Teacher induction,identity, and pedagogy: hearing the voices of mature early career teachers from an industry background     

Annette Green 《Asia-Pacific Journal of Teacher Education》2015,43(1):49-60

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Perspectives on Australian,Indian and Malaysian approaches to STEM education     

《International Journal of Educational Development》2015

STEM education faces an interesting conundrum. Western countries have implemented constructivist inspired student centred practices which are argued to be more engaging and relevant to student learning than the traditional, didactic approaches. However, student interest in pursuing careers in STEM have fallen or stagnated. In contrast, students in many developing countries in which teaching is still somewhat didactic and teacher centred are more disposed to STEM related careers than their western counterparts. Clearly factors are at work which impact the way students value science and mathematics. This review draws on three components that act as determinants of science education in three different countries – Australia, India and Malaysia. We explore how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development. Socio-economic conditions for science education that are fundamental for developing countries in adopting constructivist educational models are analysed. It is identified that in order to reduce structural dissimilarities among countries that cause fragmentation of scientific knowledge, for Malaysia constructivist science education through English medium without losing the spirit of Malaysian culture and Malay language is essential while India need to adopt constructivist quality indicators in education. While adopting international English education, and reducing dominance of impact evaluation, India and Malaysia need to prevent losing their cultural and social capital vigour. Furthermore the paper argues that Australia might need to question the efficacy of current models that fail to engage students’ long term interest in STEM related careers. Australian and Malaysian science teachers must be capable of changing the personal biographies of learners for developing scientific conceptual information. In addition both Malaysia and Australia need to provide opportunities for access to different curricular programmes of knowledge based constructivist learning for different levels of learner competencies.  相似文献   

Research and/or learning and teaching: a study of Australian professors' priorities,beliefs and behaviours     

P.C. Cretchley  P. O'Shea  J. Sheard  J. Hurst  W. Brookes 《高等教育研究与发展》2014,33(4):649-669

This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was ‘improving student satisfaction ratings for teaching’, an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened.  相似文献   

Supervision provided to Indigenous Australian doctoral students: a black and white issue     

Michelle Trudgett 《高等教育研究与发展》2014,33(5):1035-1048

The number of Indigenous Australians completing doctoral qualifications is disparately below their non-Indigenous contemporaries. Whilst there has been a steady increase in Indigenous completions in recent years, significant work remains to redress the imbalance. Supervision has been identified as a primary influencer of the likely success of Indigenous doctoral students, yet very little research has been undertaken in this area. This paper examines the experiences of 11 Indigenous Australians who hold a doctoral qualification. It also provides the experiences of five non-Indigenous supervisors who were an integral part of the supervision team of one of the successful doctoral graduates. A best-practice framework for supervision is offered as a guide for how supervisors, universities and national bodies can contribute to building the number of doctoral qualified Indigenous Australians.  相似文献   

Geoffrey Sherington and the history of Australian education: ‘ideas of use to a needy world’     

Peter Freebody 《Journal of educational administration and history》2014,46(2):125-133

This paper provides an overview of the contribution of Professor Geoffrey Sherington to the study of the history of Australian education and immigration. His academic and leadership roles are summarised and the main themes of his work are briefly discussed. These themes comprise: Australia as an immigrant nation, British colonial values and meritocracy, public, private, and corporate schooling, and the interconnectedness of educational institutions. These themes recur in the discussion below and are aimed at providing a context for the analyses and assessments of his major scholarly projects.  相似文献   

Neoliberal economic markets in vocational education and training: shifts in perceptions and practices in private vocational education and training in Melbourne,Australia     

Rinos Pasura 《Globalisation, Societies & Education》2014,12(4):564-582

This article argues that the adoption of the competitive Vocational Education and Training (VET) markets in Australia resulted in shifts in institutional perceptions and practices. Using situated experiences and perspectives from quality assurance auditors, training managers, international students and VET teachers from seven commercial for-profit private VET institutions in Melbourne, Australia, the article suggests that there are emerging patterns of institutionalised market-based relationships, which can have long-term implications for pedagogy, learning and international students' outcomes in VET.  相似文献   

死亡与抗争——对《备用房间》的女性主义解读     

王婷婷 《湖北广播电视大学学报》2010,30(11):79-80

澳大利亚当代女作家海伦加纳的小说《备用房间》是一部关于死亡和生命的力作。小说从女性视角用女性独白的方式细腻描写了一位四期癌症患者尼古拉在面对死亡时的痛苦而执着的抗争,展示了人性的力量。  相似文献   

Evaluating strategic periodisation in team sport     

Sam Robertson  David Joyce 《Journal of sports sciences》2018,36(3):279-285

The planned peaking for matches or events of perceived greatest priority or difficulty throughout a competitive season is commonplace in high-level team sports. Despite this prevalence in the field, little research exists on the practice. This study aimed to provide a framework for strategic periodisation which team sport organisations can use to evaluate the efficacy of such plans. Data relating to factors potentially influencing the difficulty of matches were obtained for games played in the 2014 Australian Football League season. These included the match location, opposition rank, between-match break and team “form”. Binary logistic regression models were developed to determine the level of association between these factors and match outcome (win/loss). Models were constructed using “fixed” factors available to clubs prior to commencement of the season, and then also “dynamic” factors obtained at monthly intervals throughout the in-season period. The influence of playing away from home on match difficulty became stronger as the season progressed, whilst the opposition rank from the preceding season was the strongest indicator of difficulty across all models. The approaches demonstrated in this paper can be used practically to evaluate both the long- and short-term efficacy of strategic periodisation plans in team sports as well as inform and influence coach programming.  相似文献   

Federal Government Involvement in Australian Disability Sport, 1981–2015     

Andrew Hammond  Ruth Jeanes 《国际体育史杂志》2018,35(5):431-447

Abstract

Few historical accounts of Australian sport policy have explicitly profiled the federal government’s involvement in disability sport. In this paper, we draw on the concept of ableism as a lens to address this lacuna. In doing so, we profile the history of the Commonwealth government involvement in disability sport and explore how the policy of ‘mainstreaming’ has emerged through partnerships led by the Australian Paralympic Committee with National Sporting Originations (NSOs) and government. We highlight that whilst these changes have arguably made mainstream NSOs more aware of their legal obligations and have led to positive changes in the provision of opportunities for people with a disability through the development of ‘Paralympic pathways’, there is some evidence of potential caveats of ‘mainstreaming’. Specifically, we point to an emerging body of evidence which suggests that despite these policy measures, people with disabilities still report being marginalized and excluded from ‘mainstream’ sporting programmes. Therefore, we question if less governmental leadership is the right path given the limitations of the present policy framework. Additionally, we highlight how performance-based funding mechanisms such as ‘Winning Edge’ are narrowing who is eligible for funding and thus curtailing finite resources for only the most ‘abled’ of the disabled.  相似文献