What is applied learning? : exploring understandings of applied learning amongst beginning teachers

Deakin University, Geelong initiated a Graduate Diploma of Applied Learning in 2005. At the end of this year we interviewed selected students in order to gather data on their experience of the new course. The concept of Applied Learning is often not well theorised and one result of this is that gaining consensus about what this might mean is often difficult. The students we interviewed came from quite diverse backgrounds and workplace experiences but nevertheless had similar views about what this concept means in practice and were able to clearly articulate examples of Applied Learning in a range of settings. This paper examines their insights in the light of some theoretical perspectives on Applied Learning and also discusses some of the difficulties experienced by these students when they try to apply new ways of teaching and learning in school settings.

Sociocultural research on mathematics education : an international perspective

This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways:

* It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.
* It is future oriented, presenting recommendations for practice and policy and identifying areas for further research.
* It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.

As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

Sustainability and health : supporting global ecological integrity in public health

Radical changes in the biosphere and human interaction with the environment are increasingly impacting on the health of populations across the world. Diseases are crossing the species barrier, and spreading rapidly through globalized transport systems. From new patterns of cancer to the threat of global pandemics, it is imperative that public health practitioners acknowledge the interdependence between the sustainability of the environment and the sustainability of the human species.* Why are issues of global and local sustainability of increasing importance to the public's health?* Why do issues of sustainability require new practices within the professions of public health?* How can future and current public health practitioners develop those new practices?Drawing on scientific evidence of global and local environmental changes, Sustainability and Health offers a thorough background and practical solutions to the overlapping issues in environment and health. It examines potential and existing responses to global and local environment and health issues, involving individuals, community, industry and government. The authors introduce a range of emerging conceptual frameworks and theoretical perspectives, link IT and epidemiology and explain how scoping can link program design, delivery, data collection and evaluation in projects from their very beginning. Public health practitioners need to be able to manage health issues that cut across environmental, economic and social systems and to develop the capacity for leadership in facilitating change. Incorporating learning activities, readings, international case studies and an open learning approach, this is a valuable resource for students of public and environmental health, as well as medical, environmental and health science professionals.

Federalism in Asia

Federalism in Asia explores the range of theoretical perspectives that shape debates over federalism in general, and over territorial, multinational, hybrid, and asymmetric federalism in particular relation to Asia. The contributors share their understanding of how federal or quasi-federal institutions manage ethnic conflicts and accommodate differences, how democratization facilitates the development of federalism and how federalism facilitates or inhibits democratization in Asia. Their conclusion is that hybrid federalism or quasi-federalism is more prevalent in some Asian countries than others; and the need and potential for greater federalism in more Asian countries makes this sortie into this area worthwhile.

Editorial

In the way that submissions to journals sometimes observe a strange synchronicity, this issue commences with three essays focusing on film. Relatively little work has been carried out on the ideologies of films designed specifically for children or of that large body of films regarded as family viewing, and which cater both to child viewers and also to the adults who accompany them. The three ‘film’ essays we present here apply a variety of theoretical and methodological frames to films which in the main fit within the second of these categories—family films.

Exploring contributions to scholarship in e-learning : weighing up the evidence

Recent views on the scholarship of teaching and learning have conceptualised the work of teachers as a form of inquiry, drawing on scholarly discourse about teaching and learning and communicating new understandings back to the scholarly community for peer review and evaluation. Knowledge about teaching may be based on a variety of forms of evidence, including research, evaluation, reflection, review, and the discussion or development of theoretical perspectives, ideas and concepts. This raises questions about the quality and forms of evidence about teaching which contribute to scholarship, whether these are the same in relation e-teaching and learning as they are for teaching in other contexts, and the implications of different forms of evidence for the relationship between research and teaching. In this paper we examine articles from three recent issues of three journals (two of them relating to e-learning and one to higher education in general), in order to draw some preliminary conclusions about the kind of contributions to discourse about e-learning which may be regarded as valuable in advancing the scholarship of teaching and learning.

Technology advances : transforming university teaching through professional development

Increasing use of information and communication technologies (ICTs) in universities is a global trend. However, many teaching academics are unfamiliar with the possibilities of ICTs and have limited understanding of how to integrate them into their teaching in pedagogically appropriate ways. Th is highlights a need for universities to provide professional development opportunities to assist staff to better understand their teaching practices, and the theoretical perspectives underpinning them, in order to exploit current educational technologies for the benefi t of student learning. This paper introduces the broad trends infl uencing the advancement of technology in higher education before considering the opportunities that the new context off ers for pushing the boundaries of theory and practice relating to learning and teaching in higher education. It then describes an online professional development initiative which responds to these opportunities. Th is is an exemplars website entitled Designing Electronic Learning and Teaching Approaches (DELTA) which has been introduced at Monash University to support pedagogically appropriate teaching with technology.

Sharing music and culture through singing in Australia

This article discusses the notion of sharing music and culture as an effective platform to celebrate diversity in Melbourne, Australia. My research project ‘Celebrating Music Making and Finding Meaning’ investigates and illustrates a context of diversity, one that promotes respect in a multicultural society sharing music and culture of a minority group. In 2007, I interviewed members of the South African choir in Melbourne; here I report on some data regarding why members sing in the choir, what are their understandings of a so-called South African identity and what they would like to share with the wider Australian community. I present some theoretical perspectives focusing on the notion of cultural and musical identity within a multicultural society. Such findings may have similar implications for other multicultural educational settings exploring the possibilities of valuing cultural diversity and making music across ages through a choir where difference can be shared and celebrated.

Preparing leaders to work with emotions in culturally diverse educational communities

Purpose – This paper argues that because leadership is a relational practice and leaders are gendered and racialised, in socially diverse schools and societies, leader preparation around difference is potentially emotionally confronting to leaders' professional and personal identities.

Design/methodology/approach – The paper draws on critical race and feminist theoretical perspectives to undertake a review and analysis of current approaches to professional development.

Findings – The paper concludes that because there is significant agreement now that leadership is considered to be emotional management work, then leadership learning, if it seeks to change practice, is also emotionally laden. The paper concludes that to develop more reflexive leaders, professional learning should begin with scrutiny of the self as gendered and racialised to consider what that means for “the Other” in terms of leadership in culturally diverse communities and schools.

Research limitations/implications – The paper is context specific, largely drawing on Australian data with reference to indigeneity. This is consistent with its theoretical position that leadership is relational and situated.

Practical implications – The paper identifies possible strategies that could be undertaken in professional learning forums that address issues of difference.

Originality/value – While there are significant issues around professional learning to develop pedagogical practices that address student diversity, there is less theorising around leadership diversity and what that might mean in terms of professional development of leaders.

A holistic model of corporate governance - a new research framework

Purpose – The purpose of this paper is to propose a new model of corporate governance that is holistic – incorporating internal and macro perspectives across legal, regulatory, sociological, ethical, human resource management, behavioural and corporate strategic frameworks. Researchers have signalled the need for “new theoretical perspectives and new models of governance” due to a dearth of research that is context-driven, empirical, and encapsulating the full spectrum of reasons and actions contributing to corporate crises.

Design/methodology/approach – The approach consists of theory building by reviewing the literature and examining the gaps and limitations.

Findings – The proposed model is a distinctive contribution to theory and practice in three ways. First, it integrates the firm-specific, micro factors with the country-specific, macro factors to illustrate the holistic nature of corporate governance. Second, shareholders and stakeholders are shown to be only one component of the model. Third, it veers away from singular approaches, to dealing with corporate governance using a multi-disciplinary perspective. The paper argues that such a holistic and integrated view is a necessity for understanding governance systems.

Research limitations/implications – The challenge is to operationalize the model and test it empirically.

Practical implications – The model is instructive and of use for practitioners in attempting to understand, explain and develop governance models that are appropriate to their national and industry settings.

Originality/value – This paper argues that narrow-based models are limited in their approach and in a sound and integrative review of the up-to-date literature contributes to theory-building on corporate governance.

Evidence for healthy cities : reflections on practice, method and theory

The European Healthy Cities project can be characterized as a social movement that employs an extremely wide range of political, social and behavioural interventions for the development and sustenance of urban population health. At all of these levels, the movement is inspired by ideological, theoretical and evidence-based perspectives. The result of this stance is a dynamic, complex and diverse landscape of initiatives, plans, programmes and actions. In quantitative terms (the number of WHO designated cities and associated cities and communities through national networks), ‘Healthy Cities’ can be regarded as an extraordinary accomplishment and a credit for both WHO and cities in the movement. In qualitative terms, however, critics of the movement have maintained that little evidence on its success and effectiveness has been generated. This critique finds its foundations in the mere perceptions of evidence, the politics of science and urban governance, and perspectives on the preferred or professed utilities of evidence-based health notions. The article reviews the nature of evidence and its interface with politics and governance. Applying a conceptual framework combining insights from knowledge utilization theory, theoretical perspectives on (health) policy development, theory-based evaluations and planned intervention approaches, it demonstrates that, although the evidence is overwhelming, there are barriers to the implementation of such evidence that should be further addressed by ‘Healthy Cities’.

The inadequacy of Western media theory in third world internal conflicts : the case of military censorship in Sri Lanka

The literature of communication and conflict is long and deep. However, it has focused primarily on cross-border conflict in the northern hemisphere. Not much academic research has been done on intra-state conflicts in general or on Asian conflicts in particular. This research on the Sri Lankan separatist conflict contributes towards filling this void.Newspaper reports in three languages on Operation Jayasikurui (1997) as well as on the capture of Elephant Pass (2000) were analyzed by trained coders with high reliability. In-depth interviews were conducted with Sri Lankan journalists and military personnel who participated in these incidents. Triangulation sources include Sri Lanka Army materials and the Sri Lanka Government Gazette.

Results clearly show that despite stringent governmental regulations, censorship had no effect on these Sri Lankan newspapers, which employed unique cultural techniques to circumvent these restrictions. Despite their apparent divergent ethnic backgrounds, all newspaper samples are consensual in their depiction of the conflict all the time while managing to set different agendas for their individual readerships. Media regulations could not impose censorship as proposed by Western theoretical constructs. Results show no correspondence between media samples and imposition of government or military policy. The press enjoyed freedom to convey war information to the public and exhibited a distinct streak of social responsibility in their watchdog instincts.Dominant Western propaganda models and theoretical perspectives do not apply to the Sri Lankan context. Understanding the cultural dimensions is essential before theorizing on media behaviour. No particular theoretical framework from the literature could be used to make inferences. One further interesting finding suggested from this research: Internal conflict within the Asian region may have its own unique theoretical perspective. The study concludes by proposing an alternative model.

The inadequacy of Western media theory in third world internal conflicts : the case of military censorship in Sri Lanka

Research on media production and on media effects under military censorship has centred primarily on cross-border conflicts being waged by Western regimes. There is a noticeable void in understanding internal conflicts, particularly so within the Asian region. To help address this lacuna, we content-analyse Sri Lankan newspaper samples of two critical military campaigns within the Sri Lankan separatist conflict to gain insight into an Asian internal conflict within the context of military censorship and culture. We discover that supposedly stringent censorship regulations and the rules of the official communication systems have almost no effect on Sri Lankan newspapers, which demonstrate a unique talent to circumvent these strictures. During these bloody internal conflicts, the Sri Lankan press enjoyed freedom of expression, flaunted social responsibility and their watchdog instincts, and, most interestingly for us, demonstrated the failure of the Western propaganda model and other theoretical perspectives. The importance of understanding cultural dimensions before theorizing media behaviour in order to obtain a more rational understanding of the sociology of media is posited by this study. We conclude with discussion of a new model of media censorship which has more relevance in Asian internal conflicts.

Music needs no visa : insights from three South African voices on teaching African music in Melbourne, Australia

As Australia becomes increasingly multicultural, there are many that would argue that the teaching and learning of music at educational settings can be carried out in a number of ways where cultural context and authenticity is imperative. This paper discusses the main arguments of teaching and learning in music education and provides some theoretical perspectives of teaching African music as groundwork for the discussion and findings. This paper is part of a wider study called 'Smaller steps in longer journeys' and. provides insight into the teaching of South African music in Melbourne. Three South African voices (my own as tertiary music educator, an artist in schools and a primary music specialist) through reflection and interview data considers 'how' and 'why' African music is taught The discussion presents an openmindedness of music when it travels to a new country where the pedagogy is the process of production and exchange, a social-discursive practice whereby process and understanding is more important than just product. As music requires no visa it will continue to travel and be shared in different context where pedagogical practice considers teacher, learner and knowledge.

Production system model of children's development of number concepts

The purpose of the present research study was to produce a global, cumulative model of number concept development for children between the ages of two and eight years old. The theoretical and methodological orientation of this study was greatly influenced by Richard Young's production system analysis of seriation by young children (Young, 1971, 1976) and by Newell's (1973) seminal paper, ‘You can't play twenty questions with nature and win’. The methodology used in this investigation thus was as follows. A series of complex number tasks encompassing many aspects of the concept of number were developed. Five children aged between three and seven years then were videotaped while performing some of these complex number tasks. From a detailed protocol analysis of the video-recordings, computer simulation models written in the production system language PSS3 (Ohlsson, 1979) were produced. Specific production system models were produced for each of following aspects of the children's number knowledge: (i) sharing of discrete quantities; (ii) comparison of shares; and (iii) conservation/addition/subtraction of number. These domain-specific models were based on the converging experimental evidence obtained from each of the children’s responses to variants of the complex number tasks. Each child thus received a different set of problems which were chosen systematically in order to clarify particular features of the child's abilities. After a production system model for each child had been produced within a domain, these models were compared and contrasted. From this analysis, developmental trends within the domain were identified and discussed. The research and educational implications of these developmental trends then were discussed. In the concluding parts of this study, the children's domain-specific production system models were cumulated into global, comprehensive models which accurately represented their behaviour in a variety of number tasks. These comprehensive models were compared and contrasted and general developmental trends in young children's number knowledge were identified and discussed.