Inclusive policy action : exploring the realities and knowledge of teachers implementing inclusive education

Inclusive Policy Action recognizes the complexity of inclusive policy for teachers. However, the author presents a strong view that a constructive approach for future action can be accomplished by drawing on teachers' own accounts of the significant characteristics contributing to effective inclusion. Accordingly, teachers' work is recognized as a vital contributing factor to successful inclusion, despite the often over-powering emphasis on additional funding. For this reason the finer structures of changed pedagogy, the development of teacher knowledge and the vision of quality education for all students are explored using teachers' own voice to theorize and analyze the actuality of successful inclusive practice. The emergent characteristics relate to the importance of communicative infrastructures promoting knowledge within learning communities rather than political directives associated with inclusive education policy. These characteristics draw attention to the need to reconsider and revalue the knowledge and expertise generated by education policy actors, namely the teachers and school administrators involved in institutional planning and practice.

The technological knowledge of early childhood pre-service educators

With the current introduction of new national and state Early Years Frameworks and the increased interest and activity in educating early childhood educators, it was timely to investigate what knowledge, if any, early childhood educators had when it came to design technology. Although not prescriptive around technological understanding, the new Framework highlights children's learning related to "creativity", "exploration", "collaboration", and "problem-solving", in the context of connecting with people and technologies. This small pilot project asked 20 pre-service educators a number of questions designed to elicit both their understanding and their practices relating to technology. Responses were recorded and from those given, it was apparent that the Early childhood educators not only included technological activities in their daily practices with children, but generally had a basic understanding of technology, differentiated from other forms of learning activities.

Knowledge of human papillomavirus (HPV) and the HPV vaccine in a national sample of Australian men and women

Background: Human papillomavirus (HPV) knowledge has rarely been investigated in the context of a national vaccination program. The present study investigated HPV knowledge after the introduction of a national HPV vaccination program in Australia using a national sample of men and women. Methods: Questions assessing HPV knowledge were part of a broader national study of health and relationships administered via a computer-assisted telephone interview. These findings are from wave four of the study, conducted between 2007 and 2008. Knowledge questions about HPV included its association with cervical cancer, genital warts and abnormal Pap tests. Results: A total of 2634 women and 2556 men between the ages of 18 and 70 were interviewed. Overall, 62.8% (95% confidence interval (CI): 60.8–64.7%) of women and 38.3% (95% CI: 36.3–40.4%) of men had heard of HPV. Of these, 66.0% (95% CI: 64.1–67.9%) correctly answered that HPV is associated with cervical cancer, 50.2% (95% CI: 48.2–52.1%) answered that HPV is associated with abnormal Pap tests and 44.5% (95% CI:42.5–46.5%) answered that HPV causes warts. Predictors of good knowledge included being female, aged between 26 and 45, holding higher education levels and older age at first sex. Ever having a Pap test was also associated with awareness about HPV. Conclusion: One of the highest levels of knowledge about HPV in Australia to date is reported in the present study. Knowledge about the association between HPV and cervical cancer was particularly high, especially when compared with knowledge of the association with genital warts. This appears to be a consequence of the marketing of the HPV vaccine as a vaccination against cervical cancer.

The psychological and physical needs of workers impacting office design

Office design needs to be based on the needs of the most important producers of profit and value for any organisation – the workforce. Drivers affecting office design have been economics – space being often viewed as a cost-centre rather than a business enabler; and more recently, ideas that office design can impact organisational culture – resulting in the adoption of more collaborative working spaces in an attempt to force interaction. What is not always considered are the actual working styles
of the individuals and their motivations nor the requirements of the work itself. There is a need to profile not only the workforce, but also the work carried out. Recent research into space requirements for work is reviewed and reported with recommendations for better consideration of the psychological and physical needs of workers for office design.

Identifying crucial gaps in our knowledge of the life-history of avian influenza viruses - An Australian perspective

We review our current knowledge of the epidemiology and ecology of avian influenza viruses (AIVs) in Australia in relation to the ecology of their hosts. Understanding the transmission and maintenance of low-pathogenic avian influenza (LPAI) viruses deserves scientific scrutiny because some of these may evolve to a high-pathogenic AIV (HPAI) phenotype. That the HPAI H5N1 has not been detected in Australia is thought to be a result of the low level of migratory connectivity between Asia and Australia. Some AIV strains are endemic to Australia, with Australian birds acting as a reservoir for these viruses. However, given the phylogenetic relationships between Australian and Eurasian strains, both avian migrants and resident birds within the continent must play a role in the ecology and epidemiology of AIVs in Australia. The extent to which individual variation in susceptibility to infection, previous infections, and behavioural changes in response to infection determine AIV epidemiology is little understood. Prevalence of AIVs among Australian avifauna is apparently low but, given their specific ecology and Australian conditions, prevalence may be higher in little-researched species and under specific environmental conditions.

Deepening the mathematical knowledge of secondary mathematics teachers who lack tertiary mathematics qualifications

A professional learning program for unqualified practising secondary mathematics teachers regarding senior secondary mathematics teaching is described in this paper. The VCE (Victorian Certificate of Education) mathematics professional learning program for senior secondary mathematics was designed for practising secondary teachers of mathematics who had no experience of teaching advanced senior secondary mathematics and who had not completed the recommended qualifications. Professional learning episodes, artefacts and reflections of three teachers who participated in the program are analysed to identify the development of these teachers' mathematical and pedagogical content knowledge (PCK). The PCK framework developed by Chick et al. was used to analyse teachers' knowledge, and the cases of teachers' knowledge presented in the paper illustrate the entwining of knowledge of mathematics and knowledge of teaching and learning The findings indicate that a program designed for senior secondary mathematics can enable practising teachers to deepen and broaden their understanding of junior secondary mathematical pedagogy.

The association between investigative interviewers' knowledge of question type and adherence to best-practice interviewing

It is well established that not all investigative interviewers adhere to ‘best-practice’ interview guidelines (i.e., the use of open-ended questions) when interviewing child witnesses about abuse. However, little research has examined the sub skills associated with open question usage. In this article, we examined the association between investigative interviewers' ability to identify various types of questions and adherence to open-ended questions in a standardized mock interview. Study 1, incorporating 27 trainee police interviewers, revealed positive associations between open-ended question usage and two tasks; a recognition task where trainees used a structured protocol to guide their response and a recall task where they generated examples of open-ended questions from memory. In Study 2, incorporating a more heterogeneous sample of 40 professionals and a different training format and range of tests, positive relationships between interviewers' identification of questions and adherence to best-practice interviewing was consistently revealed. A measure of interviewer knowledge about what constitutes best-practice investigative (as opposed to knowledge of question types) showed no association with interviewer performance. The implications of these findings for interviewer training programs are discussed.

A framework for teachers’ knowledge of mathematical reasoning

Exploring and developing primary teachers’ understanding of mathematical reasoning was the focus of the Mathematical Reasoning Professional Learning Research Program. Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in their schools. Phenomenographic analysis of interview transcripts exploring variations in primary teachers’ perceptions of mathematical reasoning revealed seven categories of description based on four dimensions of variation, establishing a framework to evaluate development in understanding of reasoning.