Postgraduate teachers' commitment to teach Aboriginal studies in Australian schools

This study was commissioned by the Department of Education, Science and Training (DEST) under its Education Innovation Program (EIP). The project goals were supported by the NSW Teachers Federation, NSW Primary Principals' Association; NSW Department of Education and Training (NSW DET); NSW Aboriginal Education Consultative Group Inc.; the Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper presents the findings emanating from the qualitative component of the study. The qualitative component of this project followed and elaborated on the quantitative study which aimed to: a) critically evaluate the impact of preservice primary teacher education Aboriginal Studies courses on practising teachers' self-perceived abilities to appreciate, understand and effectively teach Aboriginal Studies, Aboriginal perspectives, and Aboriginal children in Australian schools; b) compare and contrast the self-perceptions of teachers who had undertaken a core or elective course in Aboriginal Studies in their initial teacher education course with the self-perceptions of teachers who had not undertaken such courses; c) characterise participating teachers' initial teacher education courses in relation to the Aboriginal Studies content covered; and d) identify teachers' perceptions of useful structure and content to consider including in future teacher education courses. The responses from telephone interviews with teachers in schools and responses to open-ended questions in surveys are discussed. The findings identify congruence and dissonance in the areas of: the contribution of preservice teacher education; benefits of preservice Aboriginal Studies for students in schools; the place of Aboriginal Studies in schools and the curriculum; Aboriginal Studies and student ethnicity; strategies for teaching Aboriginal Studies; and the content of preservice courses.

Measurement and solutions to thermal comfort, CO2 and ventilation rates in schools

An Australian research facility, conducted a study on several different school classrooms in regards to their thermal comfort, CO2 levels, air temperature stratification and ventilation rates in a selection of Victorian (Melbourne, Australia) schools during a winter season. A brief literature review reveals similar IAQ problems elsewhere (outside Australia) and suggests several HVAC concepts that provide potential solutions. Our intention is to highlight particular IAQ discrepancies in existing school classroom design resulting from these case study measurements, suggesting construction and mechanical operational conditioning improvements.In particular this research confirms the urgency and necessity of addressing IAQ problems in schools, world wide. Our results of the Australian school classroom measurements are similar to other parts of the world, indicating that CO2 levels, ventilation rates and air temperatures are non-compliant with the standards.