large-scale work that has sought to advance the capacity of higher education systems and institutions to engage students through to graduation and ensure they have capabilities required for future study or work. It reviews contexts fuelling the importance of engagement and learning outcomes, reviews two large-scale case studies, and advances a broad model for structuring assessment collaborations that create and deliver new value for higher education. We conclude by discussing implications and opportunities for Chinese higher education and collaborative international partnerships.
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Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.
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In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
Dissertations / Theses on the topic "Group work in education Australia Case studies"
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Kao, Lai-kuen. "Implementing the new history syllabus in Hong Kong case studies of project-based learning (PBL) in three secondary schools /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B42575758.
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Kan, Wing-yuen, and 簡永源. "Small group learning in mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960200.
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Coward, Barbara E. "ESL learners leading group discussion : an exploratory study." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29584.
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Recent research in second language acquisition makes a strong argument for the importance of promoting language learning tasks in the classroom which allow students to engage in authentic information exchange for which the main focus is meaning. The current emphasis on language learning through meaningful use has highlighted the role of negotiation of comprehensible input in second language learning. This has led to a psychololinguistic rationale for advocating group work in the classroom. Discussion on a topical issue provides a specific and natural group work task for ESL learners to use language in a problem-solving and decision-making context. As well, this type of task provides a productive context in which to study the processes of effective language use and the strategies of competent language users. The research reported here is exploratory; this document reports on a case-study of eight adult learners enrolled in an English for Academic Purposes discussion course. Their performance in discussion leadership was ranked globally by instructor and class peers using a leadership criteria checklist. These two subjective rankings correlated highly and were used as a central indicator of leader effectiveness. The study investigated the question: how might we better understand a number of variables which relate to these global rankings? This was explored through objective measures of discourse, self-reported learning strategies, an integration index and a learning style preference measure, which were analysed statistically for correlation. Discourse variables were measured on data collected during the group discussions. Strategy use, integrative motivation and learning style flexibility were determined by analysing what the students reported in a semi-structured interview. Results showed that the global ranking correlated positively with the objective discourse measures and learning style flexibility, but not with learning strategy use nor with integrative motivation. Qualitative examination of two high achievers was conducted. These two detailed cases reinforced some aspects of quantitative findings, but also shed light on possible individual differences between high achievers. The findings from both quantitative and qualitative data are reported together with their implications for future work in this area.Education, Faculty of
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Mui, Chak-pong Michael, and 梅澤邦. "Effectiveness of small group instruction for children with severe mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958151.
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Werth, Arman Karl. "Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1412.
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Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.
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Tong, Chung-fan, and 湯仲勳. "How does the teamwork culture affect the teachers' ways of working in a local secondary school?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30257141.
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Schulte, Rebecca Lynn. "Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1028.
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Collaboration between general and special education teachers is essential for students with disabilities to have access to general education curriculum and instruction, and improved outcomes in school. The Individuals with Disabilities Act (IDEA), and No Child Left Behind Legislation, include mandates that increase demands for collaboration. However, many general and special education teachers report not feeling prepared to step outside traditional roles to collaborate to meet the needs of this population. Collaboration is also a strong element of teaching and special education standards for teacher preparation. Yet, research shows many teacher education programs lack coursework and field experiences that focus on collaboration. The purpose of this study was to explore experiences special education teacher candidates had in collaboration with general education teachers during student teacher field placements. The research questions include: (a) To what extent are special education student teachers expected to collaborate with general education teachers during field placements; and (b) How are perspectives on collaboration with general education teachers different between special education student teachers and their mentor teachers?
The study used qualitative multiple-case study design and content analysis. Data were collected across three different school contexts (elementary, middle school, and high school) in which special education candidates were placed for student teaching. Participants included special education student teachers and their mentor teachers from each setting. Data sources included interviews, a survey of collaborative practices, text analysis of teacher work samples, and field-placement evaluations. Results of the study show many collaborative practices occur across different special education settings to various extents, and special education candidates have opportunities to learn about perspectives on collaboration and collaborative practices with general education teachers from mentor teachers. However, the standards-based student teaching performance measures did not guide or document the learning and experiences of special education student teachers in relation to collaboration with general education teachers. Recommendations are made for adding guidelines and performance measures in teacher education programs that prepare special education teacher candidates for collaborative roles in schools.
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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.
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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.Department of English
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Luk, Yee-shan Eva, and 陸綺珊. "The implementation of cooperative learning in business fundamentals ina junior secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30280473.
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Chan, Sing-fai, and 陳星輝. "A study of collaborative learning in biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959982.
Full textBooks on the topic "Group work in education Australia Case studies"
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Coleman, Mary Ruth. Cooperative learning and gifted students: Report on five case studies. Washington: National Association for Gifted Children, 1997.
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Yviane, Rouiller, and Lehraus Katia, eds. Vers des apprentissages en coopé́ration: Rencontres et perspectives. Bern: Lang, 2008.
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Gilles, Jean-Luc. Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives. Bern: Peter Lang International Academic Publishers, 2017.
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Tomal, Daniel R. Action research for educators. 2nd ed. Lanham, Md: Rowman & Littlefield Education, 2010.
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Action research for educators. Lanham, Md: Scarecrow Press, 2003.
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Action research for educators. 2nd ed. Lanham, Md: Rowman & Littlefield Education, 2010.
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Sharan, Shlomo. Languageand learning in the cooperative classroom. New York: Springer, 1988.
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Wells, Kyle Diane, and McIntyre Ellen, eds. Creating nongraded K-3 classrooms: Teachers' stories and lessons learned. Thousand Oaks, Calif: Corwin Press, 1996.
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Gottesman, Barbara Little. Peer coaching in higher education. Lanham, Md: Rowman & Littlefield Education, 2009.
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Gottesman, Barbara Little. Peer coaching in higher education. Lanham, Md: Rowman & Littlefield Education, 2009.
Find full textBook chapters on the topic "Group work in education Australia Case studies"
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Pramling Samuelsson, Ingrid. "A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool." In Methodology for Research with Early Childhood Education and Care Professionals, 21–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_2.
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AbstractThis chapter reports on research that is foundational to much of the work carried out by the members of the network responsible for this volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume). The aim of the two studies I will discuss here was to determine whether a metacognitive approach to children’s learning supported children’s sensemaking in preschool. Four preschools were followed, of which two received feedback on their metacognitive dialogues with children from the researcher and two were followed with no feedback, serving as the comparison group. A replication with more groups and teachers was later conducted, with similar results. The development approach consisted of teachers and researchers meeting regularly to jointly discuss the approach to teaching and the content to work with. The content was based on earlier research on how children make sense of different phenomena and content areas. The researchers visited the participating preschools and video-recorded when the teachers carried out activities with children. Afterwards, the recordings were discussed with the teachers. The participants also met once a month to discuss central questions. What development research means in this case will be discussed, as will what contributions the studies made to research (theory) and the development of pedagogy (preschool). There is also a parallel process between teachers and children that will be highlighted. Perhaps one can see this kind of developmental study as the first step towards praxis-oriented research.
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de Eyto, Adam. "‘Growing Oak Trees' - Education for Sustainable Design." In Practice, Progress, and Proficiency in Sustainability, 584–604. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch030.
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Designers and engineers seem finally to be awakening to the challenge that sustainable development presents. Educators and students alike are keenly aware of the need to become more effective in the training and practice of their specific disciplines with respect to sustainability (Mulder, Segalas-Coral, & Ferrer- Balas, 2010). This chapter illustrates and animates a number of critical themes in education for sustainable design that have been developed within the Irish context. However, these are scalable within the international context for training and ‘up skilling' of product designers, engineers and other design professionals. The chapter focuses on the co-design, development, validation and piloting over two years of a CPD (Continuing Professional Development) course for Design Professionals in Sustainable Design. The research outlined in this work also qualitatively assesses appropriate models for educating for sustainable design thinking with design professionals, small to medium enterprise (SME) employees and undergraduate design students. The educational methodologies that were developed were evaluated over an eight year period with case study groups including: Industrial and Product Design undergraduate students at the Institute of Technology, Carlow (IT Carlow) and Professional designers taking the SDI (Sustainable Design Innovation) Certificate at IT Carlow. A parallel program (Winnovate) which aimed to up skill SME's in the South East of Ireland was also developed as a separate case study. All the case studies were benchmarked against initiatives in the Netherlands, Germany, Spain, Wales and Australia as well as collaboration with the University of Limerick, Ireland as a means of establishing current best practice.
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"Section Four: Case Studies Involving Group-Work." In Using Group-based Learning in Higher Education, 121–52. Routledge, 2013. http://dx.doi.org/10.4324/9781315041506-15.
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Helsloot, Angela. "Allambie Heights Public School, Sydney, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 11–22. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.
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Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s strong belief that each child needs to be recognized for their own achievements, celebrating success [both at] a school and personal level”. As a Positive Behavior for Learning school, the school values of respect, responsibility, and resilience are key to the success of our school community. We currently have 514 students and 51 staff in our school. Four students identify as Aboriginal and Torres Strait Islander and 14% of students come from a language background other than English. The school is in a high socio-economic area with a Family Occupation and Education Index (FOEI) of 17. The school Index of Community and Socio-Educational Advantage is 1,112.
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Prystupa, Kaja, and Omar Luethi. "Development of Knowledge and Skills with Case Method." In Case Studies as a Teaching Tool in Management Education, 104–20. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0770-3.ch006.
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The aim of this chapter is to analyze the application of two different variations of the case study method at different levels of education programs in reference to the development of knowledge and skills. Based on theoretical foundations the authors share good practices of their own experience as educators at HSO Business School in Switzerland and Kozminski University in Poland. Both institutions face different challenges created by different institutional settings. These reach from pre-experienced undergraduate and graduate student group in a traditional University setting in Poland to part-time students with several years of work experience in higher vocational education in Switzerland.
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Marston, Greg, Louise Humpage, Michelle Peterie, Philip Mendes, Shelley Bielefeld, and Zoe Staines. "Voluntary Income Management And Financial Education." In Compulsory Income Management in Australia and New Zealand, 147–67. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447361497.003.0007.
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The details of how a voluntary income management programme might work is outlined in the chapter. The chapter also explores other means of building financial capability, using developmental and educational models and insights from the research literature on poverty reduction. In considering alternatives to punitive forms of welfare conditionality, the chapter highlights some of the differences between New Zealand and Australia, as there are lessons which Australia could learn from the use of mentors and more empowering forms of budget support in the case of New Zealand. This chapter also revisits the mixed economy of welfare by suggesting that non-government organisations could play a more enabling role in the lives of low-income households if they were encouraged to work in ways that would promote a different set of assumptions and principles to improve economic security and community wellbeing. The links between economic security and well-being are elaborated, using the public health research that demonstrates that economic insecurity is a strong determinant of mental health. Drawing on insights from a range of studies and disciplines the chapter concludes with an argument for evidence informed social security policies, which will help to reframe questions of economic and social security.
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Cooper, Lesley, and Sally Burford. "Collaborative Learning." In Web-Based Education, 163–78. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch012.
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This chapter examines the concept of collaborative learning and its theoretical and practical foundations. Collaborativelearning takes place in a structured social situation where agroup of students work as a team to assist each other with learning tasks. The instructional strategies encourage student to student interactions. Drawing on group workskills, collaborative learning has been demonstrated to be effective in a variety of learning situations. Development of a variety of Internet technologies such as communication tools, emails, discussion forums, video and audio tools together with webcasting allow collaborative teachingstrategies to be used creatively in online learning. The authors have trialed the use of various technologies in the human services and several case examples of onlinecollaborative learning are provided. These case studies cover activities such as supervision and controversial issues in social work ethics. The chapter concludes with a discussion of the future directions and the challenges this poses for traditional classroom teaching.
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Knowlton Cockett, Polly L., Janet E. Dyment, Mariona Espinet, and Yu Huang. "School Partnerships." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0015.
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This chapter examines how schools that establish rich and sustaining partnerships with local communities enhance opportunities for urban environmental education. It considers “socioecological refrains” that incorporate stewardship, pedagogy, interrelationships, and heritage and highlight the role played by schools in shaping sustainable cities through urban environmental education. These refrains promote a connectedness to place through the use of the local environment to stimulate learning, the development of curricula and pedagogies that embrace the development of sustainable cities, and the establishment of links with the community to foster relationships, stewardship, and resiliency. Case studies from Canada, Australia, China, and Spain are presented to illustrate these refrains and to show initiatives at work such as green schools. The chapter demonstrates that urban schools can use local environments to serve as stimulus, context, and content for teaching and learning about sustainability.
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Hullin, Carol, and Mario Donoso. "Indigenous Scientist: Digital & Health Science Transformation." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220939.
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As an indigenous scientist, I have dedicated all my professional life to protecting people using informatics for public policy to the privacy of users, patients, clients, and citizens as a human right and obligation as part of the United Nations international development goals. I am reflecting on my earliest knowledge of the impact of data and information privacy on my journey as scientist. I was just a number out of many other numbers as a indigenous child. The aim of this paper is to share my own personal experience together with one of my students. Now working with data as a scientific task within the data modeling to measure poverty. As a datum with human value, I was a 1) Female child with young parents, 2) Low socioeconomic status & 3) Identified as an indigenous person within a minor language group. These three data descriptions described me as a person who needed protection of my human dignity and identity as a child, based on all the protocols of social services for providing help. In conclusion, as scientists, we need to remember when using client data in vulnerable contexts and protection of their privacy, due to the potential risk of active discrimination. Thanks to my extensive education in Australia, I became an outlying datum that deviated from the data modeling applied to me. Today, I work for Privacy digital standards to impact real life with respect to human dignity and obtain accurate scientific interpretations of human beings’ realities.
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Berger, Alyssa, Nicole R. Gustavsen, and Penelope Wood. "Feminist Co-Mentoring as Advocacy." In Research Anthology on Feminist Studies and Gender Perceptions, 129–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4511-2.ch008.
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This chapter serves as a case study describing three science, technology, engineering, and mathematics librarians' processes, reflections, and growth through co-mentorship. The authors discuss the processes and limitations of traditional, hierarchical mentorship structures in academic libraries and outline their work moving beyond this model to create and maintain a feminist co-mentorship community. The peer mentorship model is intentionally non-hierarchical and works as a complementary support system alongside formal mentorship relationships. They outline the benefits of this model, which include the provision of support around the emotional labor inherent in working in higher education, balancing professional and personal growth, and navigating the academic landscape. This chapter lays the foundational work the authors undertook to develop their co-mentorship group and community of care and addresses the practical benefits of this work in each of their lives.
Conference papers on the topic "Group work in education Australia Case studies"
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
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"How Content Volume on Landing Pages Influences Consumer Behavior: Empirical Evidence." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4016.
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Aim/Purpose: This paper describes an empirical investigation on how consumer behavior is influenced by the volume of content on a commercial landing page -- a stand-alone web page designed to collect user data (in this case the user’s e-mail address), a behavior called “conversion.” Background: Content is a term commonly used to describe the information made available by a website or other electronic medium. A pertinent debate among scholars and practitioners relate to information volume and consumer behavior: do more details elicit engagement and compliance, operationalized through conversions, or the other way around? Methodology: A pilot study (n= 535) was conducted in real-world commercial setting, followed by a series of large-scale online experiments (n= 27,083). Both studies employed a between-group design: Two variations of landing pages, long and short, were created based on various behavioral theories. User traffic to the pages was generated using online advertising and randomized between the pages (A/B testing). Contribution: This research contributes to the body of knowledge on the antecedents and outcomes of online commercial interaction, focusing on content as a determinant of consumer decision-making and behavior. Findings: The observed results indicate a negative correlation between content volume and users’ conversions. The shorter pages had significantly higher conversion rates, across locations and time. Findings suggest that content play a significant role in online decision making. They also contradict prior research on trust, persuasion, and security. Recommendations for Practitioners: At a practical level, results can inform practitioners on the importance of content in online commerce. They provide an empirical support to design and content strategy considerations, specifically the use of elaboration in commercial web pages. Recommendation for Researchers: At the theoretical level, this research advances the body of knowledge on the paradoxical relationship between the increased level of information and online decision-making and indicates that contrary to earlier work, not all persuasion theories are effective online. Impact on Society: Understanding how information drive behavior has implications in many domains (civic engagement, health, education and more). This has relevance to system design and public communication in both online and offline contexts, suggesting social value. Future Research: Using this research as a starting point, future research can examine the impact of content in other contexts, as well as other behavioral drivers (such as demographic data). This can lead to theoretical, methodological and practical recommendations.
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.
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Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actual system to solve problems around not only ecological area, but also economic and cultural, it's not enough to answer to real needs. It's necessary a change of paradigm, from an approach based on the competition and on the logic of continuous growth, to a systemic vision, based on the collaboration, on the awareness and on the rediscovery of qualitative values. The ecological emergency demands more and more the development of sustainable and resilient communities; for this reason we have to change the way of thinking processes and relations, in other words we have to become ecoliterate: we have to be able to understand the organizational principles of ecosystems and the way of manage complexity. So ecoliteracy represent the starting point of innovative processes: it gives importance to the relations and to the multidisciplinary team-work. It's clear that next to the cultural change we have to rearrange the schooling system which now represents the official institution appointed of knowledge communication. The current academic system has been defined by the same linear and competitive approach used to delineate our economic systems, in this way, inside its structure, it usually reproduces the same social hierarchy and inequality that we can observe in our society. In practice, to achieve some important changes, it is necessary to extend precepts of systemic view to a huge group of people (starting from students of primary school to college students and over). Others two key points are the discussion around the strict hierarchy between teacher and student and the support of collaborative behaviour. Different experiences, academic and not, are compared, considering actors involved, activities, team-working and final outcome. For this reason the role of project-based-learning and practical academic activities is considered inside an education whose aim is to train people eco-competent and who are able to enhance their active role available to the community.DOI: http://dx.doi.org/10.4995/IFDP.2016.3712
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Végső, Ágota. "The shifting role of animation in science dissemination." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.74.
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This research proposal aims to map animation possibilities in science communication focusing on public science dissemination. The research plan is helped by the experience of a collaboration with TED-Ed creating climate-related animated video lectures since 2020 in co-production with the Denmark-based Sci-Vi Initiative and The Animation Workshop/VIA UC. To fulfill this aim the research will deliver a State of the Art Report about the current usage of functional animation in research articles and create a systematic review about how the articles describe verbally and visually the used animated materials. The systematic review aims to point out the gaps about how overlooked the animation development process is. The creation of guiding principles can generate discourse between research scientists and animation professionals to establish a common language. This proposal wishes to continue to research on the shift in these articles from ‘whether animation facilitates learning’ to ‘which animation facilitates learning’ and bring it further by defining ‘how animation collaboration can be integrated into research education’. The spread of animation in education and public science dissemination has exploded due to the technical development of the last 10 years. It has been given a dominant role not only in classroom curricula but also in online education, reinforced by the 2020 COVID-19 pandemic. The theoretical study of the role of animation in learning has undergone incredible change over the past 20 years. The role of animation is shifting from an applied art to a collaborative partner in research dissemination. Practice-oriented research is planned to test and fine-tune the hypothesis through three case studies, that the integration of collaboration between animators and scientists to produce visual research dissemination would not just increase the level of public understanding but help scientists to structure the communication about their research process. The three case studies are designed to establish the integration of animation collaboration into research education. Case Study one is a plan of a crash course for researchers to learn about animated visual communication processes by preparing a plan of an animated explainer. Case Study two is a test ride on how a research institute provides animation collaboration opportunities to allow the researchers to communicate their research findings. Case Study three is a collaboration opportunity between animators and scientists to work with local communities explaining their research about Climate Change and creating visual dissemination using animation. Climate Change, part of the multidisciplinary science of environmental studies, allows research about a complex problem group. All three case studies are aimed to emphasize the creative and productive power of collaboration between visual storytellers and research scientists. The locations and collaboration partners are not yet fixed; exploratory experiments will be performed over the autumn of 2021 to establish the specificities of these data collection contexts.
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Afonso, Alcilia. "Intervenções contemporâneas do patrimônio industrial em cidades do nordeste brasileiro: estudos de casos em Campina Grande e Recife." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6280.
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Esse texto tratará sobre observações realizadas nas intervenções arquitetônicas que o acervo do patrimônio industrial vem sofrendo em cidades do nordeste brasileiro, através de um olhar analítico e crítico. Como estudos de casos específicos, serão tomados dois exemplos de intervenções: um primeiro localizado no agreste paraibano, na cidade de Campina Grande, a antiga Fábrica Marques de Almeida - que na contemporaneidade passa por um processo de conscientização e sensibilização da comunidade para a sua revitalização; e o segundo, na cidade do Recife, capital de Pernambuco - a antiga fábrica da Macaxeira, hoje um centro de ensino e atividades sócio cultural e esportiva. O objetivo desse trabalho é divulgar o resultado das pesquisas que o grupo de investigação Arquitetura e Lugar, cadastrado no CNPq, e vinculado ao curso de graduação em Arquitetura e Urbanismo da UFCG, e aos programas de Mestrado em Design da UFCG e de Artes, Patrimônio e Museologia da UFPI. This text deals with observations on the architectural interventions that the industrial heritage collection has been suffering in the Brazilian northeastern cities, through an analytical and critical eye. In specific case studies, two examples of interventions will be taken: the first is in one city of “Agreste” region of the state of Paraíba, Campina Grande, the old “Fábrica Marques de Almeida”; and the second is in the city of Recife, capital of Pernambuco - the old ”Fábrica da Macaxeira”, now a center of education and socio cultural and sports activities, that in contemporary times goes through a process of awareness and community outreach for your revitalization. The objective of this work is to disseminate the results of research to the research group Architecture and Place, registered at CNPq, and linked to the undergraduate degree in “Arquitetura e lugar”/ UFCG, and Master's programs in Design/ UFCG and Arts, Heritage and Museology/ UFPI.
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.
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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
Reports on the topic "Group work in education Australia Case studies"
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.