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Artykuły w czasopismach na temat „Preschool education – Western Australia”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 19 lutego 2022

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1

Nielsen, Mark, Ilana Mushin, Keyan Tomaselli i Andrew Whiten. "Imitation, Collaboration, and Their Interaction Among Western and Indigenous Australian Preschool Children". Child Development 87, nr 3 (maj 2016): 795–806. http://dx.doi.org/10.1111/cdev.12504.

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Sugai, George, i David Evans. "Using teacher perceptions to screen for primary students with high risk behaviours". Australasian Journal of Special Education 21, nr 1 (styczeń 1997): 18–35. http://dx.doi.org/10.1017/s1030011200023800.

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One of the first steps toward meeting the educational needs of the increasing number of students who display high risk behaviours is to identify who these students are and how many exist in public school classrooms. The purpose of the present study was twofold in nature: (a) to use teacher ratings to determine the proportion of students who were judged to be high risk for academic and social behaviour failure; and (b) to determine the efficiency and accuracy with which a screening instrument, the High Risk Screening Survey, could determine the proportion of students judged to be high risk. This paper provides a preliminary examination of the usefulness and efficiency of teacher reports and the High Risk Screening Survey. Three hundred and nine teachers, representing 29 schools in a large metropolitan area in Western Australia, rated 8,722 students in preschool and first through seventh grades. Preliminary field validation results indicated that the High Risk Screening Survey appeared to be an efficient, useful, and descriptive tool for assessing the general risk status of students in preschool and grades one through seven. In addition, across seven variables, most students were seen by their teachers as about or above average; in reading, math, and language arts, approximately 7% of all students were judged by their teachers as significantly behind their peers; and in self-management and social interactions with peers and adults, approximately 2% of students were judged by their teachers as significantly behind their peers. Additional findings, limitations, and recommendations are discussed.

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3

Russell, Alan, Craig H. Hart, Clyde C. Robinson i Susanne F. Olsen. "Children's sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles". International Journal of Behavioral Development 27, nr 1 (styczeń 2003): 74–86. http://dx.doi.org/10.1080/01650250244000038.

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Links between both temperament and parenting, and children's sociable and aggressive behaviour with peers (physical and relational), were examined. The research was undertaken in two Western cultures (the United States and Australia) assumed to be similar in socialisation practices and emphases. The moderating effects of parent sex and child sex were also examined. Parents completed questionnaires on parenting styles and child temperament. Preschool teachers rated children's aggressive and sociable behaviour. US children were rated higher on both types of aggression by teachers and on sociability, activity, and emotionally by parents. Girls were rated as more relationally aggressive and more prosocial than boys, with boys higher on physical aggression. Mothers were more authoritative, with fathers more authoritarian, although the latter was mainly a result obtained from US parents. In both the United States and Australia, temperament consistently predicted child sociable and aggressive behaviours, with some evidence of fathers' authoritarian parenting also contributing. The results show the relevance for parenting and child development of gender, and the importance of culture differences even between two Western and individualist countries.

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4

Bai, Pulan, Ashleigh Thornton, Leanne Lester, Jasper Schipperijn, Gina Trapp, Bryan Boruff, Michelle Ng, Elizabeth Wenden i Hayley Christian. "Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior". International Journal of Environmental Research and Public Health 17, nr 1 (27.12.2019): 223. http://dx.doi.org/10.3390/ijerph17010223.

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Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activity related practices at baseline and three months post-professional development training, using established items. Wilcoxon’s test and adjusted models using Mann–Whitney U tests were run at the individual educator level to examine the change between baseline and post-professional development educator physical activity behavior. Results: Educators’ self-efficacy to engage children to be active significantly increased in both the Nature play and FMS professional development programs (p < 0.05). In the Nature play professional development program, ECEC educators’ perceived time set aside for children to participate in nature-based play increased by 9.2%, and their perceived behavioral control for supporting general and nature-based play activities for preschool children increased by 5% and 10.3%, respectively (p < 0.05). However, these results were no longer significant after adjusting for educator socio-demographics. Conclusion: Both the Nature play and FMS professional development programs were effective in improving educators’ self-efficacy to engage children to be active in Nature play or FMS activities. Larger pragmatic trials are required to confirm the impact of these professional development programs on educator perceived physical activity behavior.

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5

Elliott, Sue, i Barbara Chancellor. "From Forest Preschool to Bush Kinder: An Inspirational Approach to Preschool Provision in Australia". Australasian Journal of Early Childhood 39, nr 4 (grudzień 2014): 45–53. http://dx.doi.org/10.1177/183693911403900407.

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6

Goddard, David, i Keith F. Punch. "Ideological conflict in education: Western Australia, 1983‐1989". Journal of Educational Administration 34, nr 4 (październik 1996): 60–72. http://dx.doi.org/10.1108/09578239610128621.

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7

Harman, Bronwyn, i Craig Harms. "Predictors of Unstructured Play Amongst Preschool Children in Australia". Australasian Journal of Early Childhood 42, nr 3 (wrzesień 2017): 31–37. http://dx.doi.org/10.23965/ajec.42.3.04.

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THERE IS EVIDENCE THAT unstructured play for preschool aged children is diminishing in Australia, however, the reasons for this decline have not been previously explored in depth. The current research examines the amount of time preschool children spend engaged in unstructured play and the predictors of unstructured play for these children. Data is drawn from the results of 564 Australian parent participants who completed an online survey, detailing the activities of their preschool aged children. Results found that children who participated in playgroup were more likely to participate in unstructured play, while children who participated in organised activities were less likely to participate in unstructured play. When the children in this study slept longer, read more and watched television less, they were more likely to participate in unstructured play, however, the number of hours spent watching television has no apparent effect on the number of hours a child engages in play. This research emphasises and reinforces the importance of balance in activities for optimal health and positive outcomes for Australian children.

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8

Dadour, I. R., D. F. Cook, J. N. Fissioli i W. J. Bailey. "Forensic entomology: application, education and research in Western Australia". Forensic Science International 120, nr 1-2 (sierpień 2001): 48–52. http://dx.doi.org/10.1016/s0379-0738(01)00420-0.

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9

Tan, Albert E. S. "Survey of continuing dental education attendance in Western Australia". Australian Dental Journal 37, nr 4 (sierpień 1992): 296–99. http://dx.doi.org/10.1111/j.1834-7819.1992.tb04746.x.

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10

Underwood, Marianne. "The 4th Western Australia ANZICS/CACCN continuing education meeting on critical care fremantle, Western Australia 22 May 1993". Australian Critical Care 6, nr 3 (wrzesień 1993): 24. http://dx.doi.org/10.1016/s1036-7314(93)70141-1.

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11

Melnyk, Natalia, Borys Maksymchuk, Roman Gurevych, Andrii Kalenskyi, Sofiia Dovbnya, Olga Groshovenko i Lesya Filonenko. "The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries". Revista Romaneasca pentru Educatie Multidimensionala 13, nr 1 (16.03.2021): 208–33. http://dx.doi.org/10.18662/rrem/13.1/369.

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The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

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12

Clements, Jill. "Chaplaincy in the State Schools of Western Australia". Journal of Christian Education os-48, nr 1 (maj 2005): 19–24. http://dx.doi.org/10.1177/002196570504800104.

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13

Chapman, Naomi. "Yarning circles – their value in midwifery education in Western Australia". Women and Birth 32 (wrzesień 2019): S45. http://dx.doi.org/10.1016/j.wombi.2019.07.287.

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14

Trotman, Janina. "The Corporatisation of Education in Australia: A Western Australian Study". Paedagogica Historica 34, sup2 (styczeń 1998): 253–69. http://dx.doi.org/10.1080/00309230.1998.11434918.

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15

McWilliams, Tania, Joyce Hendricks, Di Twigg i Fiona Wood. "Burns education for non-burn specialist clinicians in Western Australia". Burns 41, nr 2 (marzec 2015): 301–7. http://dx.doi.org/10.1016/j.burns.2014.06.015.

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16

Massam, Katharine, i B. M. Coldrey. "The Scheme: The Christian Brothers and Childcare in Western Australia". British Journal of Educational Studies 43, nr 4 (grudzień 1995): 476. http://dx.doi.org/10.2307/3121821.

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17

Doran, Rodney L., Barry J. Fraser, Geoffrey J. Giddings i Linda DeTure. "Science laboratory skills among grade 9 students in Western Australia". International Journal of Science Education 17, nr 1 (styczeń 1995): 27–44. http://dx.doi.org/10.1080/0950069950170103.

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18

White, Michael A. "Community Colleges in Western Australia — Historical Accidents and Policy Dilemmas". Australian Journal of Education 30, nr 1 (kwiecień 1986): 92–106. http://dx.doi.org/10.1177/000494418603000106.

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This paper traces the establishment of Western Australia's three community colleges. Features of this development are significant government initiatives, historical accidents, and policy issues concerning the coordination, control, and future directions of new post-secondary institutions. All this is examined against a background of debates about the control and management of the state's system of technical and further education. The policy issues that are raised are similar to issues discussed in most Australian states, and invite speculation about the future shape of technical and further education in Western Australia that is highly relevant to what is happening in other parts of the nation.

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19

Slater, E. V., J. E. Morris i D. McKinnon. "Astronomy alternative conceptions in pre-adolescent students in Western Australia". International Journal of Science Education 40, nr 17 (21.09.2018): 2158–80. http://dx.doi.org/10.1080/09500693.2018.1522014.

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Staer, Helen, Denis Goodrum i Mark Hackling. "High school laboratory work in Western Australia: Openness to inquiry". Research in Science Education 28, nr 2 (czerwiec 1998): 219–28. http://dx.doi.org/10.1007/bf02462906.

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21

Forlin, Peter, i Chris Forlin. "Legal Frameworks for Devolution in Regular and Special Education". Australian Journal of Education 40, nr 2 (sierpień 1996): 177–89. http://dx.doi.org/10.1177/000494419604000205.

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This paper presents a discussion of legislative frameworks that mandate schools to define their own educational processes and systems. The political and constitutional implications are discussed for Australia compared with the existing structures in the United Kingdom and the United States. As decentralisation varies considerably in Australia between states and territories, the State of Western Australia is selected as an example. Specifically an analysis of the approach adopted by Western Australia is evaluated for the need for effecting equality of regular and special education. It is argued that new education laws are essential to promote equity in restructured systems.

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22

White∗, Michael. "TAFE Governance in Western Australia: Reform Proposals and Realities". Journal of Tertiary Education Administration 9, nr 2 (październik 1987): 101–16. http://dx.doi.org/10.1080/0157603870090201.

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Forlin, Chris. "Educators' beliefs about inclusive practices in Western Australia". British Journal of Special Education 22, nr 4 (31.05.2007): 179–85. http://dx.doi.org/10.1111/j.1467-8578.1995.tb00932.x.

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Calgaret, Irene. "Roelands Mission Education — A Personal Narrative". Australian Journal of Indigenous Education 25, nr 2 (październik 1997): 33–36. http://dx.doi.org/10.1017/s1326011100002751.

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Firstly let me introduce myself to you. My name is Irene Calgaret. I am an Aboriginal of the Nyungar people from Bunbury, Western Australia. I attend Edith Cowan University, Bunbury as a first-year student, studying English as my major.I am the mother of three lovely daughters and the grand-mother of four wonderful grand-sons. I have been a nurse for 25 years, employed at local Government and private hospitals, and at various other small, country town hospitals in our very large state of Western Australia.

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25

Everett, James E., i Robert W. Armstrong. "A Case Study of the MBA Market in Western Australia". Journal of Marketing for Higher Education 4, nr 1-2 (22.07.1993): 221–33. http://dx.doi.org/10.1300/j050v04n01_16.

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Beresford, Quentin. "Policy and Performance: Aboriginal Education in Western Australia in the 1990s". Australian Journal of Education 45, nr 1 (kwiecień 2001): 23–34. http://dx.doi.org/10.1177/000494410104500103.

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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia". Journal of Visual Impairment & Blindness 83, nr 1 (styczeń 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.

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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.

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Tao, Xiangyi, i Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China". International Journal of Music in Early Childhood 14, nr 2 (1.12.2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.

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This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.

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Beer, Christopher, Natasha Watson, Lisa Caputo, Kathryn Hird i Leon Flicker. "Students and Teachers' Preferences for Undergraduate Dementia Education in Western Australia". Gerontology & Geriatrics Education 32, nr 3 (lipiec 2011): 273–90. http://dx.doi.org/10.1080/02701960.2011.599900.

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Penney, Dawn, i Peter Hay. "Inclusivity and senior physical education. insights from Queensland and Western Australia". Sport, Education and Society 13, nr 4 (listopad 2008): 431–52. http://dx.doi.org/10.1080/13573320802445074.

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Box, Gerri, i Val House. "A Report of a Mentoring Program in Western Australia". Australian Journal of Career Development 6, nr 2 (lipiec 1997): 6–8. http://dx.doi.org/10.1177/103841629700600203.

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Most staff at universities in Australia could cite a number of high schools within their catchments with identified low rates of tertiary entry. In turn, teaching staff at those high schools have a reasonable idea and view of the percentage of students from their final year who will go on to higher education. What may develop from this identification is “opportunity blindness”, with many students not considering tertiary study as an option for post-school education. This paper is the report of a project initiative by Murdoch University and Hamilton Senior High School in Western Australia that hopes to have as its long-term outcome the increased enrolment of Year 12 students into tertiary education.

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Rossi, Enrico, Virginia McLaughlin, John Joseph, Max Bulsara, Kerryn Coleman, Charles Douglas i Andrew Robertson. "Community blood lead survey with emphasis on preschool children following lead dust pollution in Esperance, Western Australia". Australian and New Zealand Journal of Public Health 36, nr 2 (2.01.2012): 171–75. http://dx.doi.org/10.1111/j.1753-6405.2011.00814.x.

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Ecker, S., A. Karafilis i R. Taylor. "Challenges of the Blackwood Basin, Western Australia". Water Science and Technology 43, nr 9 (1.05.2001): 37–44. http://dx.doi.org/10.2166/wst.2001.0504.

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Growing concern about the declining state of the catchment and river led to the formation of the Blackwood Basin Group in 1992. Funded primarily by the Natural Heritage Trust and using the river as the focus, the group aims to provide leadership and support to achieve sustainable management of natural resources in the catchment. Through an Integrated Catchment Management approach, the Blackwood Basin Group has managed a range of projects to improve the community's understanding and management of the Blackwood River and its catchment. A number of research, education, demonstration and on-ground action activities relating to river management have been undertaken in partnership with community and local, state and federal government organisations. Activities include demonstrations and evaluations of riparian restoration, funding riparian restoration activities, protection of high conservation value remnant vegetation, a flood risk study, zone action planning and monitoring the condition of the river and its tributaries.

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Tobin, Kenneth, i Barry J. Fraser. "Investigations of exemplary practice in science and mathematics teaching in Western Australia". Journal of Curriculum Studies 20, nr 4 (lipiec 1988): 369–71. http://dx.doi.org/10.1080/0022027880200406.

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Sharplin, Elaine Denise. "Reconceptualising out-of-field teaching: experiences of rural teachers in Western Australia". Educational Research 56, nr 1 (2.01.2014): 97–110. http://dx.doi.org/10.1080/00131881.2013.874160.

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Moss, Bonita, Helen Harper i Sven Silburn. "Strengthening Aboriginal Child Development in Central Australia through a Universal Preschool Readiness Program". Australasian Journal of Early Childhood 40, nr 4 (grudzień 2015): 13–20. http://dx.doi.org/10.1177/183693911504000403.

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Lewis, Philip, i Keith Norris. "Demand, Supply and Adjustment in the Teachers Labour Market". Australian Journal of Education 36, nr 3 (listopad 1992): 260–77. http://dx.doi.org/10.1177/000494419203600304.

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There have been important changes in the labour market for teachers in Australia over recent years which have not received much attention from economists. This paper analyses the way in which a particular state, namely Western Australia, has adjusted to these changes. The analysis of how the teachers labour market works is of interest both in Australia and overseas.

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Madanipour, Parian, i Caroline Cohrssen. "Augmented reality as a form of digital technology in early childhood education". Australasian Journal of Early Childhood 45, nr 1 (20.11.2019): 5–13. http://dx.doi.org/10.1177/1836939119885311.

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The incorporation of digital technologies is explicitly addressed in the Early Years Learning Framework for Australia. The use of augmented reality (AR) technology, as one form of digital technology, is increasingly embedded in digital applications because it allows individuals to interact with real and virtual objects. A significant body of research has reported the benefits afforded by the use of AR technology in schools and higher education settings. However, little is known about the contribution of AR technology to teaching practice and child learning outcomes in the preschool years. Here, we present a summary of the limited research that has explored the use of AR in preschool curricula and argue for the need for further research to explore the contribution of AR to high-quality pedagogical practice.

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Cawley, Rosemary. "Geography in Western Australia – A Time of Transition". International Research in Geographical and Environmental Education 15, nr 2 (15.02.2006): 171–75. http://dx.doi.org/10.2167/irgee192d.0.

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Milgram, Roberta M., James D. Moran, Janet K. Sawyers i Victoria R. Fu. "Original Thinking in Israeli Preschool Children". School Psychology International 8, nr 1 (styczeń 1987): 54–58. http://dx.doi.org/10.1177/014303438700800107.

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Original thinking, as measured by the Wallach and Kogan Creativity Battery, was examined in 41 Israeli preschool children. A larger proportion of original responses was generated by these preschoolers than by older children or adolescents. Original thinking was unrelated to Wechsler preschool intelligence scores. Quantity and originality of ideational output were strongly related. A more marked order effect — popular responses occurring earlier and original responses later in the response sequence — was found in high original subjects than in low. These findings duplicate those found with preschool children in the United States and indicate that the Guilford-Mednick conceptualization of original thinking has validity beyond a given Western society.

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Conacher, A., M. Tonts i J. Conacher. "Education and land-use planning for sustainable agricultural development in Western Australia". Land Degradation & Development 15, nr 3 (maj 2004): 299–310. http://dx.doi.org/10.1002/ldr.616.

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Meddin, Jacob, Duncan Boldy i Joanna Barker. "DEVELOPMENTS IN GERONTOLOGICAL EDUCATION IN HEALTH SCIENCES AT CURTIN UNIVERSITY, WESTERN AUSTRALIA". Educational Gerontology 16, nr 2 (styczeń 1990): 207–12. http://dx.doi.org/10.1080/0380127900160208.

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Thompson, R. C. A., I. D. Robertson, R. B. Gasser i C. C. Constantine. "Hydatid disease in Western Australia: A novel approach to education and surveillance". Parasitology Today 9, nr 11 (listopad 1993): 431–33. http://dx.doi.org/10.1016/0169-4758(93)90056-l.

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Jamrozik, Konrad. "Clinical epidemiology: an experiment in student-directed learning in Western Australia". Medical Education 30, nr 4 (lipiec 1996): 266–71. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00828.x.

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Bruce, Kathy, i Ron Cacioppe. "A Survey of Why Teachers Resigned from Government Secondary Schools in Western Australia". Australian Journal of Education 33, nr 1 (kwiecień 1989): 68–82. http://dx.doi.org/10.1177/000494418903300106.

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This article describes a survey which investigated why teachers resigned from government secondary schools in Western Australia before they reached retirement age. All teachers who had resigned within a specific one-year period were invited to complete a survey which obtained information on demographic factors, work conditions, professional and career development, the effect of teaching on social and family lives, and relationships with parents, students, fellow teachers and administrative personnel. The findings suggested that male teachers who had resigned were more concerned with perceived discriminatory practices in the general management of the school than were the female teachers. On the other hand, female teachers were more concerned with the encroachment of teaching duties on their family and social lives, problems of classroom discipline and lack of administrative support. Both lack of administrative support with discipline problems and lack of effective school policies were cited by members of both sexes as contributing to their resignation, but to a greater extent with female teachers. The major causes of discipline problems were found to be the failure of students to do their homework and their general lack of motivation. One of the most significant findings was the perceived lack of competence of the principal in administrative skills such as decision making, staff support and general school management. For career-oriented teachers, the lack of promotional opportunities was given as the major reason for their resignation, while dissatisfaction with assessment procedures compounded this problem. Male teachers were concerned about perceived discriminatory practices by the subject superintendents. Constructive suggestions are put forward which point to ways of surmounting the perceived shortcomings within the government secondary school system.

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Dawson, Vaille. "Use of Information Communication Technology by Early Career Science Teachers in Western Australia". International Journal of Science Education 30, nr 2 (5.02.2008): 203–19. http://dx.doi.org/10.1080/09500690601175551.

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Morgan, Robert L., Teresa Bennett i James E. Whorton. "Perceptions of rural preschool special educators concerning preservice training". Rural Special Education Quarterly 9, nr 3 (wrzesień 1988): 34–37. http://dx.doi.org/10.1177/875687058800900307.

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A survey was conducted of preschool special education classroom teachers from five predominately rural western states. The survey focused on teachers’ perceptions of preservice training and noted their perceptions of needs. In addition to demographic data, the survey included 19 Lik-ert scale items to which each teacher responded. The results of the survey and a discussion are presented.

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Atkinson, Roger, Tania Broadley, Anne Coffey, Pamela Martin-Lynch, Clare McBeath, Sid Nair i Lee Partridge. "Editorial - TL Forum 2015: Teaching and learning uncapped". Journal of University Teaching and Learning Practice 12, nr 4 (1.10.2015): 2–9. http://dx.doi.org/10.53761/1.12.4.1.

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Teaching and Learning Forum is a series of annual conferences held in Perth by Western Australia's five universities, Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 24 Forums, 1992-2015 (TLF, n.d. 1), TLF is clearly an enduring presence in our local discourse on university teaching and learning practices. In this editorial for the Journal's special issue, titled TL Forum 2015: Teaching and learning uncapped, we present multiple understandings of how an enduring presence has been attained, and why we assert the importance of our local discourse.

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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students". Australian Journal of Indigenous Education 36, nr 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.

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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.

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Ryan, J., K. Mathew, M. Anda i E. Yuen. "Introduction of water conservation education packages: the opportunites and constraints afftecting their success". Water Science and Technology 44, nr 6 (1.09.2001): 135–40. http://dx.doi.org/10.2166/wst.2001.0359.

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The Remote Area Developments Group in the Institute for Environmental Science at Murdoch University developed a video and booklet education package on water conservation. The package was developed after research, review of current efforts in water conservation, and consultation with communities showed that there was a need in this area. The package was distributed to all communities within Western Australia. Several different workshops were conducted with Indigenous Environmental Health Workers from around Western Australia in remote areas and in the Perth Metropolitan communities using the package. This paper will briefly describe the opportunities and constraints that exist for water conservation in remote Aboriginal communities in Western Australia as well as give an evaluation of the education package based on workshops, trials and survey instrument. This paper will explain the conclusions that have been drawn from the study: that a broad delivery style is the most advantageous style for remote communities, allowing the facilitator to assess the best style of delivery.

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