Relationship between academic achievement and co-curricular involvement

Girls should increasingly participate in the health benefits of team sports learning opportunities. Boys need to not neglect academic learning goals in favour of team sports rewards that are highly valued by peers. Co-curricularly disengaged boys need to participate in co-curricular learning activities that provide opportunities for boys to succeed.

Factors influencing the relationship between sexual abuse and academic achievement

This study examined factors expected to influence the relationship between sexual abuse and academic achievement in an adolescent inpatient psychiatric population. It was found that sexual abuse combined with either low intelligence, substance abuse, internalising behaviour problems or externalising behaviour problems predicted poor academic achievement. The supporting portfolio aims to discuss the proposed relationship between attachment and adolescent depression, highlighting the clinical relevance of this body of research with four cases of adolescent depression.

Fostering meaningful learning by using word problems in post-secondary mathematics

This research is a case study of action research investigating the effects of using word problems with Chinese Malaysian post-secondary students studying mathematics as an enabling science. A variety of word problems, a discussion method, reflective and peer learning, specific values in mathematics, and relevant socio-cultural and language issues were explored.

Strategies for learning that empower workers and enable organisational achievement

This research found that : Learning that is part of an existing worker traineeship program empowers workers and enables organisational achievement. The organisation is not yet ready to utilise all the empowered workers who successfully complete the learning program. The prevailing management systems and work structures govern the degree to which the workers can transfer their newly-learned skills to the workplace.

Subject cultures and pedagogy : comparing mathematics and science

This research found that a teacher is both a member of a culture and an individual, building practice within parameters set by a dynamic and multifaceted subject culture. Feelings of competence and confidence grow as an aesthetic understanding of what it means to know, teach, and appreciate a subject.

Construction of social difference in mathematics education

This study investigated the social context in which the learning of mathematics occured. It examined the practices of schools and mathematics in order to identify the ways in which they contributed to the construction of social difference. Accordingly, this study was concerned with how schools and mathematics classrooms contribute to working-class students lack of success in mathematics. The differences that occurred in these practices could be seen to contribute to the different outcomes likely to occur in the later years of schooling. It was argued that these differences mean that students from middle-classes would be more likely to undertake and be successful in the study of mathematics than their working-class peers.

Computers for secondary mathematics: who uses them and how?

In the first stage of a three year ARC-funded study in which the effects of using computers for the teaching and learning of mathematics are being explored, a questionnaire has been developed and is being administered to a large number of students in grades 7-10 in a representative sample of co-educational post-primary schools in Victoria. Using open and closed response formats, the information sought includes: background and biographical details; data on computer ownership and use =96 frequency and mode/s =96 for mathematics learning at home and in mathematics classes; and beliefs about mathematics and the use of computers for learning mathematics. In this paper, the focus will be on some of the preliminary findings related to ownership and use of computers for learning mathematics at home and at school. In previous research, factors such as gender, socio-economic background, and ethnicity have been identified as contributors to inequitable mathematics learning outcomes. The questionnaire data will be analysed to examine if these and other factors are related to any inequities identified in student's access to computers and in how they use computers in their learning of mathematics. The results will be presented and pertinent implications discussed.

An innovation framework based on best practice exemplars from the Australian School Innovation in Science, Technology and Mathematics (ASISTM) project

This report describes research into 16 ASISTM projects selected to be broadly representative of exemplars in innovation. Case studies of each project were constructed from interviews with a range of key participants, and used to develop and refine an innovation framework that is used to make sense of and describe the key features of each project. The major issue binding these projects was found to be that of student interest and engagement, and this was pursued through involving students in contemporary science, technology and mathematics (STM) practices in authentic settings. The findings point to an enriched set of purposes of STM education implicit in these projects, a set of pedagogical practices that are varied and consistent with contemporary educational thinking, and a varied array of 'actors' recruited to these projects.

Measuring non-economic well-being achievement

Income per capita and most widely reported, non- or non-exclusively income based human well-being indicators are highly correlated among countries. Yet many countries exhibit higher achievement in the latter than predicted by the former. The reverse is true for many other countries. This paper commences by extracting the inter-country variation in a composite of various widely-reported, non-income-based well-being indices not accounted for by variations in income pre capita. This extraction is interpreted inter alia as a measure of non-economic well-being. The paper then looks at correlations between this extraction and a number of new or less widely-used well-being measures, in an attempt to find the measure that best captures these achievements. A number of indicators are examined, including measures of poverty, inequality, health status, education status, gender bias, empowerment, governance and subjective well-being.

Well-being achievement in Pacific Asia

The world has undergone rapid and tremendous change in recent decades. While many nations have achieved ever-higher per capita incomes, and higher well-being according to traditional measures, they have also experienced profound internal change. This change has lead to widespread concerns regarding social exclusion, human security, levels of personal satisfaction and happiness. Other countries have faired much less well, as according to many well-being measures they are worse off than they were 10 or 20 years ago. Life expectancies, for example, have fallen dramatically in many countries and are likely to fall substantially in others. The incidence of income poverty is higher today in many countries than it was ten years ago. Worldwide, more than a billion people currently live on less than one dollar per day. Social science research on living standards, human well-being and quality of life has come a long way over recent years, altering in response to changing global conditions, new research priorities, new conceptualisations and improved data resources. Twenty five years ago, national well-being achievement comparisons relied very heavily, and in some circles exclusively, on measures of income per capita. The same exercise would today be based a range of indicators, including summary measures of human well-being such as the well-known Human Development Index (UNDP, 2005). This is consistent with the commonly accepted view that human well-being is best treated as a multidimensional concept along the lines advocated by Sen (1985, 1993), Stewart (1985), Doyal & Gough (1991), Ramsay (1992), Cummins (1996), Narayan et al. (2000) or Nussbaum (2000) and others, as summarised in Alkire (2002). This view tends not to reject the relevance of income based or economic measures per se, simply positing that there is more to well-being achievement than simply increasing incomes. The widespread acceptance that well-being is multidimensional has more recently been accompanied by another important recognition. This relates not so much to current levels of well-being, but to the likelihood of declines in future levels. This recognition has spawned a rapidly growing literature on what is now termed as ‘vulnerability’. The vulnerability literature has primarily been concerned with the likelihood of individuals falling below the poverty line, be it defined in terms of income, consumption or health. Among the influential early vulnerability studies are Ravallion (1998), Jalan & Ravallion (1998) and Dercon & Krishnan (1999), each of which distinguished between transient and chronic poverty.

Non-economic well-being achievement in Pacific Asia

It is well known that income per capita and most widely reported non-economic well-being achievement measures are highly correlated among countries. Yet many countries exhibit higher achievement in the latter than predicted by the former. The reverse is true for many other countries. This paper commences by extracting the inter-country variation in a composite of three widely reported educational and health status indicators not accounted for by variations in income per capita. This extraction is interpreted inter alia as a measure of non-economic well-being. Using data for a sample of Pacific Asian countries, the paper then looks at correlations between this extraction and a number of new or less widely-used well-being measures, in an attempt to find the measure that best captures these achievements.