Skill development for volunteering in rural communities

This paper examines the skills required of volunteers in the voluntary sector organisations that operate in three rural Tasmanian communities. It reports how volunteers acquire those skills and reveals the challenges faced by voluntary sector organisations in rural communities whose industries and, following from this, community members have a low-qualification profile. Training for volunteers in these rural communities must take account of motivations for volunteering, rural context, preferred learning styles, education and training, and the volunteers' confidence as learners.

When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia

Preschool directors, teachers, and assistants from regional and rural eastern Australia were interviewed in the autumn of 2008 to discover their knowledge and beliefs concerning whether young children had the capacity to solve mathematical problems, when young children begin to think mathematically, and their observations of children’s mathematics learning. Respondents overwhelmingly agreed that preschool children were capable of mathematical activity and thought. Fifty eight (88%) respondents believed that children had begun to exhibit mathematical thinking by age 3; 30 (46%) by their first birthday. Practitioners interviewed were able to provide examples of both incidental and planned mathematical activities across a breadth of content, including number and operations, measurement, geometry, and fundamental classifying and ordering activities. The practitioners also demonstrated a creditable awareness of children who seemed to have a good grasp of mathematics. Many practitioners realized that mathematical proclivity could be shown in the processes children use as they engaged in mathematical activity and solved mathematical problems.

Assessment of mathematical development in early childhood : some views of preschool practitioners in regional and rural Australia

As part of the project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice directors, teachers, and assistants in prior-to-school settings from regional and rural eastern Australia were interviewed to ascertain their beliefs and practices concerning early childhood mathematics. This paper reports the responses to  uestions about their assessment of children’s mathematical activity and development. The practitioners provided examples of both incidental and planned assessment activities, the different forms these took, methods of recording, and how the results were used.

Perceptions of athletic competence and fear of negative evaluation during physical education

Background. Physical education (PE) aims to enhance self-esteem, develop sporting interests and to encourage a physically active life-style. However, little is known about how a fear of negative evaluation (FNE), the socially evaluative aspect of social anxiety, affects children's attitudes to PE.

Aim. The aim of the study was to investigate the relationships between perceived athletic competence and FNE within PE lessons, specifically looking at differences between boys and girls and primary and secondary schools.

Sample. The participants were 192 children in three primary schools (N=85, mean age=9.5±1.1 years) and two secondary schools (N=107, mean age=14.5±0.8 years) from rural areas of North Wales and the Midlands region of England.

Methods. The participants completed the Brief-FNE Scale and the Self-Perception Profile for Children immediately post-lesson on one occasion.

Results. Girls had higher FNE but lower perceptions of athletic competence than did boys. Older girls had higher FNE and lower perceived competence than the remaining three groups. Additionally, a significant and reverse but weak correlation was observed between girls' perceived athletic competence and FNE.

Conclusions. The findings suggest that girls with a high FNE report lower perceptions of their athletic competence. Individuals who are high in FNE behave in ways to avoid the prospect of being evaluated negatively. However, they may seek feedback from significant others as a signal that unfavourable evaluations have been avoided. Therefore, positive, encouraging feedback used in child-centred learning strategies may foster feelings of competence in boys and girls and could reduce the girls' social anxiety.

Practice nurses' role and knowledge about diabetes management within rural and remote Australian general practices

Background: The increasing prevalence of diabetes and obesity represents a significant disease burden in Australia. Practice nurses (PNs) play an important role in diabetes education and management.

Aim: To explore PNs' roles, knowledge and beliefs about diabetes education and management in rural and remote general practice in Australia.

Method: Exploratory study undertaken in three phases: 1) Pilot study to test the performance of the questionnaire; 2) One-shot cross-sectional survey using self-complete questionnaires; 3) Individual interviews.

Results: Ten PNs completed the pilot test; the draft questionnaire was deemed appropriate to the study purpose. Then, 65 questionnaires were distributed to PNs and 21 responded. Fourteen respondents had worked in the role <5 years, and most PNs attended diabetes education programmes in their workplace. A minority (40%) used diabetes management guidelines regularly. Most knew obesity to be the most common risk factor for diabetes but only 50% knew that glycosylated haemoglobin indicates blood glucose levels over the preceding three months. Self-reported competency to assess patients' self-care practices and medication management practices varied.

Conclusion: PNs' diabetes management was self-reported; their knowledge varied and their perceived benefits of diabetes education differed from those of patients.

Rural markets and school choice

This thesis examines how families and schools in a rural Victorian setting engage with education markets and policies of school choice. Focusing on federal funding and state conveyancing policies, the study employs policy sociology and social geographies perspectives to examine policy effects on social relations and the implications for equity.

Community resilience, climate change, sustainability & engagement : adventures in creative project-based education on the Eyre Peninsula

Teaching sustainability ethics and creative practical technological applications holistically, in a multi-disciplinary ethos, with real community engagement is fraught with pedagogical and logistical issues. This paper reviews a highly community-acclaimed tertiary course/project, offered at the School of Architecture, Landscape Architecture & Urban Design at the University of Adelaide, undertaken on the Eyre Peninsula in 1st semester 2009. The course successfully enhanced student appreciation of rural community capacity building and economic fragility issues while undertaking a project-based approach to interrogating and working with rural communities to devise and demonstrate potential micro-relevant design and planning initiatives that could strengthen community resilience, climate change adaptiveness, and validate natural resource management aims within townships. The project involved some 120 students in 6 host communities through 6 local municipalities with the full support of the Natural Resource Management (NRM) Board and Local Government Association (LGA).

The paper reviews the project, its historical evolution, aims, objectives, learning strategies, community aspirations and outcomes, and positions such against various professional education accreditation frameworks. The methodological learning process, including its philosophical, pedagogical and instruments outcomes are reviewed and interrogated. The student learning outcomes, University reputation impact, and community impact, professional practice knowledge and skill attributes, and instrumental outcomes are also reviewed drawing upon evidence derived from extensive meetings, questionnaire surveys, synergistic NRM-sponsored research projects, student evaluation of teachings (SELTS), and local media coverage of the project.

The project has received applause from the Australian Institute of Architects (AIA) and Australian Institute of Landscape Architects (AILA), and preliminary endorsement from the Planning Institute of Australia (PIA), as being integral to the School’s curriculum that achieves their professional accreditation expectations of key learning experiences relevant to climate change, master planning and design, and community engagement. The project offers a possible educational model that enriches student experience and learning and addresses recent generic university community engagement policy expectations.

Diabetes risk reduction behaviours of rural postpartum women with a recent history of gestational diabetes

Introduction: For most women, gestational diabetes is temporary; however, an episode of gestational diabetes mellitus (GDM) confers an approximately seven-fold increased risk of developing type 2 diabetes mellitus. Objective: To examine readiness to adopt diabetes risk reduction behaviours and the prevalence of these behaviours among rural women with GDM during their last pregnancy.
Methods: The study design was a self-administered mailed questionnaire seeking information about demographics, stage of change, physical activity level and dietary fat intake. Setting: Regional outpatient context. Participants: Women with a single episode of GDM between 1 July 2001 and 31 December 2005 (n = 210). Main outcome measures: Stage of change for physical activity, weight loss and reducing dietary fat behaviour; meeting activity targets, body mass index (BMI) and dietary fat score.
Results: Eighty-four women returned completed questionnaires (40% response rate). Of the 77 women eligible (mean age 35 ± 3.8 years), 58% met recommended activity targets. Sixty-three percent of women were overweight or obese: mean BMI 29.6 kg/m2 (± 7.30). Women reported a high level of preparedness to engage in physical activity, weight loss and reduction of fat intake. Thirty-nine percent of women had not had any postpartum follow-up glucose screening. Women who remembered receiving diabetes prevention information were significantly more likely to meet physical activity targets (p<0.05).
Conclusions: Readiness to engage in behaviour change was high among this group of rural women for all three diabetes risk reduction behaviours measured. However, despite a high proportion of women meeting activity targets and reducing fat intake, the majority of women remained overweight or obese. Postpartum follow-up glucose testing needs to be improved and the impact of diabetes prevention information provided during pregnancy warrants further study.

The whats, whys and wherefores of home education and its regulation in Australia

This paper presents a unique summary of Australian research on home education, and an evaluation of current regulation in an Australian context. It begins with the recognition that home education is a legal alternative to school education in Australia. However it argues that legal definitions of home education do not properly reflect the practice of home education. This is illustrated by an examination of different educational approaches taken by home educators and research on the socialisation of home educated children in Australia. Research on who chooses home education, why people choose home education and the educational outcomes for home educated children is also discussed. Home educating families represent all family types, are found in rural, suburban and city locations, and choose home education for a variety ofreasons. Research indicates that Australian home educated children have positive educational and social experiences and outcomes. The question of whether and ifso the extent to which, home education should be regulated by the state is examined. The authors argue that whilst regulation is acceptable to protect a childr right to education, a more consistent regulatory framework is needed across Australia. It is argued that such aframework should facilitate and encourage children who are being home educated and should be flexible enough to accommodate the variety ofeducational approaches taken to home education.

Supporting ICT based pedagogies in science in rural school settings

Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science in Victorian rural primary and secondary schools. In both programs the school-based workshops initiated a community of learners supported with online web-presence. One program used an intensive five-day workshop focused on developing teachers’ knowledge, pedagogical expertise and leadership skills in embedding ICT into classroom practice. The second program provided a one-day workshop focused on integrating ICT skills in teaching science. Factors that affected the uptake of ICT included the considerable diversity in ICT availability and use, teacher competence, lack of support in schools, and online support. To redress rural disadvantage in ICT use, school commitment and focused leadership were identified as central to programs that supported and developed teacher skills and pedagogies over time.

Towards a southern theory of higher education

Crudely, social inclusion in Australian higher education is a numbers game. While the student recruitment departments of universities focus on ‘bums on seats’, equity advocates draw attention to ‘which bums’, in ‘what proportions’, and, more to the point, ‘which seats’, ‘where’. But if the counting of bums is crude, so is the differentiation of seats. Just distinguishing between courses and universities and scrutinizing the distribution of groups, is a limited view of equity. The most prestigious seats of learning give students access primarily to dominant forms of knowledge and ways of thinking. In terms of access, it is to a diminished higher education, for all. Further, undergraduates – particularly in their first year – are rarely credited with having much to contribute. Higher education is the poorer for it. In this paper I propose an expanded conception for social inclusion and an enlarged regard for what is being accessed by students who gain entry to university. Drawing on Connell’s conception of ‘Southern Theory’, I highlight power/knowledge relations in higher education and particularly ‘southerners’: those under‐represented in universities – often located south of ENTER (Equivalent National Tertiary Entrance Rank) cut‐offs – and whose cultural capital is similarly marginalised and discounted. While increasing regard for the importance of Indigenous knowledges is beginning to challenge the norms of higher education, we are yet to generalise such reconceptions of epistemology to include knowledges particular to people from regional and rural areas, with disabilities, and from low socioeconomic backgrounds. Nor have we really engaged with different ways of thinking about the physical and social worlds that are particular to these groups. To take account of marginalized forms of knowledge and of thinking will mean thinking differently about what higher education is and how it gets done.

How different is it really? – rural and urban primary students’ use of ICT in mathematics

Information and Communication Technology (ICT) offers the potential for changing mathematics education for both teachers and students. However, how ICT is used, and by whom, is critical to realizing this potential. This paper reports on an investigation of the use of ICT in the learning and teaching of mathematics in rural and urban primary schools in Victoria, Australia. Thirty-six teachers and almost 700 students were surveyed regarding their use of ICT for mathematics at home and at school, with a small number of selected teachers and students taking part in interviews. This paper focuses on students’ perceptions of ICT use. A comparison of rural and urban students’ responses shows little difference across most aspects of ICT use, and where there was a difference, the frequency of rural use almost always exceeded that in urban schools.

A study of rural preschool practitioners’ views on young children’s mathematical thinking

The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice aimed to investigate views of preschool practitioners about young children’s mathematical thinking and development. Structured individual interviews were conducted with 64 preschool practitioners from rural areas of three Australian states. The questions focused on five broad themes: children’s mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. We review results from the interview data for each of these themes, discuss their importance, and outline recommendations related to teacher education as well as resource development and research.

Professional midwifery education : blended teaching and learning approaches

Blended teaching and learning approaches are used in the postgraduate course of Graduate Diploma of Midwifery for students who are predominately women with family responsibilities residing in metropolitan, regional, or rural Victoria, a major state in Australia. The Virtual Maternity Clinic (VMC), a virtual learning experience (VLE) research project, was implemented during trimester 2, 2009. The purpose of the project was to expand the blend of teaching and learning activities to support students in their preparation for professional practice. The VMC includes four characters in early pregnancy and care provided by their midwife. All students enrolled in midwifery courses (postgraduate and undergraduate) at Deakin University were recruited to participate in a two-phase, pre- and post-use evaluation process related to the VMC. Findings from the pre-evaluation included that students 'had high expectations of the VMC in supporting their learning. The results from the post-evaluation of the VMC indicated that students 'were very satisfied that the VMC supported their learning. Future research directions include further development of the VMC.

Extending the paramedic role in rural Australia : a story of flexibility and innovation

Introduction: This article identifies trends in the evolving practice of rural paramedics and describes key characteristics, roles and expected outcomes for a Rural Expanded Scope of Practice (RESP) model.

Methods: A multiple case study methodology was employed to examine the evolution of rural paramedic practice. Paramedics, volunteer ambulance officers and other health professionals were interviewed in four rural regions of south-eastern Australia where innovative models of rural paramedic practice were claimed to exist. The research team collected and thematically analysed the data using the filter of a sociological framework throughout 2005 and 2006.

Results: The study found that paramedics are increasingly becoming first line primary healthcare providers in small rural communities and developing additional professional responsibilities throughout the cycle of care.

Conclusions: Adoption of the RESP model would mean that paramedics undertake four broad activities as core components of their new role: (1) rural community engagement; (2) emergency response; (3) situated practice; and (4) primary health care. The model’s key feature is a capacity to integrate existing paramedic models with other health agencies and health professionals to ensure that paramedic care is part of a seamless system that provides patients with well-organized and high quality care. This expansion of paramedics’ scope of practice offers the potential to improve patient care and the general health of rural communities.