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1
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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Baird, Craig, and Kerry Pedigo. "An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes." Journal of Business Case Studies (JBCS) 1, no. 3 (July 7, 2011): 9. http://dx.doi.org/10.19030/jbcs.v1i3.4922.
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This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding of theories and practices used in a range of discipline areas that underpin the operations of a commercial business undertaking. The final film mainly discussed here depicts a central case study scenario, entitled Middleton featuring a cast of teaching and academic staff from the Curtin Business School (CBS) in Perth, Western Australia and Curtin Sarawak, Malaysia(Curtin University of Technology). It was produced as a core teaching approach for exploring themes as part of the delivery of several first year units within the CBS, delivered over twelve campuses in Western Australia and South East Asia (Singapore, Malaysia, Hong Kong, Sri Lanka). Students in their first year of a commerce degree study compulsory business units that are disparate in their content and delivery. This diversity can cause some students to have difficulty with defining meaningful cohesiveness between units in their first year of study. Middleton sought to integrate the first year subjects into a film depicting a central case study of an international business operation.
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Behrendt, Larissa. "At the Back of the Class. At the Front of the Class: Experiences as Aboriginal Student and Aboriginal Teacher." Feminist Review 52, no. 1 (March 1996): 27–35. http://dx.doi.org/10.1057/fr.1996.4.
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This is a persona] account of an Aboriginal woman who went through the education system in Australia to obtain finally her law degree. Aboriginal people experience many hurdles in the education system. Many Aboriginal children feel alienated within the legal system which until recently focused on a colonial history of Australia, ignoring the experiences, indeed the presence, of indigenous people in Australia. The Australian government had a policy of not educating Aboriginal people past the age of 14. The author was one of the first generation that could go straight from high school to university. She speaks of the debt she feels towards the generations of her people that fought for her right to access to higher education. The author went on to become the first Aboriginal person to be accepted into Harvard Law School which brought different personal challenges and allowed for reflection on comparisons of the sensitivity towards race in both education systems. When the author returned to Australia, she took a position teaching at the University of New South Wales. She had to come to terms with working within a system that she had felt alienated within as a student. Her position at the front of the class has created a sense of empowerment that she can pass on to her Aboriginal and female students.
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George-Williams, Stephen R., Dimitri Karis, Angela L. Ziebell, Russell R. A. Kitson, Paolo Coppo, Siegbert Schmid, Christopher D. Thompson, and Tina L. Overton. "Investigating student and staff perceptions of students' experiences in teaching laboratories through the lens of meaningful learning." Chemistry Education Research and Practice 20, no. 1 (2019): 187–96. http://dx.doi.org/10.1039/c8rp00188j.
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How students behave and learn in the teaching laboratory is a topic of great interest in chemical education, partly in order to justify the great expense of teaching laboratories. Much effort has been put into investigating how students think, feel and physically act in these unique learning environments. One such attempt was made through the generation and utilisation of the Meaningful Learning in the Laboratory Instrument (MLLI). This 30 question survey utilised Novak's theory of Meaningful Learning to investigate the affective, cognitive and psychomotor domains of the student learning experience. To date, this survey has been used to great effect to measure how students’ perception of their own feelings and actions will change over the course of a semester. This study reports the use of a modified MLLI survey to probe how the expectations of students change over their undergraduate degree. To increase the generalisability of the outcomes of the study data was gathered from four universities from Australia (Monash University, the University of New South Wales and the University of Sydney) and the UK (the University of Warwick). Students were found to start their university careers with very positive expectations of their teaching laboratory experiences. Their outlook became somewhat more negative each year that they were enrolled in the program. A further modified MLLI survey was presented to teaching associates and academic staff. Teaching staff were shown to have far more negative expectations of the students’ feelings and actions, with academic staff more likely to believe that students do not undertake many items of positive meaningful learning. Overall, this study highlights the large gap between the expectations of teaching staff and students which, if left unaddressed, will likely continue to cause great frustration for both teaching staff and students.
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Page, Susan. "The transformative potential of Southern SOTL for Australian Indigenous Studies." Scholarship of Teaching and Learning in the South 1, no. 1 (September 11, 2017): 108. http://dx.doi.org/10.36615/sotls.v1i1.16.
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The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that Indigenous scholars are already making to the field in general and to social justice education more specifically.
How to cite this reflective piece:
PAGE, Susan. The transformative potential of Southern SOTL for Australian Indigenous Studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 108-113, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=16>. Date accessed: 12 Sep. 2017.
This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Russell, Di. "Aboriginal Students Perceptions of the ‘World of Work’ and Implications for the Teaching of Work/Career Education." Aboriginal Child at School 20, no. 4 (September 1992): 3–20. http://dx.doi.org/10.1017/s0310582200005368.
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As part of my work this year I was required to undertake an evaluation project. I decided to combine some of my concerns about the appropriateness for Aboriginal students of some of the ways in which state education curriculum priorities are implemented with one of my focus curriculum areas, namely Work Education.In South Australia the National Aboriginal and Torres Strait Islander Education Policy ( AEP ) is seen as the overarching Aboriginal Education Policy. However, most Aboriginal students in South Australia and all state schools are required to address mandatory curriculum are as set out in the “Educating for the 21st Century” (1990), the curriculum policy document.
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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (June 3, 2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.
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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.
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Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.
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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.
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Lynch, David, Richard Smith, Steven Provost, and Jake Madden. "Improving teaching capacity to increase student achievement." Journal of Educational Administration 54, no. 5 (August 1, 2016): 575–92. http://dx.doi.org/10.1108/jea-10-2015-0092.
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Purpose – This paper argues that in a well-organised school with strong leadership and vision coupled with a concerted effort to improve the teaching performance of each teacher, student achievement can be enhanced. The purpose of this paper is to demonstrate that while macro-effect sizes such as “whole of school” metrics are useful for school leaders in their professional development roles, there are important micro-conditions that can be uncovered in a more detailed analysis of student achievement data. Design/methodology/approach – Evidence of student achievement in a variety of standardised and non-standardised assessment tasks was subjected to examination in a post hoc, case study design. The assessment tasks were the South Australian Spelling Test Waddington Reading Test, a school-wide diagnostic writing task, teacher running records and National Assessment Program for Literacy and Numeracy. Performance in selected classrooms was compared on these tests utilising a variety of parametric quantitative statistics. Findings – School-based reform initiatives require external criteria on which to base decision making. Without such criteria based on data and the capacity to interpret it, interactions in the school culture have unanticipated consequences that have the potential to neutralise school improvement strategies. Further, findings suggest that fewer but sharper and quicker data collection tools are more valuable in such teacher decision making, but these require expertise to produce and interpret them. Research limitations/implications – This paper provides insights from one school, but the reported data are embedded in a sustained five year school reform programme. Practical implications – This paper documents a whole school organisational reform model devised by a school head and leadership team to improve student academic performance. The paper offers a process for developing a data-based school reform strategy for professional development to enhance both student achievement and school outcomes. Social implications – The paper outlines a model for school reform that is focused on all students increasing their academic outcomes. By emphasising collaborative teacher work based on research-justified teaching approaches, the model shows that social inequalities can be reversed. Originality/value – The paper outlines a whole of school reform model focused through a combination of distributed leadership, data-driven decision making, within a context of a coaching, mentoring and feedback regime for teachers. Together this model is an application of theoretical ideas to school reform.
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O’Neill, Fiona, Jonathan Crichton, and Angela Scarino. "Developing intercultural learning capabilities." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 125–45. http://dx.doi.org/10.1075/aral.00021.one.
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Abstract This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly diverse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collaborative, involving the research team, members of the teaching staff, and members of the university’s learning and teaching unit. The data include interviews with students and teachers, students’ written assessments, and observations of weekly teaching staff meetings. The overarching finding of the study is that, to enable students to develop their intercultural learning capabilities, there is a need to rethink notions of experience and engagement, specifically to attend to the central role of language/s and culture/s in all students’ experience of learning, teaching, and assessment. Analysed examples from the data are used to illustrate four specific guiding principles underpinning this (re)orientation to learning. The study was one of two case studies funded by the University of South Australia as part of a larger project: Developing English Language and Intercultural Learning Capabilities.1
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Evans, John R., and Christina Curry. "Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 27. http://dx.doi.org/10.24197/aefd.1.2018.27-45.
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A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.
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Berniz, Kate, and Andrew Miller. "English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds." Journal of Pedagogy 8, no. 2 (December 1, 2017): 101–20. http://dx.doi.org/10.1515/jped-2017-0011.
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Abstract Students in Western university contexts require multiple literacies, numeracies, and critical capacities to succeed. Participation requires a blend of English language capacity, cultural knowhow, and cognisance of the often-hidden racialized assumptions and dispositions underpinning literate performance. Students from Culturally and Linguistically Diverse (CALD) backgrounds transitioning to Western university settings from local and international contexts often find themselves floundering in this complex sociocultural web. Many students struggle with the English language preferences of their institutions despite meeting International English Language Testing System (IELTS) requirements. Once enrolled, students from CALD backgrounds need to navigate the linguistic, semiotic, and cultural landscape of the university, both physically and virtually, to enter the discourses and practices of their chosen disciplines. Universities cannot afford to allow students to ‘sink or swim’ or struggle through with non-specialist or ad-hoc support. In response to a clear need for explicit and ongoing English language support for students from CALD backgrounds, the Student Learning Centre (SLC) at Flinders University in South Australia created the English Language Support Program (ELSP). The ELSP sets out to overcome prescriptive and assimilationist approaches to language support by adopting an eclectic blend of learner-centred, critical-creative, and multi-literacies approaches to learning and teaching. Rather than concentrate on skills and/or language appropriateness, the ELSP broadens its reach by unpacking the mechanics and machinations of university study through an intensive—and transgressive—multi-module program. This paper outlines the theoretical and pedagogical challenges of implementing the ELSP.
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Zhong, Yong, and Francis R. Low. "Multiple instructions in communicative language teaching." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 250–67. http://dx.doi.org/10.1075/aralss.12.15zho.
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Abstract Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instructions by some Chinese language instructors and Chinese text-books which contradicts the philosophy of communicative teaching. The themes arising from the data analysis formed the frame of the present article which discusses types of problem instructions, their effects on students trying to complete communicative activities and students’ management of them. The study concludes with a suggestion that multiple instructions be improved in structure and delivery mode in order to make language learning more achievable.
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Crichton, Jonathan, and Angela Scarino. "How are we to understand the ‘intercultural dimension’?" Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 4.1–4.21. http://dx.doi.org/10.2104/aral0704.
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The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.
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Crichton, Jonathan, and Angela Scarino. "How are we to understand the ‘intercultural dimension’?" Australian Review of Applied Linguistics 30, no. 1 (2007): 4.1–4.21. http://dx.doi.org/10.1075/aral.30.1.02cri.
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The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’.In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.
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Ford, Margot, James Bennett, and Michael Kilmister. "Challenging Anzac myths in tertiary teaching: Engaging preservice teachers." Journal of University Teaching and Learning Practice 16, no. 5 (December 1, 2019): 54–68. http://dx.doi.org/10.53761/1.16.5.5.
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Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whether the topic of Anzac should be covered at all. An alternative was sought, where careful interrogation of teaching practices was undertaken. Three pedagogical approaches were examined; the traditional lecture format, using documentary film to glimpse at deeper historiographical problems within lectures and tutorials that allowed for more intense critical thinking and analysis of historical resources via focused questions. The efficacy of these pedagogical approaches was systematically assessed through surveying students in the Australian History course prior and post teaching about Anzac. This paper examines the background of teaching Anzac in the tertiary space, the use of specific pedagogical approaches and the results of the survey. Students’ main preference for teaching methods about Anzac was through documentaries in both surveys. However, the second most preferred method was the lecture format more generally and this preference increased in the post survey. There was also evidence of less resistance to the contested nature of Anzac mythologies.
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Power, Anne, and Debra Costley. "Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder." Australasian Journal of Special Education 38, no. 1 (May 29, 2014): 34–50. http://dx.doi.org/10.1017/jse.2014.6.
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This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Sefton, Ann. "INTERNATIONAL WORKSHOP: MODERN APPROACHES TO TEACHING AND LEARNING PHYSIOLOGY." Advances in Physiology Education 25, no. 1 (March 2001): 64–71. http://dx.doi.org/10.1152/advances.2001.25.1.64.
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The very successful workshop (San Jose, Costa Rica, November 16–18th, 2000) was attended by 70 participants from 19 countries, Central and South America, with some additional expertise from Australia, Canada, Costa Rica, New Zealand, and the USA. The organization was very capably undertaken by staff of la Universidad de Iberoamerica (UNIBE). The local arrangements for the workshop were excellent, and all the participants would wish to record their appreciation to UNIBE for its foresight and for the substantial support that it provided. Discussion was very lively both in the plenary sessions and in the interactive workshops. It was particularly pleasing to see that local students contributed actively. Simultaneous translation (Spanish/English) of the formal presentations and some of the discussion sessions greatly assisted communication and ensured the free exchange of ideas.
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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.
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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws on interview and observational data generated during a microethnographic investigation into secondary school students’ use of iPads as a learning tool in an independent school in South-East Queensland. Data “snapshots” illustrate the lingering challenges of reform designed to achieve technology-rich learning environments. The second section of the paper draws on a retrospective study of current ICT initiatives in Singapore through case studies of two schools that are heavily involved in ongoing ICT integration programmes. Findings While reforms are usually borne out of careful studies among policy makers and politicians to develop solutions to problems, the final version often reflects compromise between various stakeholders championing their respective agendas. As such, problematisation is imperative to develop critical and nuanced understandings. In both Australia and Singapore, it is suggested that failing to account for such ontological matters as teacher and learner identity and agency prevents meaningful change. Originality/value Global reform to achieve technology-rich teaching and learning environments reflects the ubiquity of such initiatives across geographical and cultural boundaries. Such reforms have been driven and supported by a substantial body of research, much of which has uncritically accepted the view that technology-rich reform is inherently “good” or necessary. Learning technology research has thus tended to focus on epistemological matters such as learning design at the expense of ontology. This paper engages with emerging research into technology as an identity issue for learners and teachers to explore the implications of technology-driven education reform on educational institutions, policies and practices.
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Merrillees, R. S. "Greece and the Australian Classical connection." Annual of the British School at Athens 94 (November 1999): 457–73. http://dx.doi.org/10.1017/s006824540000068x.
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The study of ancient Greek and Latin in Australia and New Zealand, especially at Sydney Church of England Grammar School in New South Wales, produced this century a number of leading scholars who made a major contribution to the study of Old World archaeology in Europe and Australia this century. Among them were V. G. Childe, T. J. Dunbabin, J. R. Stewart and A. D. Trendall. In developing their respective fields of expertise, all spent some time in Greece, as students, excavators, research workers and soldiers, and had formative links with the British School at Athens. Australia's debt to the Classics is reflected not only in the life-long attachment to their legacy, and to Greece, by the former Prime Minister, the Hon. E. G. Whitlam, but in the perpetuation of their influence in such Colonial and modern structures as the monument of Lysicrates in Sydney's Botanic Gardens and the National Library and new Parliament House in Canberra, and in an official poster illustrating multiculturalism in Australia. Despite their role in shaping Australia's European history, the teaching of Classics is under threat as never before, and the late Enoch Powell, at one time Professor of Ancient Greek at the University of Sydney, has stigmatised the obscurantism which threatens to impoverish if not undermine Western civilisation by closing access to knowledge of our Classical past.
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Ahmed, Noor A., and John R. Page. "Developing and Integrated Approach to Advanced Aerospace Project Design in Tertiary Education." Advanced Materials Research 317-319 (August 2011): 2520–29. http://dx.doi.org/10.4028/www.scientific.net/amr.317-319.2520.
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Design is about wealth creation for the comfort and well-being of human beings. In this context, the process and experiences associated with teaching and learning of engineering design are pivotal in sustaining and advancing the progress of modern day civilization. However, the teaching of engineering design is not easy and fraught with difficulties as the students have to be provided with the opportunity to develop their creative skills while retaining a professional and practical base. It is also important to proactively harness the available and emerging technologies to greater effect in the learning process. At the University of New South Wales in Australia, we have approached the teaching and learning of design in undergraduate aerospace engineering from a perspective to prepare students to be creative and become practically oriented for productive employment in the very competitive world of today.
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Theresa Ho, Maria, and Massimiliano Tani. "What medical students value from their teachers." Australian Health Review 31, no. 3 (2007): 358. http://dx.doi.org/10.1071/ah070358.
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As Australian medical educators become more accustomed to the increasing pressures imposed upon them, there is a risk that the traditional educational relationship between a student and his or her teacher is replaced by a pure transactional relationship between a customer and his or her supplier. A large sample of medical students surveyed revealed that medical students seem to value directed rather than independent learning. New approaches to teaching, such as being innovative or entertaining, as well as facilitating participation, do not appear to be very important to medical students. Medical students do not seem to have strong preferences when it comes to assessment, contradicting some of the fundamental suggestions of the recent educational literature, in which assessment is often viewed as a key element in the formation and the direction of learning. The fact that medical students seem to reject many of the paradigms of the psychology-based educational literature, at least based on the large sample surveyed at the University of New South Wales, suggests that caution should be used in the development of training programs for teachers in medical faculties, and that learning and teaching should ensure that students? expectations and teachers? training do not mismatch.
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West, Deborah, and Helen Stephenson. "SANTPEN’s SoTL Journey: Building and Using a SoTL Approach Across Institutions." Journal of the Scholarship of Teaching and Learning 16, no. 5 (October 31, 2016): 107–22. http://dx.doi.org/10.14434//josotl.v16i5.19983.
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In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an institutional culture is surprisingly challenging yet essential to improving the status of teaching in higher education (HE), being successful in teaching and learning awards and grants, and, improving the student experience. The Australian Government’s Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging. This paper describes the first three years of SANTPEN’s journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks.
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Baig, Muzammil M. "LearnOnline." International Journal of Knowledge Society Research 4, no. 2 (April 2013): 19–26. http://dx.doi.org/10.4018/jksr.2013040103.
Full textAbstract:
Personal Learning Environments (PLEs) help the learners to take control of their learning. PLEs enable the learners to set their own leaning targets and manage their learning by communicating with others in the process of learning. As latest technological advancements have brought revolution in every field of life, so as in the PLEs. Modern PLEs are the integration of a number of latest technologies i.e. blogs, Wikis, RSS feeds, where content is shaped as per the individual needs and interests of the students. Focusing on these latest aspects of the PLEs, University of South Australia initiated a three year new learning platform project in 2010, called LearnOnline, which will replace the University's current online teaching environment UniSAnet. LearnOnline was launched with a vision to foster richer learning through promoting students' active involvement in their courses and involving the students in a deeper learning experience. LearnOnline is built on modular approach and consists of different components i.e. ePortfolio, Course Outline, Lecture Recording, Copyright Monitoring, Student Email, Assessment and Feedback, Virtual Classroom, Course and Teacher Evaluation. Each component is developed separately and is fully independent. This methodology is helping the incremental implementation of the LearnOnline. As soon as a component is completed, after testing, it becomes the part of LearnOnline. In this paper, the author explains the features and workings of LearnOnline in detail and also evaluates its design methodologies.
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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.
Full textAbstract:
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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Guaralda, Mirko. "Urban Coding in Logan. Teaching urban design with the support of local government." Journal of Public Space 2, no. 2 (October 11, 2017): 181. http://dx.doi.org/10.5204/jps.v2i2.101.
Full textAbstract:
<p>Since 2015 Logan City Council (LCC), a major urban area south of Brisbane in Queensland, Australia, has hosted students from the Bachelor of Design (Architectural Studies) at the Queensland University of Technology (QUT) for an intensive two-day urban design charrette. The charrette is delivered as coursework and assessment for an architecture unit on urban morphology and urban dynamics; the format of this learning experience allows students to directly interact with Council personnel and to gain an in-depth understanding of the urban issues they are asked to solve. Over the years, LCC has offered engaging and challenging briefs to the students.<br />In 2015 the theme was the densification of Wembley Road, the main commercial spine of Logan Central currently characterized by the fragmented forms of big boxes and large carparks. In 2016 students were challenged with the design of a new masterplan for Logan Central Civic and Community Precinct s with the aim of creating a new civic and urban centre. In 2017 the focus was Springwood and the brief sought the creation of a new CBD alongside the M1, the main motorway between Brisbane and the Gold Coast and southern states. In each instance, LCC has provided both the facilities where the workshop was hosted, and engaged several stakeholders to speak to the students. This mix of perspectives presented diverse issues and questions from the local area.</p>
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Fajardo, Michael A., Laura Hudswell, Shirley Lu, Ryan M. Saunderson, and Harriet Hulme. "First-year school counsellor in training professional experience in NSW: A qualitative study." Journal of Psychologists and Counsellors in Schools 30, no. 2 (June 4, 2020): 264–74. http://dx.doi.org/10.1017/jgc.2019.24.
Full textAbstract:
AbstractThe professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.
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Ihsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Elan Artono Nurdin, and Bejo Apriyanto. "GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE." Geosfera Indonesia 3, no. 2 (August 28, 2018): 131. http://dx.doi.org/10.19184/geosi.v3i2.8384.
Full textAbstract:
This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area.
Keywords: Geography Literacy, Student Experience, Ethnometodology
References
Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc.
Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47.
Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317.
Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268.
Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72.
Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473.
Denzin, Norman K. And Lincoln Yvonna S. (2008). Strategies of Qualitative Inquiry. California: Sage Publications, Inc.
Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak.
Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37.
Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University.
Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352.
Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press.
Lloyd, Annemaree.(2006). Information Literacy Landscapes: an emerging picture, Journal of Documentation, 62 (5), 570-583.
Miles, Matthew B, Huberman, A. Michael, and Saldana, Johnny.(2015). Qualitative Data Analysis A Methods Sourcebook. Thousand Oaks, CA: Sage Publications.
Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62.
National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press.
Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University.
Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications.
Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321.
Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.
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Ghosh, Anusua, Andrew Nafalski, Zorica Nedic, and Aji Prasetya Wibawa. "Learning management systems with emphasis on the Moodle at UniSA." Bulletin of Social Informatics Theory and Application 3, no. 1 (May 29, 2019): 13–21. http://dx.doi.org/10.31763/businta.v3i1.160.
Full textAbstract:
With recent advances in technology and the Internet, the concept of teaching and learning have evolved significantly. Conventional face-to-face teaching is becoming a thing of the past as knowledge is everywhere and accessible from anywhere. Thus, a shift to e-learning is gaining momentum. Educational institute, companies, individuals and training organizations are embracing new technology and creating a shared online platform to facilitate learning, referred to as the Learning Management Systems (LMS). LMS are software that provide an online portal to collaborate in teaching and learning seamlessly, making it more productive and engaging. This paper aims to review the top ten LMSs both cloud based and open source with regards to their compatibility, usefulness, security, accessibility, scalability, stability/reliability and de-sign in general with emphasis on the recent development of the Moodle and NetLab at University of South Australia (UniSA). The open source online learning platform Moodle is adopted by UniSA to provide educators a space for collaborative learning using the optimized tools to create activities. Moreover, the Netlab online remote laboratory developed at UniSA, provides a platform for academic staff for teaching and demonstrations during lectures and for students to conduct practical experiments remotely on real laboratory equipment.
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McKinnon, David H., Lena Danaia, and James Deehan. "The Design Of Preservice Primary Teacher Education Science Subjects: The Emergence Of An Interactive Educational Design Model." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (June 6, 2017): 1. http://dx.doi.org/10.19030/jaese.v4i1.9972.
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Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literature base that incorporates Pedagogical Content Knowledge as an integrative mediating framework and which drives students’ interactions with the elements of the design model. The results from our mixed-methods study suggest that the approaches adopted through two extended vignettes show significant increases in preservice teachers’ competence and confidence. Together, the qualitative and extensive quantitative data suggest participants obtain a newly developed sense of enthusiasm for science and an understanding of the role that it can play in the primary- school curriculum. The data provide strong evidence that the approaches being called for in some of the earlier reforms and most recently by Bybee (2014) are effective
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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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Reid, Carol. "Will the 'Shire' ever be the same again? Schooling Responses to the Cronulla Beach Riot." Cosmopolitan Civil Societies: An Interdisciplinary Journal 2, no. 1 (March 30, 2010): 47–62. http://dx.doi.org/10.5130/ccs.v2i1.1411.
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In the aftermath of the Cronulla riots, schools were faced with the fallout of social conflict, including having to deal with widespread fear and confusion both in their local communities and among students. This was especially the case for schools in the Sutherland Shire and in the local government area (LGA) of Bankstown. Apart from the presence of many young people in the initial riot and the revenge raids, some schools, like churches, had been the target of attacks (Leys and Box, 2005: 1; Daily Telegraph, 2005: 5). Schools were also targeted as places to battle the consequences of cultural division: the then Prime Minister John Howard, in his Australia Day speech just over a month after the riots, complained that the teaching of Australian history in schools needed reform to properly foster the core values that would bind a nation together (Sydney Morning Herald, 2006). At all levels of government, a raft of programs designed to ease local tensions were introduced, many of which focused on young people or on schools (see Board of Studies New South Wales, 2007; Surf Life Saving NSW, 2006).
This article outlines the contexts for understanding the role of schools: both in terms of the spatial dynamics of the ‘Shire’ and in terms of the changing nature of educational policy. It then focuses on a National Values Education Project (NVEP) involving five schools in south and south-western Sydney as a direct response to the Cronulla riot. It suggests that these contexts produce both a degree of cultural heterogeneity in young people’s social lives and a degree of segregation amongst young people in schooling which delimits ‘what is possible’ in terms of schooling responses to the Cronulla riot.
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Wilson, Annabelle M., Kaye Mehta, Jacqueline Miller, Alison Yaxley, Jolene Thomas, Kathryn Jackson, Amanda Wray, and Michelle D. Miller. "Review of Indigenous Health Curriculum in Nutrition and Dietetics at One Australian University: An Action Research Study." Australian Journal of Indigenous Education 44, no. 1 (May 20, 2015): 106–20. http://dx.doi.org/10.1017/jie.2015.4.
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This article describes a review undertaken in 2012–2013 by Nutrition and Dietetics, Flinders University, to assess the Indigenous health curriculum of the Bachelor of Nutrition and Dietetics (BND) and Masters of Nutrition and Dietetics (MND). An action research framework was used to guide and inform inquiry. This involved four stages, each of which provided information to reach a final decision about how to progress forward. First, relevant information was collected to present to stakeholders. This included identification of acknowledged curriculum frameworks, a review of other accredited nutrition and dietetics courses in Australia, a review of Indigenous health topics at Flinders University, including liaison with the Poche Centre for Indigenous Health and Well-Being (Indigenous health teaching and research unit), and a review of BND and MND current curriculum related to Indigenous health. Second, input was sought from stakeholders. This involved a workshop with practising dietitians and nutritionists from South Australia and the Northern Territory and discussions with Flinders University Nutrition and Dietetics academic staff. Third, a new curriculum was developed. Nine areas were identified for this curriculum, including reflexivity, approach and role, history and health status, worldview, beliefs and values, systems and structures, relationship building and communication, food and food choice, appreciating and understanding diversity, and nutrition issues and health status. Fourth, a final outcome was achieved, which was the decision to introduce a core, semester-long Indigenous health topic for BND students. A secondary outcome was strengthening of Indigenous health teaching across the BND and MND. The process and findings will be useful to other university courses looking to assess and expand their Indigenous health curriculum.
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Trahar, Sheila. "Editorial." Learning and Teaching 8, no. 1 (March 1, 2015): 1–4. http://dx.doi.org/10.3167/latiss.2015.080101.
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Transnational higher education (TNHE) is a term used for a range of international activities but most commonly it describes programmes where students are located in a different country from the degree-awarding institution. Partnership models include distance learning, dual degrees, franchising and ‘flying faculty’, where academics from the degree-awarding institution fly to another country to teach a programme there. TNHE partnerships are established between institutions for several reasons, not least because of the increase in marketisation of higher education together with the reduction in public funding in many contexts. Interrogating how ‘commercial imperatives nest with academic integrity’ (Sidhu and Christie 2014: 2) is important as many TNHE partnerships are established between ‘Northern’ universities, in particular from Anglo-Celtic countries such as Australia, the U.K. and the U.S.A., and those from the ‘South’ or the ‘East’. Care needs to be taken, therefore, in exercising academic integrity in learning, teaching and assessment in contexts with different academic traditions from those of the degree-awarding institution.
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Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.
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Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers.
Method: Recent graduates working in HSM in New South Wales, Australia were surveyed to rate ES for importance and rate their own skill levels on the same items. The gap between these two ratings was identified for 44 ES. Results: ES important to recent graduates in rank order were: verbal communication skills, integrity and ethical conduct, time management, teamwork, priority setting, ability to work independently, organisational skills, written communication, being flexible and open minded and networking. Highest self-ratings were found for integrity and ethical conduct, ability to work independently, being flexible and open minded, tertiary qualifications, interpersonal skills, written communication skills, time management, life-long learning, priority setting and administration skills. Generally graduates rated their skills lower than their ratings of importance.
Conclusions: Recent graduates can provide valuable feedback to universities about ES required for HSM positions and identify their own skill gaps for development at work or through study. Generic skills rather than job-specific skills are what they rate as most important. Closer engagement of universities and employers is recommended especially through placements.
Abbreviations: ES – employability skills; GCA – Graduate Careers Australia; HEI – higher education institutions; HRM – human resource management; HSM – health services management; IPC – interpersonal and communication skills.
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Chong, Lauren, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein, and Boaz Shulruf. "Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia." Journal of Educational Evaluation for Health Professions 15 (July 18, 2018): 17. http://dx.doi.org/10.3352/jeehp.2018.15.17.
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Purpose: The biases that may influence objective structured clinical examination (OSCE) scoring are well understood, and recent research has attempted to establish the magnitude of their impact. However, the influence of examiner experience, clinical seniority, and occupation on communication and physical examination scores in OSCEs has not yet been clearly established. Methods: We compared the mean scores awarded for generic and clinical communication and physical examination skills in 2 undergraduate medicine OSCEs in relation to examiner characteristics (gender, examining experience, occupation, seniority, and speciality). The statistical significance of the differences was calculated using the 2-tailed independent t-test and analysis of variance. Results: Five hundred and seventeen students were examined by 237 examiners at the University of New South Wales in 2014 and 2016. Examiner gender, occupation (academic, clinician, or clinical tutor), and job type (specialist or generalist) did not significantly impact scores. Junior doctors gave consistently higher scores than senior doctors in all domains, and this difference was statistically significant for generic and clinical communication scores. Examiner experience was significantly inversely correlated with generic communication scores. Conclusion: We suggest that the assessment of examination skills may be less susceptible to bias because this process is fairly prescriptive, affording greater scoring objectivity. We recommend training to define the marking criteria, teaching curriculum, and expected level of performance in communication skills to reduce bias in OSCE assessment.
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Cochrane, Thomas, and Vickel Narayan. "A Model for Developing a SOTEL Research Cluster." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 11–12. http://dx.doi.org/10.24135/pjtel.v2i1.31.
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This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities.
The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations.
The SOTEL model includes the following main elements:
An online hub - The SOTEL Research Cluster https://sotel.nz/
An annual Symposium showcasing SOTEL in practice https://sotel.nz
The Pacific Journal of Educational Technology (PJTEL)
The CMALT cMOOC and the MOSOMELT cMOOC
A weekly webinar series
Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group
A series of TEL workshops and showcases
The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains.
References
Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generation learning spaces, Stamford Plaza, Auckland, New Zealand. https://tinyurl.com/SOTELprojects
Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016, 28-30 November). Designing Virtual Reality Environments for Paramedic Education: MESH360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia.
Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. Paper presented at the EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands.
Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR. Research in Learning Technology, 26, 2130. doi:http://dx.doi.org/10.25304/rlt.v26.2130
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Westwood, Peter, and Kerry Bissaker. "Trends in spelling standards, 1978–2004: A South Australian study." Australian Educational and Developmental Psychologist 22, no. 1 (2005): 65–76. http://dx.doi.org/10.1017/s0816512200028662.
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AbstractThis paper reports information from three separate large-scale surveys of students' spelling achievement in South Australian schools. The data were collected over a period of twenty-six years. Changes in spelling standards are discussed, with particular reference to the possible impaa that changes in teaching methods may have on children's spelling ability. The instrument used for testing was the South Australian Spelling Test (SAST).
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Subramaniam, RM, C. Kim, and P. Scally. "Medical student radiology teaching in Australia and New Zealand." Australasian Radiology 51, no. 4 (August 2007): 358–61. http://dx.doi.org/10.1111/j.1440-1673.2007.01750.x.
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Krisjansen, Ivan, and Barbara Lapins. "Gifted Education in South Australia: The emerging student aristocracy." Discourse: Studies in the Cultural Politics of Education 22, no. 1 (April 2001): 49–66. http://dx.doi.org/10.1080/01596300120039759.
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Stokes, Jennifer. "Student Perspectives on Transitioning to University in South Australia." International Journal of Learning in Higher Education 20, no. 4 (2014): 1–8. http://dx.doi.org/10.18848/1447-9494/cgp/v20i04/48704.
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Crowhurst, Thomas D., John Floridis, and Lisa M. Raven. "Medical student views about changes to internships in South Australia." Medical Journal of Australia 197, no. 2 (July 2012): 90–91. http://dx.doi.org/10.5694/mja12.10278.
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Crowley, Vicki. "Teaching Aboriginal Studies: Some Problems of Culturalism in an Inner City School#." Aboriginal Child at School 21, no. 1 (March 1993): 33–44. http://dx.doi.org/10.1017/s0310582200005563.
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Aboriginal Studies has now been a part of the South Australian curriculum for many years and most of the writing about teaching Aboriginal Studies has focused on appropriate content and pedagogues with little critical appraisal of the actual implementation of Aboriginal Studies curricula. A research project carried out in an inner city Adelaide secondary school suggests that it is crucial for those of us engaged in the teaching of Aboriginal Studies and Aboriginal students, to turn attention to the taken-for-granted presuppositions and ideologies that inform teacher understandings and practices in Aboriginal Studies.
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Nunan, Ted, Ian Reid, and Holly McCausland. "Global Perspectives: The University of South Australia (UniSA) Case Study." International Review of Research in Open and Distributed Learning 2, no. 2 (January 1, 2002). http://dx.doi.org/10.19173/irrodl.v2i2.57.
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This case study describes current developments in the change processes that are underway at the University of South Australia (UniSA) as it develops from a dual mode institution to one that embraces flexibility in delivery of all of its courses and programs. Forces operating in the context of higher education are causing traditional institutions to become dual mode. Institutions that were already operating as dual mode are developing a proliferation of program delivery arrangements that move beyond hybridisation. A number of Australian institutions claim to provide flexibly delivered courses where student centred learning processes are facilitated through the use of information and communication technologies.
Hybridisation and the move to flexible delivery in Australia has partly been driven by changes in the socio-economic context of higher education that have forced universities to compete for income to sustain their operating costs. Offshore teaching and the provision of onshore fee paying courses for international students have required changes to delivery processes for resource-based teaching and online technologies and these changes have washed through institutions. However, for some institutions the development of flexible delivery has been to achieve a wider range of educational purposes for all students. Such purposes are often described in terms of the shift in focus: for example, from teaching to learning; from elite to inclusive; from "producer" to "consumer;" from local perspective to international; from credentialing (four year degree) to life-long learning (40 year degree).
This case study looks at the ways in which UniSA course, student, regulatory, logistical and technological systems or subsystems are changing, both in response to extra-institutional influences and in relation to institution-wide development of greater flexibility in teaching, learning and program delivery. This analysis highlights the ways in which these subsystems interact with each other and the critical importance of shared vision to coordinate changes on multiple fronts within the institution and to facilitate internalisation and ownership of such change by its staff.
The case study highlights how the logistical assumptions and arrangements of online education are significantly different in kind from those of traditional face-to-face or distance education and argues that moves to online education therefore require pervasive change. At the same time, online education can provide an integrating framework for different forms of delivery, thereby achieving synergies and economies of scale.
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Simpson, Paul M., Kingsley Agho, Benjamin Van Nugteren, Tuija Rasku, Sean Thompson, and Liz Thyer. "Student paramedic stigma towards people with mental illness: an international study." Australasian Journal of Paramedicine 17 (November 23, 2020). http://dx.doi.org/10.33151/ajp.17.832.
Full textAbstract:
Objective Stigma towards mental illness has been described in many health professions at the undergraduate level, but not in the discipline of paramedicine. The objective of this research was to describe levels of stigma towards people with mental illness as self-reported by undergraduate paramedicine students in Australia, Finland, New Zealand and South Africa. Design Using a cross-sectional design, an online survey was administered consisting of a validated instrument measuring self-reported stigma levels. Setting Four undergraduate paramedicine university programs in Australia, New Zealand, Finland and South Africa. Method The Opening Minds Scale for Health Providers (OMS-HC) is a validated, 20-item instrument measuring self-reported stigma. The 20 OMS-HC items were summed and generalised linear models with log link and Poisson family were used to examine associated factors. Results The overall level of self-reported stigma across students from all countries was 53, on a scale ranging from 20 (‘least stigmatised’) to 100 (‘most stigmatised’). Compared with the Australian cohort, total stigma scores increased significantly by 8% in New Zealand (p=0.01), 15% (p<0.001), and 18% in South Africa (p=0.002). Subscale analysis revealed high scores for social distance as a construct of stigma more broadly. Conclusion The findings provide an important baseline that can be used by paramedicine programs to inform development of mental healthcare curricula seeking to reduce stigma during the formative undergraduate years of professional development. The findings can be applied in a teaching and learning setting as source material to stimulate discussion and promote student self-reflection in a range of teaching activities.
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Schiller, John, and John Mitchell. "Interacting at a distance: Staff and student perceptions of teaching and learning via video conferencing." Australasian Journal of Educational Technology 9, no. 1 (June 1, 1993). http://dx.doi.org/10.14742/ajet.2096.
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<span>Video conferencing is a new form of communications technology which allows students and lecturers to interact at a distance. Its use is currently being expanded within the university sector, particularly Distance Education Centres, and in Technical and Further Education Colleges. Using nine Colleges of TAFE in South Australia as case studies, this paper explores the nature of video conferencing, its major uses, and evolving, unique characteristics of teaching/learning methodologies for video conferencing. Staff and student perceptions of the appropriateness of video conferencing as an interactive medium are also presented.</span>
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"Language teaching." Language Teaching 37, no. 2 (April 2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.
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Improving high school English language learners' second language listening through strategy instruction. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 383–408.04–126Christie, Frances (Universities of Melbourne and Sydney, Australia; Email: fhchri@unimelb.edu.au). English in Australia. RELC Journal (Singapore) 34, 1 (2003), 100–19.04–127Drobná, Martina (Ludwig-Maximilians Universität München, Germany). Konzeption von Online-Lerneinheiten für den Unterricht Deutsch als Fremdsprache am Beispiel des Themas ‘Auslandsstudium in Deutschland’. [The concept of an online learning unit ‘Studying in Germany’ for German as a foreign language]. Zeitschrift für Iinterkulturellen Fremdsprachenunterricht (Edmonton, Canada) Online Journal, 9, 1 (2004), 17 pp.04–128Ellis, Rod (University of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Designing a task-based syllabus. RELC Journal (Singapore) 34, 1 (2003), 64–81.04–129Giambo, D. & McKinney, J. (University of Miami, USA) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 95–117.04–130Goodwyn, Andrew (Reading University, UK). The professional identity of English teachers. English in Australia (Norwood, Australia), 139 (2004), 122–30.04–131Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). English language teaching in China: regional differences and contributing factors. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 290–318.04–132Jacobs, George M. (JF New Paradigm Education, Singapore; Email: gmjacobs@pacific.net.sg) and Farrell, Thomas S. C. Understanding and implementing the communicative language teaching paradigm. RELC Journal (Singapore) 34, 1 (2003), 5–30.04–133Janks, Hilary (University of the Witwatersrand, South Africa). The access paradox. English in Australia (Norwood, Australia), 139 (2004), 33–42.04–134Kim, Jeong-ryeol (Korea National U. of Education, South Korea; Email: jrkim@knue.ac.kr). Using mail talk to improve English speaking skills. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 349–69.04–135Kim, Nahk-Bohk (Chungnam National University, South Korea). An investigation into the collocational competence of Korean high school EFL learners. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 225–48.04–136Kormos, Judit & Dénes, Mariann (Eötvös Loránd U., Hungary; Email: kormos.j@chello.hu). Exploring measures and perceptions of fluency in the speech of second language learners. System (Oxford, UK), 32, 2 (2004), 145–64.04–137Lee, Jin Kyong (Seoul National U., South Korea). The acquisition process of yes/no questions by ESL learners and its pedagogical implications. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 205–24.04–138Levine, Glenn S. (U. of California, Irvine, USA). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals (New York, USA), 37, 1 (2004), 26–36.04–139Littlemore, Jeannette (U. of Birmingham, UK; Email: j.m.littlemore@bham.ac.uk). Using clipart and concordancing to teach idiomatic expressions. Modern English Teacher (London, UK), 13, 1 (2004), 17–44.04–140Llurda, Enric (Email: ellurda@dal.udl.es) and Huguet, Ángel (Universitat de Lleida, Spain). Self-awareness in NNS EFL Primary and Secondary school teachers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 220–33.04–141Lochtman, Katja (Vrije U., Belgium; Email: katja.lochtman@vub.ac.be). Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching. International Journal of Educational Research (Abingdon, UK), 37 (2002), 271–83.04–142Mackey, Alison (Georgetown U., USA; Email: mackeya@georgetown.edu). Beyond production: learners' perceptions about interactional processes. International Journal of Educational Research (Abingdon, UK), 37 (2002), 379–94.04–143Maiwald, Cordula (Passau, Germany). Zeitverstehen und Tempusformen im Deutschen – eine Herausforderung im Fremdsprachenunterricht. [The concept of time and German tenses – a challenge for a foreign language classroom] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 287–302.04–144McKay, Sandra Lee (San Francisco State U., USA; Email: 2slmckay@attbi.com). EIL curriculum development. RELC Journal (Singapore), 34, 1 (2003), 31–47.04–145Na, Yoon-Hee and Kim, Sun-Joo (U. of Texas at Austin, USA; Email: yhena@mail.utexas.edu). Critical literacy in the EFL classroom. English Teaching (Anseonggun, Korea), 58, 3 (2003), 143–63.04–146Nettelbeck, David (Whitefriars College, Australia). ICT and the re-shaping of literacy. A secondary classroom perspective. English in Australia (Norwood, Australia), 139 (2004), 68–77.04–147Park, Mae-Ran (Pukyong National U., South Korea; Email: mrpark@pknu.ac.kr) and Suh, Kang-Oak. An analysis of Korean high school English textbooks under the 7th curriculum. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 319–47.04–148Peters, George F. (Michigan State U., USA). Kulturexkurse: a model for teaching deeper German culture in a proficiency-based curriculum. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA) 36, 2 (2003), 121–34.04–149Plewnia, Albrecht (Mannheim, Germany). Vom Nutzen kontrastiven grammatischen Wissens am Beispiel von Deutsch und Französisch. [The benefits of contrastive grammar knowledge; an example of German and French] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 251–86.04–150Prodromou, Luke (Email: luke@spark.net.gr). In search of the successful user of English: how a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher (London, UK), 12, 2 (2003), 5–14.04–151Rieger, Caroline L. (U. of British Columbia, Canada). Some conversational strategies and suggestions for teaching them. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA), 36, 2 (2003), 164–75.04–152Sakui, K. (U. of Auckland, New Zealand). Wearing two pairs of shoes: language teaching in Japan. ELT Journal (Oxford, UK), 58, 2 (2004), 155–63.04–153Schleppegrell, M., Achugar, M., & Oteíza, T. (University of California, USA). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 67–93.04–154Sercu, Lies (Katholieke Universiteit Leuven, Belgium; Email: lies.sercu@arts.kuleuven.ac.be). Implementing intercultural foreign language education: Belgian, Danish and British teachers' professional self-concepts and teaching practices compared. Evaluation and Research in Education (Clevedon, UK), 16, 3 (2002), 150–65.04–155Shinwoong, Lee (Hanyang U., South Korea). Korean ESL learners' experiences in computer assisted classroom discussions. English Teaching (Anseonggun, Korea), 58, 4 (2003), 371–95.04–156Sifakis, Nicos C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). TeachingEIL– TeachingInternationalorInterculturalEnglish? What Teachers Should Know. System (Oxford, UK), 32, 2 (2004), 237–50.04–157Simard, Daphnée (Université du Québec à Montréal, Canada; Email: simard.daphnee@uqam.ca). Using diaries to promote metalinguistic reflection among elementary school students. Language Awareness (Clevedon, UK), 13, 1 (2004), 34–48.04–158Song, Jeong-Weon (Hanyang U., South Korea). Effects of task-processing conditions on the oral output of post beginners in a narrative task. English Teaching (Anseonggun, Korea), 58, 4 (2003), 249–71.04–159Storch, Neomy (U. of Melbourne, Australia; Email: neomys@unimelb.edu.au). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research (Abingdon, UK), 37 (2002), 305–22.04–160Tomlinson, Brian and Masuhara, Hitomi (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Developing cultural awareness. Modern English Teacher (London, UK), 13, 1 (2004), 5–12.04–161Towndrow, P. (Nangyang Technological U., Singapore). Reflections of an on-line tutor. ELT Journal (Oxford, UK), 58, 2 (2004), 174–82.04–162Vilches, Ma. Luz C. (Ateneo do Manila U., Philippines; Email: mvilches@ateneo.edu). Task-based language teaching: the case of EN 10. RELC Journal (Singapore), 34, 1 (2003), 82–99.04–163Willkop, Eva-Maria (Mainz, Germany). Texte im Mitteilungsprozess – Wege durch ein vereinigtes Babylon [Texts in the mediation process – ways through united Babylon] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 221–50.
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White, Rachel. "Authentic learning in senior secondary music pedagogy: an examination of teaching practice in high-achieving school music programmes." British Journal of Music Education, December 17, 2020, 1–13. http://dx.doi.org/10.1017/s0265051720000297.
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Abstract Authentic learning approaches are designed to immerse students in contexts that promote real-life applications of knowledge, and provide meaningful learning experiences beyond the abstract instruction of the classroom. In a grounded theory study of music teaching practice in high-achieving schools, 50 teachers from 23 schools across New South Wales (NSW), Australia, were asked to describe how they taught their senior secondary students and the musical environment they curated within their school. Through examination of the interview data, authentic learning exposed itself as uniquely situated in classroom music teaching of high-achieving music programmes for senior secondary students in NSW. This is shown through the use of thorough inquiry-based and student-centred learning tasks like video journals, the use of professional resources and expertise and collaborative learning in authentic contexts, in and outside of the classroom.
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"Language teaching." Language Teaching 40, no. 3 (June 20, 2007): 251–56. http://dx.doi.org/10.1017/s0261444807004375.
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07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, David (Nanyang Technological U, Singapore; david.deterding@nie.edu.sg) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409.07–381Erling, Elizabeth J. (Freie U Berlin, Germany; berling@zedat.fu-berlin.de) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293.07–382Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283.07–384Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52.07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656.07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–391Nero, Shondel (St John's U, USA; neros@stjohns.edu), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511.07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; sandoyves@yahoo.com), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500.07–393Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268.07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–396Takimoto, Masahiro (Tezukayama U, Japan; takimoto@tezukayama-u.ac.jp), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.