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1
Boylan, Colin, and Rodney Francis. "Distance Teaching Via Video-Conferencing in New South Wales Schools." Australian and International Journal of Rural Education 9, no. 1 (March 1, 1999): 9–31. http://dx.doi.org/10.47381/aijre.v9i1.433.
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The use of interactive video-conferencing in the delivery of secondary education is a relatively new innovation in Australian secondary education. The use of video-conferencing in industry especially for executive level meetings in large corporations has been around much longer. The Department of School Education in Victoria has used video-conferencing since 1995 (Arms, 1998a). State departments of education in Tasmania, South Australia and Queensland have also examined the ways in which video-conferencing can be incorporated into their modes of delivery. More recently, the New South Wales Department of Education and Training has examined the potential for video-conferencing as a means of delivery of senior secondary subjects to students attending small rural schools.
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Monfries, Melissa M., and Norman F. Kafer. "Department of Education, The University of Newcastle, New South Wales, Australia 2308." Journal of Psychology 128, no. 4 (July 1994): 447–54. http://dx.doi.org/10.1080/00223980.1994.9712751.
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Hogan, Jessica. "Analysis of the Aboriginal Education Policy (New South Wales Department of School Education, 1996)." Australian Journal of Indigenous Education 28, no. 2 (2000): 9–14. http://dx.doi.org/10.1017/s1326011100001599.
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The Aboriginal Education Policy (AEP) (New South Wales Department of School Education [NSW DSE], 1996) attempts to create a holistic approach to Aboriginal education for all students. This is done through emphasis on Aboriginal community involvement and incorporating Aboriginal content and perspectives in all stages of schooling. The policy is based on principles which express Aboriginal students' entitlement to the opportunities and understandings which come from education (NSW DSE, 1996: 8). The assumptions and values of the NSW DSE are shown by the emphasis placed on particular aspects of Aboriginal education. The practical impUcations of this policy are that teachers need to become more aware of Indigenous issues, and develop empathy for the past and continuing effects of colonisation.
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Boylan, Colin, Andrew Wallace, and Wayne Richmond. "Remote Student Access to Education via Satellite Delivery." Australian and International Journal of Rural Education 10, no. 1 (March 1, 2000): 2–12. http://dx.doi.org/10.47381/aijre.v10i1.447.
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For many years, the New South Wales Department of Education and Training has been using radio technology to deliver lessons to children in remote rural areas. Due to the expense and inherent unreliability of radio, the Department commenced looking for a replacement amongst emerging communication technologies in 1997. This paper reports on a Trial which was conducted by the Open Training, and Education Network - Distance Education section of the Department of Education and Training using satellite technology developed by Gilat of Israel, delivered and managed by Telstra. The 'virtual classroom' enabled distance education teachers atBroken Hill School of the Air to deliver interactive lessons to primary students at remote sites across western New South Wales. This paper provides an overview of the technology, and outlines the processes proposed for evaluation of the teaching and learning supported by this satellite based system.
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Jung, Jae Yup. "Editorial." Australasian Journal of Gifted Education 31, no. 1 (April 1, 2022): 4. http://dx.doi.org/10.21505/ajge.2022.0001.
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Welcome to the first issue of the Australasian Journal of Gifted Education for 2022. In this exciting issue of the journal, we have contributions from scholars based in three different countries (i.e., Australia, the United States and Saudi Arabia) representing eight different institutions (i.e, University of Arizona, University of Georgia, King Saud University, Univeristy of Wollongong, University of New South Wales, University of Sydney, Deakin University and the New South Wales Department of Education). A common theme in the contributions is that they all qualify as innovative studies that advance knowledge in the field of gifted education.
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Darvall, Ken. "Alive and Well: Aboriginal Education in South Australia." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 9–14. http://dx.doi.org/10.1017/s1326011100600443.
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During a four-week period in March and April, 1990, I had the opportunity to visit several Aboriginal and mainstream public schools in South Australia as part of a Fellowship sponsored by the New South Wales Department of School Education.The selection of South Australia as a location to visit was recommended to the author by various colleagues in Aboriginal education who considered that “many fine things were happening” in South Australia in the area of Aboriginal education. My impressions confirmed what I had been told by others.
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Fields, Barry A. "Inclusive Education." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 11–15. http://dx.doi.org/10.47381/aijre.v3i2.374.
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For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman & Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination and equal opportunity legislation (Department of Education, Queensland, 1993). What hasn't changed over this period are the concerns expressed by teachers about the difficulties of implementing such policies and the demands placed on teachers in respect of workload and professional expertise (Graham, 1991; McCollow, 1992).
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Darvall, Ken. "An Induction Program for New Appointees to Aboriginal Schools." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 3–9. http://dx.doi.org/10.1017/s1326011100600431.
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The author was fortunate to be awarded a New South Wales Teaching Service Fellowship for 1990 to undertake an investigation of the professional development of teachers, including executive, in schools with significant Aboriginal enrolments. This fellowship was undertaken in South Australia over a four-week period in March and April this year.Perhaps the highlight of this investigation was the emphasis placed on appropriate and adequate induction programs within the human resource management portfolio of the South Australian Department of Education.
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Harrington, Ingrid, and Inga Brasche. "Success Stories from an Indigenous Immersion Primary Teaching Experience in New South Wales Schools." Australian Journal of Indigenous Education 40 (2011): 23–29. http://dx.doi.org/10.1375/ajie.40.23.
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A federal report released by the Department of Families and Housing, Community Services and Indigenous Affairs (FaHCSIA, 2009), entitled Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, highlighted the inequality that exists between Indigenous and non-Indigenous students based on a restricted access to resources, issues of isolation, staff and student retention, and cultural differences and challenges. In New South Wales (NSW), the Department of Education and Training (DET) and the Aboriginal Education Consultative Group (AECG) in 2003/2004 undertook their own review of Aboriginal education in NSW Government schools that revealed significant concerns about the outcomes being achieved by Aboriginal students in NSW DET schools, confirming the more recent FaHCSIA (2009) findings. In 2006 the NSW DET implemented the Enhanced Teacher Training Scholarship Program (ETTSP) to empower 20 final-year education students to successfully engage with Indigenous students in schools and their wider community during their internship period. Using themes, this article explores the experiences of 10 University of New England scholarship holders at the end of their final year of teacher training and immersion/internship experience in 2010. The article puts forward useful recommendations for both teacher universities and students intending to teach in schools with high Indigenous student populations.
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Sisley, M. "Today's Special Guest Star: Aboriginal Studies!" Aboriginal Child at School 22, no. 2 (August 1994): 67–71. http://dx.doi.org/10.1017/s0310582200006192.
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It is a western New South Wales High School with strong winter sunshine filling the classroom. The teacher moves nervously in from the brick corridor with its interchangable Education Department prints, and stands just inside the door.
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Green, Jennifer. "Supported Competitive Employment." Australasian Journal of Special Education 12, no. 1 (May 1988): 43–44. http://dx.doi.org/10.1017/s1030011200026154.
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The Community Options Program Employment (COPE) Project, was initiated in October 1985 by the Consultant for Students with Intellectual and/or Physical Disabilities at Blacktown College of TAFE (New South Wales Department of Technical and Further Education). It is a cooperative program in on-site training and competitive employment support, for workers with an intellectual disability.
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Munns, Geoff, Andrew Martin, and Rhonda Craven. "To Free the Spirit? Motivation and Engagement of Indigenous Students." Australian Journal of Indigenous Education 37, no. 1 (2008): 98–107. http://dx.doi.org/10.1017/s1326011100016148.
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AbstractThis article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and engagement for Indigenous students of all ages. The article reports on current research into the motivation, engagement and classroom pedagogies for a sample of senior primary Indigenous students. What is of particular interest is the cultural interplay of the lived experiences of these Indigenous students with schools, teachers and classroom pedagogies. Important questions arise from an analysis of this interplay about what might “free the spirit” for these and other Indigenous students.
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Solman, Robert, Michael Petty, and Alan Laughlin. "Job Sharing in Teaching: Attitudes of Teachers Employed by the New South Wales Department of Education." Australian Journal of Social Issues 21, no. 2 (June 1986): 126–42. http://dx.doi.org/10.1002/j.1839-4655.1986.tb00819.x.
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Brewster, Marek, Bohdan Balla-Gow, Wilma Vialle, and Catherine Wormald. "Views from the Border: Perspectives of Gifted Student Needs from Early Adopters of the High Potential and Gifted Education Policy." Australasian Journal of Gifted Education 31, no. 1 (April 1, 2022): 22–36. http://dx.doi.org/10.21505/ajge.2022.0003.
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In gifted education, the relationship between policy and practice can be greatly influenced by individuals within school contexts. The perspectives of school leaders and teachers influence both the interpretation and execution of gifted policies. The New South Wales Department of Education’s High Potential and Gifted Education (HPGE) Policy is mandatory for all public schools in New South Wales from 2021, replacing the Gifted and Talented Policy of 2004. This study investigated the views of school representatives on the needs of high potential and gifted students. Participants were from schools selected as ‘Early Adopters’ of the HPGE Policy. A qualitative design was used and structured interviews were conducted with 10 participants from a total of four ‘Early Adopter’ schools and networks. The data demonstrated that assessment and identification practices, building teacher capacity, and the role of educators in the process of talent development were key points of concern.
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Harris, Felicity, Maxwell Smith, Kristin R. Laurens, Melissa J. Green, Stacy Tzoumakis, Maina Kariuki, and Vaughan J. Carr. "Validation of a two-factor model of the Best Start Kindergarten Assessment of literacy and numeracy." Australian Journal of Education 62, no. 1 (March 13, 2018): 36–48. http://dx.doi.org/10.1177/0004944118761381.
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This study examined the structure of the Best Start Kindergarten Assessment (Best Start) of literacy and numeracy, with the aim of confirming a two-factor measure of attainment at school entry comparable in structure to standardised measures of literacy and numeracy administered in later school years. Administrative data from the 2009 Best Start were obtained from the New South Wales Department of Education for 37,734 children aged ∼5 years (i.e. as they entered their first year of compulsory schooling) as part of the New South Wales Child Development Study. Exploratory and confirmatory factor analyses were performed on the 11 Best Start scales using a split half methodology, with the findings supporting a two-factor solution underpinning literacy and numeracy attainment. The availability of this two-factor Best Start measure of literacy and numeracy at school entry, which precedes the repeated national assessments conducted later in the primary and high school years, facilitates research to examine pathways of academic performance over time.
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Hunter, Jane Louise. "Connected Learning in an Australian Technology Program." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 65–73. http://dx.doi.org/10.4018/jvple.2011010105.
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Connected learning using video conferencing, the interactive whiteboard and Web 2.0 tools is possible in the new “interactive classroom” more than 2,240 New South Wales public schools will receive over the next four years. In Australia the New South Wales Department of Education and Training (NSWDET) is delivering $AUS 158 million of infrastructure and services to schools and technical and further education campuses for new technologies and applications to support teaching in the 21st century. The intention of the Connected Classrooms Program is to create a “large connected and collaborative learning community” of teachers, students and parents that can go online for information, resources and communication “anywhere, anytime” across a state that covers over 800,000 square kilometres. This paper describes the three projects in the program, the underpinning prior work and seven teacher professional learning platforms that reference anticipated learning outcomes and future directions. In its third year, this case study is a descriptive insiders snapshot. It provides an overview for project administrators and participants in other national and international education milieu who may be responsible for planning and implementing enhanced technology environments.
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Bruveris, Ilona. "FROM SEGREGATION TO CELEBRATING DIVERSITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 39. http://dx.doi.org/10.17770/sie2016vol3.1446.
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The move from segregation of students with behaviour difficulties to one of inclusion required teachers to make a significant paradigm shift. This paper reviews the strategies used by the New South Wales state education department to facilitate, over time, paradigm shifts in teacher thinking. Are there factors which limit the success of these strategies? What can be learnt from this?
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Bernard, A. G. "Factors Influencing the Bacteriological Quality of Spa-Pool Waters in New South Wales (Australia)." Water Science and Technology 21, no. 2 (February 1, 1989): 141–45. http://dx.doi.org/10.2166/wst.1989.0041.
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The increasing popularity in the use of spa pools during the 1970's and 1980's and the accompanying incidents of folliculitis and ear infections caused by Pseudomonas aeruginosa associated with spa-pool use has necessitated the development of bacteriological and chemical guidelines for spa-pool water quality. The New South Wales (N.S.W.) Department of Health introduced a bacteriological standard for swimming pools and spa-pools in 1981 based on the findings of a series of surveys aimed at identifying the principal factors influencing the bacteriological quality of spa waters. Four surveys are summarised in this paper. The major findings described are the tenfold higher recovery of P. aeruginosa from spa-pools than from outdoor pools; the need for at least 2.0 milligrams per litre (mg/L) free chlorine residual in order to achieve reliable satisfactory water quality in spas compared with a requirement of 1.0mg/L to achieve the same quality in outdoor pools; the need to maintain pH below 8.0 in order to ensure efficient chlorine disinfection; the apparent inability of bromochlorodimethylhydantoin to adequately disinfect spas during heavy bather load periods; and the success of the Health Department's spa-pool operator education program which resulted in a 30% reduction in the incidence of bacteriologically unsatisfactory spa-pool waters in N.S.W. between 1980 and 1986.
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.
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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Walker, Kim. "The Teaching and Learning of Environmental Education in N.S.W. Primary Schools: A Case Study." Australian Journal of Environmental Education 11 (1995): 121–29. http://dx.doi.org/10.1017/s0814062600003013.
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The aim of the doctoral study outlined in this paper is to contribute to the improvement of teaching and learning of environmental education. The significance of environmental education as a strategy to address environmental problems has been documented widely in Australia and overseas. This study shows that as a strategy to solve such problems its success so far has been questionable.The study assumes that there is a problem in the teaching and learning of environmental education and that the policy document, Environmental Education Curriculum Statement K-12 (New South Wales Department of Education, 1989) has not been adequately implemented.
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McKenzie, A. D. "Isolated Farmers Make Good Learners - Distance Education Leaves Its Mark." Australian and International Journal of Rural Education 4, no. 2 (July 1, 1994): 9–13. http://dx.doi.org/10.47381/aijre.v4i2.386.
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Since 1970, farmers in NSW and beyond have been participating in an easy-access Home Study Program for farmers, land and business managers in rural areas. In the late sixties, the Rural Youth Organisation of New South Wales had been looking for an effective way of preparing its members for a business career on the land. With the backing of the Department of Education and the active support of farm management specialists at the University of New England, the Farm Management Correspondence Course was launched. Within a few years, responsibility for the Program passed to the NSW Department of Agriculture, where it has remained ever since. Since 1980, the Program has operated out of C B Alexander Agricultural College, 'Tocal', Paterson near Newcastle. Over 10,000 people have been involved in these courses. Today the Farm Management Home Study Program prepares for its twenty-fifth anniversary in 1995. How does the Program make further study so easy for farmers to access?
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Rowlands, Allison. "Personal Services Assistance after the Sydney Floods of August 1986." Children Australia 12, no. 3 (1987): 22–25. http://dx.doi.org/10.1017/s0312897000014223.
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In New South Wales, the State Disaster Welfare Plan provides the structure for disaster relief and the co-ordination of both government and non-government bodies. The plan provides for a Personal Services and Welfare Information subcommittee in each regional or local area, responsible for assistance to individuals, groups and communities. This can be of a personal (e.g. counselling, referral) and information (e.g. dissemination, publicity, meetings) nature. Separate subcommittees are responsible for accommodation, clothing, catering and registration in the immediate post-disaster phase.The New South Wales Government also provides assistance to families who have suffered material losses in bushfires or floods, though a Relief Scheme, administered by the Department of Youth and Community Services and the Bushfire/Flood Relief Committee. The department is divided into ten regions throughout the state.
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Hewson, Daphne, Anne Nielsen, and Caroline Powell. "Factors affecting the implementation of the NSW Department of School Education child protection curriculum." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 99–110. http://dx.doi.org/10.1017/s103729110000176x.
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In response to increased awareness of the negative consequences of child sexual assault, the New South Wales Department of School Education has developed the Child Protection: Preventing Child Sexual Assault curriculum, which is a K-12 school based program. The attitudes and experiences of 250 members of staff in the Metropolitan North Region were analysed to identify some of the factors which affect implementation of this curriculum in schools. The results indicate that the most important factors were not the quality of the package or the beliefs of staff, but the support of those staff responsible for implementing the program and practical consideration of the day-to-day running of the school. The findings have implications for (1) further education of school personnel prior to specialist training, (2) the importance of establishing support for the curriculum as a priority within the school community, and (3) practical strategies and support for teachers in the implementation process.
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Hill, Bob. "Aborigines and Their Central Schools: Part I." Aboriginal Child at School 17, no. 4 (September 1989): 11–20. http://dx.doi.org/10.1017/s0310582200006891.
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Central Schools in New South Wales administratively combine primary and secondary schools on a single site. They are normally located in small, relatively isolated, rural communities. In the Western Region of the NSW Department of Education there are 19 Central Schools varying in size from 88 to 557 students. At the time of this study eight of the Central Schools catered for students from kindergarten to Year 12, the remaining eleven catered for kindergarten to Year 10.In 1987/88 Mitchell CAE, in collaboration with the Department of Education in the Western Region, undertook a major research study into the perceptions of Central Schools held by those most closely involved (Sinclair 1988). Prior to the study much of the knowledge of how Central Schools were perceived was anecdotal and impressionistic. This study aimed at gathering comparative data from all Western Region Central Schools about how those who taught, studied, or sent their children there perceived the quality of education provided by Central Schools.
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Costa, Deborah A. "Transforming Traumatised Children within NSW Department of Education Schools: One School Counsellor's Model for Practise – REWIRE." Children Australia 42, no. 2 (June 2017): 113–26. http://dx.doi.org/10.1017/cha.2017.14.
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Adequately supporting the needs of maltreated and traumatised children within New South Wales (NSW) public education system schools is often frustrated by poor perception of the impact of developmental trauma on children's school-based functioning and the need for additional, specialist support; the push for, and provision of, behaviour diagnoses for these children to fund basic assistance and supervision; competing demands on an overextended School Counselling resource impacting capacity for school-based trauma informed psychological services, and seemingly stretched capacity of government/non-government agencies to reliably provide effective support. This is accompanied by a lack of understanding of behavioural signals of distress children display and underreporting to agencies; persistent, simplistic behaviourist views of children's behaviours within schools and low-level collaboration between schools and external agencies. Facilitating a trauma sensitive environment within NSW schools can ameliorate these frustrations and attend to these inadequacies in a pragmatic, achievable way. This practice paper presents a School Counsellor-led model (REWIRE) for achieving this.
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Ainsworth, Frank, and Patricia Hansen. "From the Front Line: The State as a Failed Parent." Children Australia 38, no. 2 (May 29, 2013): 70–75. http://dx.doi.org/10.1017/cha.2013.6.
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The focus of this article is young women aged 16–17 years who, while in State care in New South Wales gave birth, and from whom the child was then removed by the same department that is responsible for the mother's care. This topic is rarely examined due to two constraints. One is the lack of available data about the incidence of events of this kind. The second is the confidentiality provision in the New South Wales Children and Young Persons (Care and Protection) Act 1998 which defines the Children's Court as a closed court and prohibits the reporting of identifiable case information.As a consequence much of this article is based on the authors' direct observation of cases involving young women of this age that they have encountered while undertaking professional duties in the Children's Court. The article also explores the further issue of the adoption of children removed from mothers who are still in State care.Because of the lack of data this article can be classified as an opinion piece which attempts to raise awareness about an important care issue. The article has a New South Wales focus but the authors expect that the same concerns are echoed in other Australian states and territories.
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Hopkins, A. M. "Australian Astronomical Observatory." Asia Pacific Physics Newsletter 02, no. 02 (August 2013): 69–71. http://dx.doi.org/10.1142/s2251158x13000349.
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The Australian Astronomical Observatory (AAO) is a Division of the Australian Federal Government's Department of Innovation, Industry, Science, Research and Tertiary Education (DIISRTE). The AAO operates the Anglo-Australian Telescope (AAT) and the United Kingdom Schmidt Telescope (UKST) at Siding Spring Observatory, near Coonabarabran in north-western New South Wales. The AAO also hosts the Australian Gemini Office (AusGO) , which manages the allocation of time to Australian astronomers on the Gemini telescopes, as well as on Keck, Subaru and Magellan, through time-sharing or purchase agreements. The AAO's primary telescope facility, the AAT, is described here, with emphasis on its availability for international observers through our regular calls for proposals.
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Siminski, Peter, Jenny Chalmers, and Marilyn McHugh. "Foster carers in New South Wales: Profile and projections based on ABS Census data." Children Australia 30, no. 3 (2005): 17–24. http://dx.doi.org/10.1017/s1035077200010786.
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Administrative data on foster carers in New South Wales (NSW) are sadly lacking. Based on research commissioned by the NSW Department of Community Services, this paper uses the Australian Bureau of Statistics Census of Population and Housing and other data to provide up-to-date information on the characteristics of foster carers and the demographic trends that are influencing their numbers. Census data indicate that foster carer families are most likely to contain women aged 35–54 years, not in the labour force. Couples account for two-thirds of all foster carers, with the majority of those couples also caring for birth children. While single parents account for less than one-fifth of all foster carers, they are more likely to foster than couples, either with or without birth children. Higher rates of fostering were found in relatively disadvantaged areas. Projected increases in female labour force participation are expected to contribute to a decline (or to slower growth) in the number of foster carers over the next decade. However, projected increases in sole parent families and couples without children are expected to have the opposite effect. The relative magnitude of these effects was not ascertained.
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Retallick, John, Doug Hill, and Colin Boylan. "Workplace Learning and the use of Curriculum Statements and Profiles by Teachers of Educationally Disadvantaged Students." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 25–33. http://dx.doi.org/10.47381/aijre.v5i1.393.
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The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.
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Boylan, Colin, and Keith Collins. "Developing a Partnership between the Riverina Environmental Education Centre and Charles Sturt University." Australian Journal of Environmental Education 22, no. 2 (2006): 3–12. http://dx.doi.org/10.1017/s0814062600001336.
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AbstractA collaborative partnership has evolved between the Riverina Environmental Education Centre (REEC) and Charles Sturt University in Wagga Wagga. The Riverina Environmental Education Centre (REEC) is one of 24 Department of Education and Training environmental education centres in New South Wales (see www.reec.nsw.edu.au). As part of this partnership relationship, final year BTeach(Sec)/BSc students have worked with REEC and CSU staff on developing learning materials that support and enrich the programs offered through the REEC. In particular, these students have developed materials focussing on exploring student understanding about biodiversity and salinity. Additionally, the development of web based learning activities that use regional scientists as exemplars of current scientific research and possible career options (called Real Science) has occurred. Through this partnership arrangement, it has been a ‘win-win’ outcome for REEC staff, CSU staff and the CSU final year secondary science students with all participants gaining valuable insights and pedagogical understandings from the partnership.
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Donald, Sara L., and Emma E. Walter. "Examining the relationship between perceived worry and self-efficacy in NSW department of education school counsellors." Journal of Psychologists and Counsellors in Schools 32, no. 2 (November 9, 2022): 148–58. http://dx.doi.org/10.1017/jgc.2022.7.
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AbstractThis study investigated the relationship between perceived worry and self-efficacy, with particular attention to job role in Australian school counsellors working in the New South Wales (NSW) Department of Education. Ninety-eight school counsellors (N = 98, Mage = 44.97, SDage = 10.89; 92% female) comprised the sample group, stratified across three job roles: Senior Psychologist Education, School Counsellor, and School Counselling in Training. Data collection tools were the Penn State Worry Questionnaire and the Psychologist and Counsellor Self-Efficacy Scale. Data were analysed using the Pearson product-moment correlation and a multivariate analysis of variance (MANOVA). We found a weak negative association between perceived worry and self-efficacy of significance (p = .018). Findings demonstrated a significant effect (p < .001) of job role on the combined dependent variables although the effect was small. Examination of the between-subjects effects demonstrated that role had a significant effect for self-efficacy, but not for worry. Post-hoc analyses showed that individuals in roles of seniority reported higher self-efficacy and lower perceived worry when compared with counsellors in training. Future studies would likely benefit from a more comprehensive consideration of demographic data to ascertain other variables that may be contributing to levels of worry and self-efficacy.
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Manuel, Jacqueline, and Don Carter. "Continuities of influence." History of Education Review 46, no. 1 (June 5, 2017): 72–94. http://dx.doi.org/10.1108/her-09-2015-0017.
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Purpose This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context. Design/methodology/approach Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis. Findings The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment. Originality/value This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.
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Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.
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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.
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Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.
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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.
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May, Josephine. "The national in the transnational." History of Education Review 47, no. 2 (October 1, 2018): 197–207. http://dx.doi.org/10.1108/her-12-2017-0030.
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Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.
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Meihubers, Sandra, Phillip Godwin, and Arie Rotem. "Blood-borne virus-related discrimination in dental services." Australian Health Review 21, no. 3 (1998): 92. http://dx.doi.org/10.1071/ah980092.
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While the risk of infection through occupational exposure to blood-borne viruses isa major concern of dental health care workers, the National HIV/AIDS Strategy and many health, AIDS and discrimination-related agencies have identified discrimination related to HIV/AIDS as a priority area for action. In 1995 the Commonwealth Department of Health and Family Services selected the School of Medical Education at the University of New South Wales to conduct a national project to reduce discrimination related to blood-borne viruses within dental services(Godwin, Meihubers & Rotem 1997). This paper provides an overview of the study and its major findings.The study focused on quality of care issues which may cause or manifest discrimination. Key stakeholders were invited to review policies, procedures,organisational arrangements and other systemic issues which influence the quality of oral health services to populations within selected geographical regions.
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Hansen, Patricia, and Frank Ainsworth. "Examining child protection practice in New South Wales: Non-accidental injury and the principle of strict liability." Children Australia 45, no. 1 (March 2020): 8–13. http://dx.doi.org/10.1017/cha.2020.5.
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AbstractThis article examines child protection practice when the Department of Communities and Justice in New South Wales takes the view that an injury to a child is non-accidental. The position taken in this paper is that once a child protection caseworker takes the position that an injury is non-accidental, then a strict liability or absolute liability approach is adopted. In effect, any of the child’s parents or caregivers are identified as persons who may have caused the injury or harm. What follows is the decision that a child must never be restored to the parents or caregivers, unless a person confesses to causing the harm and completes specific child protection counselling. Our concern is with the process of investigation, the reliance on one medical opinion in a context where the parents or caregivers are not in a financial position to obtain a second opinion, the failure to observe the rules of evidence when considering medical opinion, and the manner of substantiation of the non-accidental injury. In addition, we argue that there is a lack of knowledge about the factors that influence a paediatrician’s decision-making and that the guidelines for judicial decision-making derived from case law need to be examined further.
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Wyse, Rebecca, Tessa Delaney, Pennie Gibbins, Kylie Ball, Karen Campbell, Sze Lin Yoong, Kirsty Seward, et al. "Cluster randomised controlled trial of an online intervention to improve healthy food purchases from primary school canteens: a study protocol of the ‘click & crunch’ trial." BMJ Open 9, no. 9 (September 2019): e030538. http://dx.doi.org/10.1136/bmjopen-2019-030538.
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IntroductionSchool canteens are the most frequently accessed take-away food outlet by Australian children. The rapid development of online lunch ordering systems for school canteens presents new opportunities to deliver novel public health nutrition interventions to school-aged children. This study aims to assess the effectiveness and cost-effectiveness of a behavioural intervention in reducing the energy, saturated fat, sugar and sodium content of online canteen lunch orders for primary school children.Methods and analysisThe study will employ a cluster randomised controlled trial design. Twenty-six primary schools in New South Wales, Australia, that have an existing online canteen ordering system will be randomised to receive either a multi-strategy behavioural intervention or a control (the standard online canteen ordering system). The intervention will be integrated into the existing online canteen system and will seek to encourage the purchase of healthier food and drinks for school lunch orders (ie, items lower in energy, saturated fat, sugar and sodium). The behavioural intervention will use evidence-based choice architecture strategies to redesign the online menu and ordering system including: menu labelling, placement, prompting and provision of feedback and incentives. The primary trial outcomes will be the mean energy (kilojoules), saturated fat (grams), sugar (grams) and sodium (milligrams) content of lunch orders placed via the online system, and will be assessed 12 months after baseline data collection.Ethics and disseminationThe study was approved by the ethics committees of the University of Newcastle (H-2017–0402) and the New South Wales Department of Education and Communities (SERAP 2018065), and the Catholic Education Office Dioceses of Sydney, Parramatta, Lismore, Maitland-Newcastle, Bathurst, Canberra-Goulburn, Wollongong, Wagga Wagga and Wilcannia-Forbes. Study results will be disseminated through peer-reviewed publications, reports, presentations at relevant national and international conferences and via briefings to key stakeholders. Results will be used to inform future implementation of public health nutrition interventions through school canteens, and may be transferable to other food settings or online systems for ordering food.Trial registration numberACTRN12618000855224.
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Smyth, Ciara, and Marilyn McHugh. "Exploring the dimensions of professionalising fostering: Carers’ perceptions of their fostering role." Children Australia 31, no. 1 (2006): 12–20. http://dx.doi.org/10.1017/s1035077200010944.
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Australia is experiencing major difficulties attracting and retaining foster carers. This crisis in recruitment has focused attention on whether fostering can continue to rely on voluntary carers. This paper examines data from a 2003/4 survey of foster carers in New South Wales commissioned by the Department of Community Services. The research explores carers’ perceptions of the nature of the fostering role and examines these in relation to three dimensions of professionalisation: training, support and payment. The findings indicate that the majority of carers believe fostering should be regarded as a professional or semi-professional role. Among these carers, there was a higher level of support for the three dimensions of professionalisation compared to carers who regard their role as voluntary. Differences in perceptions were not attributable to other socio-demographic characteristics, aside from education levels. This paper also addresses the policy implications of these findings for the future recruitment and retention of carers.
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Labone, Elizabeth, Patrick Cavanagh, and Janette Long. "Critical Design Features of Pre-Service Education Programs to Enhance Teacher Capacity to Effectively Work in Schools With Indigenous Students." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 121–33. http://dx.doi.org/10.1017/jie.2014.22.
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For more than 3 decades governments and education systems have struggled to address the gaps in educational outcomes between Indigenous and non-Indigenous students. Over the past 10 years it has become increasingly apparent that central to redressing these gaps is the development of teachers who are able to effectively engage with Indigenous students, their families and communities. The introduction of National Professional Standards has increased the focus on the development of pre-service teachers’ capacity to effectively teach Indigenous students. In 2008, the New South Wales Department of Education (DET) and four universities implemented an enhanced teacher training program (ETTP) that was delivered to final-year primary pre-service teachers. The success and continuing expansion of this program, coupled with the current national focus on building pre-service teachers’ capacity to teach Indigenous students, suggests it is timely to detail the critical design features of, and rationale for, this program to inform and support development of similar programs within pre-service teacher education. The article reports on four critical elements of the program: knowledge and understanding of Aboriginal history and culture; effective cross-cultural communication skills; holistic understanding of Aboriginal education and strategies required for improving Aboriginal student outcomes; and appropriate pedagogy and classroom management strategies.
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Green, Melissa J., Stacy Tzoumakis, Kristin R. Laurens, Kimberlie Dean, Maina Kariuki, Felicity Harris, Nicole O’Reilly, Marilyn Chilvers, Sally A. Brinkman, and Vaughan J. Carr. "Latent profiles of early developmental vulnerabilities in a New South Wales child population at age 5 years." Australian & New Zealand Journal of Psychiatry 52, no. 6 (November 6, 2017): 530–41. http://dx.doi.org/10.1177/0004867417740208.
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Objective: Detecting the early emergence of childhood risk for adult mental disorders may lead to interventions for reducing subsequent burden of these disorders. We set out to determine classes of children who may be at risk for later mental disorder on the basis of early patterns of development in a population cohort, and associated exposures gleaned from linked administrative records obtained within the New South Wales Child Development Study. Methods: Intergenerational records from government departments of health, education, justice and child protection were linked with the Australian Early Development Census for a state population cohort of 67,353 children approximately 5 years of age. We used binary data from 16 subdomains of the Australian Early Development Census to determine classes of children with shared patterns of Australian Early Development Census–defined vulnerability using latent class analysis. Covariates, which included demographic features (sex, socioeconomic status) and exposure to child maltreatment, parental mental illness, parental criminal offending and perinatal adversities (i.e. birth complications, smoking during pregnancy, low birth weight), were examined hierarchically within latent class analysis models. Results: Four classes were identified, reflecting putative risk states for mental disorders: (1) disrespectful and aggressive/hyperactive behaviour, labelled ‘misconduct risk’ ( N = 4368; 6.5%); (2) ‘pervasive risk’ ( N = 2668; 4.0%); (3) ‘mild generalised risk’ ( N = 7822; 11.6%); and (4) ‘no risk’ ( N = 52,495; 77.9%). The odds of membership in putative risk groups (relative to the no risk group) were greater among children from backgrounds of child maltreatment, parental history of mental illness, parental history of criminal offending, socioeconomic disadvantage and perinatal adversities, with distinguishable patterns of association for some covariates. Conclusion: Patterns of early childhood developmental vulnerabilities may provide useful indicators for particular mental disorder outcomes in later life, although their predictive utility in this respect remains to be established in longitudinal follow-up of the cohort.
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Buchanan, John, Sandy Schuck, and Peter Aubusson. "In-School Sustainability Action: Climate Clever Energy Savers." Australian Journal of Environmental Education 32, no. 2 (January 28, 2016): 154–73. http://dx.doi.org/10.1017/aee.2015.55.
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AbstractThe mandate for living sustainably is becoming increasingly urgent. This article reports on the Climate Clever Energy Savers (CCES) Program, a student-centred, problem- and project-based program in New South Wales, Australia, aimed at enabling school students to identify ways of reducing their schools’ electricity consumption and costs. As part of the program, students apply for Department of Education and Communities funds to address issues of electricity usage, such as building or appliance modifications, or education campaigns. In particular, this article focuses on the systemic approach used to assist teachers and students in meeting the aims of the CCES program, the Sustainability Action Process (SAP). To ascertain the contribution and value of such a framework in achieving project outcomes and associated learning and attitudinal change, we investigated teachers’ and some students’ uses and opinions of the SAP via surveys (n= 434), 16 interviews, and analysis of documents such as student work samples and lesson outlines. Our research indicates that the SAP has been a highly effective, enabling and engaging tool in helping students to identify ways and means of reducing electricity consumption and evaluating their effectiveness, as well as identifying allies and other sources of assistance in carrying out their projects.
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Stapinski, Lexine, Kylie Routledge, Mieke Snijder, Michael Doyle, Katrina Champion, Cath Chapman, James Ward, et al. "A Web-Based Alcohol and Other Drug Prevention Program (Strong & Deadly Futures) for Aboriginal and Torres Strait Islander School Students: Protocol for a Cluster Randomized Controlled Trial." JMIR Research Protocols 11, no. 1 (January 7, 2022): e34530. http://dx.doi.org/10.2196/34530.
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Background There are no available school-based alcohol and drug prevention programs with evidence of effectiveness among Aboriginal and Torres Strait Islander youth. To address this, we codeveloped the Strong & Deadly Futures well-being and alcohol and drug prevention program in partnership with an Indigenous creative design agency and 4 Australian schools. Objective This paper presents the protocol to evaluate the effectiveness of Strong & Deadly Futures in reducing alcohol and other drug use and improving well-being among Aboriginal and Torres Strait Islander youth. Methods The target sample will be 960 year 7 and 8 students from 24 secondary schools in Australia, of which approximately 40% (384/960) will identify as Aboriginal or Torres Strait Islander. The study design is a 2-group, parallel cluster randomized controlled trial with allocation concealment. Recruited schools will be block randomized (ratio 1:1), stratified by geographical remoteness, by an independent statistician. Schools will be randomized to receive Strong & Deadly Futures, a web-based alcohol and drug prevention and social and emotional well-being program that delivers curriculum-aligned content over 6 lessons via an illustrated story, or health education as usual (control). Control schools will be supported to implement Strong & Deadly Futures following trial completion. Surveys will be administered at baseline, 6 weeks, 12 months, and 24 months (primary end point) post baseline. Primary outcomes are alcohol use (adapted from the National Drug Strategy Household Survey), tobacco use (Standard High School Youth Risk Behavior Survey), and psychological distress (Kessler-5 Psychological Distress Scale). Secondary outcomes are alcohol and drug knowledge and intentions, alcohol-related harms, binge drinking, cannabis use, well-being, empowerment, appreciation of cultural diversity, and truancy. Results The trial was funded by the National Health and Medical Research Council in January 2019, approved by the Human Research Ethics Committee of the University of Sydney (2020/039, April 2020), the Aboriginal Health and Medical Research Council of New South Wales (1620/19, February 2020), the Western Australian Aboriginal Health Ethics Committee (998, October 2021), and the ethics committees of each participating school, including the New South Wales Department of Education (2020170, June 2020), Catholic Education Western Australia (RP2020/39, November 2020), and the Queensland Department of Education (550/27/2390, August 2021). Projected dates of data collection are 2022-2024, and we expect to publish the results in 2025. A total of 24 schools have been recruited as of submission of the manuscript. Conclusions This will be the first cluster randomized controlled trial of a culturally inclusive, school-based alcohol and drug prevention program for Aboriginal and Torres Strait Islander youth; therefore, it has significant potential to address alcohol and other drug harms among Aboriginal and Torres Strait Islander youth. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620001038987; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380038&isReview=true International Registered Report Identifier (IRRID) PRR1-10.2196/34530
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Kable, Toby J., Angus A. Leahy, Jordan J. Smith, Narelle Eather, Nora Shields, Michael Noetel, Chris Lonsdale, et al. "Time-efficient physical activity intervention for older adolescents with disability: rationale and study protocol for the Burn 2 Learn adapted (B2La) cluster randomised controlled trial." BMJ Open 12, no. 8 (August 2022): e065321. http://dx.doi.org/10.1136/bmjopen-2022-065321.
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IntroductionPhysical activity declines during adolescence, with the lowest levels of activity observed among those with disability. Schools are ideal settings to address this issue; however, few school-based interventions have been specifically designed for older adolescents with disability. Our aim is to investigate the effects of a school-based physical activity programme, involving high-intensity interval training (HIIT), on physical, mental and cognitive health in older adolescents with disability.Methods and analysisWe will evaluate the Burn 2 Learn adapted (B2La) intervention using a two-arm, parallel group, cluster randomised controlled trial with allocation occurring at the school level (treatment or waitlist control). Secondary schools will be recruited in two cohorts from New South Wales, Australia. We will aim to recruit 300 older adolescents (aged 15–19 years) with disability from 30 secondary schools (10 in cohort 1 and 20 in cohort 2). Schools allocated to the intervention group will deliver two HIIT sessions per week during scheduled specialist support classes. The sessions will include foundational aerobic and muscle strengthening exercises tailored to meet student needs. We will provide teachers with training, resources, and support to facilitate the delivery of the B2La programme. Study outcomes will be assessed at baseline, 6 months (primary endpoint), and 9 months. Our primary outcome is functional capacity assessed using the 6 min walk/push test. Secondary outcomes include physical activity, muscular fitness, body composition, cognitive function, quality of life, physical literacy, and on-task behaviour in the classroom. We will also conduct economic and process evaluations to determine cost-effectiveness, programme acceptability, implementation, adaptability, and sustainability in schools.Ethics and disseminationThis study has received approval from the University of Newcastle (H-2021–0262) and the New South Wales Department of Education (SERAP: 2021257) human research ethics committees. Findings will be published in peer-reviewed journals, and key stakeholders will be provided with a detailed report following the study.Trial registration numberAustralian New Zealand Clinical Trials Registry Number: ACTRN12621000884808.
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Hall, Martin T., and Gerald Wurf. "Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools." Australian Journal of Education 62, no. 1 (February 20, 2018): 21–35. http://dx.doi.org/10.1177/0004944118758738.
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This study evaluates the capacity of a school-based family referral service to support school personnel in connecting at-risk students with appropriate community agencies. Through a partnership between New South Wales government departments and a not-for-profit counselling organisation, the family referral service was piloted at four regional, government schools. In phase 1 of the mixed methods evaluation, 135 students completed an online version of the Student Engagement Instrument. In phase 2, 32 primary and secondary teachers participated in four focus groups. Four principals and 19 key stakeholders participated in individual, semi-structured interviews. Findings showed the service increased the schools’ capacity to manage students who were at risk of underachievement and poorer educational outcomes and reduced the workload of principals and teachers. While high Student Engagement Instrument subscale scores were obtained for extrinsic motivation and relationships with teachers, family support for learning received the lowest scores. Recommendations for the wider promotion of school–family partnerships focussing on locating flexible, family referral services within schools are discussed.
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Lee, Lynette, Mark Heffernan, Geoffrey McDonnell, Stephanie D. Short, and Vasi Naganathan. "A system dynamics modelling approach to studying the increasing prevalence of people with intellectual developmental disorders in New South Wales." Australian Health Review 40, no. 3 (2016): 235. http://dx.doi.org/10.1071/ah14150.
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Objective The aims of this study were to estimate the prevalence count of people with intellectual developmental disorders (IDD) in New South Wales (NSW) in 2003, by age groups, and to forecast their prevalence until 2043. Methods Administrative data obtained from NSW government departments of education, pensions, health and disability were used to profile the number of people whose characteristics met the criteria for ‘intellectual developmental disorders’ who had received services in 2003. These figures were compared with published tables of NSW data from the national self-report Survey of Disability, Ageing and Carers (SDAC) of 2003 to estimate the likely prevalence of people with intellectual developmental disorders, by age groups in that year. The results were then used as baseline figures in a computational system dynamics model of the aging chain of people with these disorders, built to project prevalence to 2043. Results The number of people who met the criteria for having intellectual developmental disorder in NSW in 2003 was estimated to be 57000 (a ratio of 85 per 10000), with 32000 aged 0–15 years, 15000 aged 16–39 years, 9000 aged 40–64 years and 1000 aged 65+ years. Using these figures as baseline, the computer simulation predicted a total increase to 77225 people in 2013 and 135905 people by 2043. By 2043, the number of children with intellectual developmental disorders will have doubled, from 32000 to 59480, and the number of adults will have tripled, from 25000 to 76420. Conclusions This modelling technique forecast an increase in the prevalence count of people with intellectual developmental disorders in NSW over the period 2003–43 from 57000 (85 per 10000) to 135905 (135 per 10000). These predictions may have important implications for the planning of specialist health services for this group of people. What is known about the topic? The prevalence ratio of people with intellectual developmental disorders is quoted at lying between 1% and 2% of the Australian population, depending on the definition adopted. It is known that life expectancy for this group of people is increasing. Many people with intellectual developmental disorders have multiple service demands and there is a need to understand the prevalence count in various age groups in order to plan effectively for their health service needs. What does this paper add? This paper confirms a NSW prevalence ratio of people with intellectual developmental disorders of approximately 0.85% for the purposes of specialist health service planning at the beginning of the 21st century, and this is predicted to increase to 1.35% over a 40-year period. The paper demonstrates that there will be significant growth in the number of adults surviving to old age between 2003 and 2043. What are the implications for practitioners? It is known that as people with intellectual developmental disorders age, their health promoting care needs increase, as do their dependencies on special supports. Planning for the allocation of resources associated with the welfare and healthcare of people with intellectual developmental disorders may need to be focused on this anticipated increase in the number of older people with the condition.
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Adhani, Aidil, Basnawati Basnawati, Zulfadli Zulfadli, Clara Maria Ariesta, Mia Siska, Suhaya Suhaya, and Tricirisna Prakash Ramadhan. "PROFIL KEMAMPUAN LITERASI SAINS CALON GURU BIOLOGI DI UNIVERSITAS BORNEO TARAKAN." Biopedagogia 2, no. 2 (December 7, 2020): 120–29. http://dx.doi.org/10.35334/biopedagogia.v2i2.1818.
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PISA defines the definition of scientific literacy as the ability to use scientific knowledge, identify problems, and draw conclusions based on evidence, in order to understand and make decisions about nature and the changes that occur in nature as a result of human activities (Rustaman, 2006; New South Wales Department of Education and Communities, 2011; Gormally et al., 2012). Students as prospective biology teachers must have good scientific literacy. This scientific literacy must be possessed by prospective biology teacher students for better learning for future generations. This study aims to determine the profile of understanding the scientific literacy of prospective biology teachers at the University of Borneo Tarakan. The research method used is descriptive with a quantitative descriptive approach, because the research conducted describes the scientific literacy profile of prospective biology teachers at Borneo Tarakan University. The sampling technique used is random sampling. Descriptive research is a research that describes according to the facts that exist about a natural thing (Sukmadinata, 2011). Based on the research that has been done, it can be concluded that the percentage of good scores contained in the indicators identifies scientific opinions that are valid 70%, and effective literature searches 74.4%. There is enough percentage on the indicator to understand and interpret basic statistics with a value of 54.4%. And indicators 3, 5, 6, and aim are classified as very less. The average score of scientific literacy for all indicators is 49.71% with a very poor category. Keywords: profile, science literacy, teacher candidate, biology.
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Nathan, Nicole, Nicole McCarthy, Alix Hall, Adam Shoesmith, Cassandra Lane, Rebecca Jackson, Rachel Sutherland, et al. "Cluster randomised controlled trial to determine the impact of an activity enabling uniform on primary school student’s fitness and physical activity: study protocol for the Active WeAR Everyday (AWARE) study." BMJ Open 12, no. 9 (September 2022): e064692. http://dx.doi.org/10.1136/bmjopen-2022-064692.
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IntroductionMulticomponent school-based physical activity (PA) interventions can improve students’ cardiorespiratory fitness (CRF) and PA. Due to the complex nature of such interventions when delivered at scale their effect sizes markedly reduce. Modifying student school uniforms, so that they are more PA enabling, may be a simple intervention that could enhance student health. The primary aim of this trial is to assess the effectiveness of an activity enabling uniform intervention (shorts, polo shirt and sports shoes) in improving children’s CRF.Methods and analysisA cluster randomised controlled trial will be conducted in 24 primary schools in New South Wales (NSW), Australia. Schools will be randomly allocated to either intervention or usual practice following baseline data collection. Active WeAR Everyday intervention schools will allow students in grades 4–6 (aged approx. 9–12 years) to wear their existing sports uniform (shorts, polo shirt and sports shoes) every day. To avoid any financial cost to students they will be provided with two additional sports shirts and one pair of shorts. Study outcomes will be assessed at baseline and 9 months postbaseline. The primary outcome is students’ CRF measured using the 20 m multistage fitness test. Secondary outcomes include students’: mean daily steps and steps/minute measured via accelerometer, quality of life, mental well-being and perceived PA self-efficacy. The acceptability, feasibility and cost of the intervention will be assessed. Analyses will be performed using an intention-to-treat framework. Linear mixed effects regression models will be used to assess intervention effects on the primary outcome at follow-up. Planned exploratory analyses will examine effects by subgroups (eg, gender).Ethics and disseminationThis study has received approval from Hunter New England Local Health District Human Ethics Committee (2020/ETHO2602) the University of Newcastle, Human Research Ethics Committee (H-2021-0013), NSW Department of Education (SERAP: 2020387) and Catholic School Offices.Trial registration numberACTRN12621000201875.
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Awan, Boshra, Suzanne Wicks, and Amy E. Peden. "A qualitative examination of causal factors and parent/caregiver experiences of non-fatal drowning-related hospitalisations of children aged 0–16 years." PLOS ONE 17, no. 11 (November 23, 2022): e0276374. http://dx.doi.org/10.1371/journal.pone.0276374.
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Fatal and non-fatal drowning is a significant public health issue, which disproportionately impacts children and young people. In Australia, the highest fatal and non-fatal drowning rates occur in children under five years of age. To date, little qualitative research has been conducted on non-fatal drowning, with causal factor analysis generally conducted using coronial and hospital data. This study’s aim was to identify causal factors in hospital treated cases of non-fatal drowning in children as qualitatively self-reported by parents and caregivers. Cases of unintentional child (0–16 years) non-fatal drowning admissions and Emergency Department presentations to three tertiary care paediatric hospitals in New South Wales, Australia were identified via International Classification of Diseases (ICD) coding. Parents and caregivers of drowning patients were invited to participate in a semi-structured interview. Data were thematically coded using an inductive approach, with a focus on causal factors and recommendations for preventive approaches. Of 169 incidents, 86 parents/caregivers were interviewed. Children hospitalised for drowning were more often male (59.3%), aged 0–4 years (79.1%) and 30.2% were from household who spoke a language other than English. Qualitative incident descriptions were coded to five themes: lapse of supervision, unintended access (commonly in home swimming pools), brief immersion (usually young children bathing), falls into water and ongoing impacts. Drowning prevention recommendations were grouped under supervision, pool barriers and maintenance, cardiopulmonary resuscitation (CPR) training and emergency response, drowning is quick and silent, and learning swimming. Parents and caregivers of young children require ongoing education regarding supervision distractions and pool barrier compliance. Additional challenges are faced by those in rental properties with pools, parents/caregivers who cannot swim, and parents/caregivers from culturally and linguistically diverse backgrounds. Affordable, accessible, and culturally appropriate swimming lessons, water safety education and CPR training should be made more available for adult caregivers, particularly in languages other than English.
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Leahy, Angus A., Narelle Eather, Jordan J. Smith, Charles Hillman, Philip J. Morgan, Michael Nilsson, Chris Lonsdale, et al. "School-based physical activity intervention for older adolescents: rationale and study protocol for the Burn 2 Learn cluster randomised controlled trial." BMJ Open 9, no. 5 (May 2019): e026029. http://dx.doi.org/10.1136/bmjopen-2018-026029.
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IntroductionThis trial aims to investigate the impact of a school-based physical activity programme, involving high-intensity interval training (HIIT), on the physical, mental and cognitive health of senior school students.Methods and analysisThe Burn 2 Learn (B2L) intervention will be evaluated using a two-arm parallel group cluster randomised controlled trial with allocation occurring at the school level (to treatment or wait-list control). Schools will be recruited in two cohorts from New South Wales, Australia. The trial will aim to recruit ~720 senior school students (aged 16–18 years) from 20 secondary schools (ie, 10 schools per cohort). A range of implementation strategies will be provided to teachers (eg, training, equipment and support) to facilitate the delivery of HIIT sessions during scheduled classes. In phase I and II (3 months each), teachers will facilitate the delivery of at least two HIIT sessions/week during lesson-time. In phase III (6 months), students will be encouraged to complete sessions outside of lesson-time (teachers may continue to facilitate the delivery of B2L sessions during lesson-time). Study outcomes will be assessed at baseline, 6 months (primary end point) and 12 months. Cardiorespiratory fitness (shuttle run test) is the primary outcome. Secondary outcomes include: vigorous physical activity, muscular fitness, cognition and mental health. A subsample of students will (i) provide hair samples to determine their accumulated exposure to stressful events and (ii) undergo multimodal MRI to examine brain structure and function. A process evaluation will be conducted (ie, recruitment, retention, attendance and programme satisfaction).Ethics and disseminationThis study has received approval from the University of Newcastle (H-2016–0424) and the NSW Department of Education (SERAP: 2017116) human research ethics committees.Trial registration numberACTRN12618000293268; Pre-results.