Adoption of obesity prevention policies and practices by Australian primary schools : 2006 to 2013

Despite significant investment in many countries, the extent of schools' adoption of obesity prevention policies and practices has not been widely reported. The aims of this article are to describe Australian schools' adoption of healthy eating and physical activity policies and practices over an 8-year period and to determine if their adoption varies according to schools' size, geographic or socio-economic location. Between 2006 and 2013, a representative randomly selected cohort of primary schools (n = 476) in New South Wales, Australia, participated in four telephone interviews. Repeated measures logistic regression analyses using a Generalised Estimating Equation (GEE) framework were undertaken to assess change over time. The prevalence of all four of the healthy eating practices and one physical activity practice significantly increased, while the prevalence of one physical activity practice significantly decreased. The adoption of practices did not differ by school characteristics. Government investment can equitably enhance school adoption of some obesity prevention policies and practices on a jurisdiction-wide basis. Additional and/or different implementation strategies may be required to facilitate greater adoption of physical activity practices. Ongoing monitoring of school adoption of school policies and practices is needed to ensure the intended benefits of government investment are achieved.

Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia

In the debate over English language teaching approaches and methods, the influence of examinations on classroom pedagogy and the nature of these examinations are critical considerations for teachers. In the Inner Mongolian context, as for all China, examinations reflect traditional conceptions of teaching and learning, classroom teaching conditions such as class sizes, and the English-as-a-foreign language setting. In this situation, decisions about classroom pedagogy and objectives and whether teaching focuses on test-taking rather than on the learning of language go to the core of teacher agency. In this paper we foreground the struggles and dilemmas experienced by English language teachers in Inner Mongolia in attempts to exercise agency amidst the instructional demands of an exam-oriented community, and a misalignment created by an exam remaining centered on discrete skills rather than students' proficiency in applying ranging uses of the language they are learning. These conditions are now located within New English Syllabus expectations are that teachers will implement their knowledge of educational theories and of current English teaching methodology to create opportunities for more broadly based learning and proficiency. © 2014 © 2014 Taylor & Francis.