Mathematical thinking of preschool children in rural and regional Australia : research and practice

At what age do young children begin thinking mathematically? Can young children work on mathematical problems? How do early childhood educators ensure young children feel good about mathematics? Where do early childhood educators learn about suitable mathematics activities?

A good early childhood start in mathematics is critical for later mathematics success. Parents, carers and early childhood educators are teaching mathematics, either consciously or unconsciously, in any social interaction with a child.

Mathematical Thinking of Preschool Children in Rural and Regional Australia is an extension of a conference of Australian and New Zealand researchers that identified a number of important problems related to the mathematical learning of children prior to formal schooling. A project team of 11 researchers from top Australian universities sought to investigate how early childhood education can best have a positive influence on early mathematics learning.

The investigation complements and extends the work of Project Good Start by focusing attention on critical aspects of parents, carers and early childhood educators who care for young children. Early childhood educators from regional and rural New South Wales, Queensland and Victoria were interviewed, following a set of structured questions. The questions focused on: children’s mathematics learning; support for mathematics teaching; use of technology; attitudes to mathematics; and assessment and record keeping.

The researchers also reviewed research focusing on the mathematical capacities and potential foundations for further mathematical development in young children (0–5 years) published in the last decade and produced an annotated bibliography. This should provide a good basis for further research and reading.

Based upon the results of this investigation, the researchers make 11 recommendations for improving the practices of early childhood education centres in relation to young children’s mathematical thinking and development. The implications for policy and decision makers are outlined for teacher education, the provision of resources and further research.

Strange reading: Keith Windschuttle on race, Asia and White Australia

In his recently published book, The White Australia Policy, Keith Windschuttle accuses academic historians of errors of fact and judgement in their accounts of white Australia. This article examines these claims of exaggeration and distortion with particular reference to the nature and meaning of race, racism and representations of Asia in Australian history. The article rejects Winschuttle's sweeping claim that academic historians have sought to make Australia appear a much more racist society than the historical record would suggest.

A proposal for change to teacher education in and for rural and regional Australia

In recent years, much attention has been given to the preparation of teachers for rural and regional schools (for example, Marks et al, 2000, Marks et al, 2001, Jones, 2002). Rural and regional teacher education brings with it exciting opportunities for individuals and communities. However, it is also coupled with specific demands on governments, teaching staff and tertiary institutions. However, as yet little attention has been given to how to reform teacher education to address the identified issues (Green & Reid, 2004). At present, the teacher education course offered on the Warrnambool campus of Deakin University is identical to that offered on the metropolitan (Burwood) and regional (Geelong) campuses. The course is a traditional four-year course.

At the Warrnambool campus we are embarking on a project which aims to reconceptualise teacher education for rural and regional contexts. It seeks to: better understand the issues and challenges rural and regional stake holders face within the profession, including both pre-service and service dimensions; identify the context specific knowledge, skills and strategies rural and regional schools are looking for in graduate teachers; and develop and implement a revised Bachelor of Education program that reflects the needs of rural and regional education.

In this paper, we outline how we intend determining the demand for a community-based teacher education program in western Victoria and determining/negotiating community support for such an initiative.

New money for mental health : will it make things better for rural and remote Australia?

New Australian government funding for the Better Outcomes in Mental Health Care initiative is a significant step forward for mental health, with general practitioners now able to offer direct referrals to psychologists, social workers, occupational therapists and Aboriginal health workers. Incentives for better teamwork between GPs and other mental health professionals have been introduced, but may have unintended consequences, including an exacerbation of workforce shortages in rural and remote areas. Possible solutions to these shortages include rural scholarships for students in the mental health professions; recruitment and retention of students coordinated by university departments of rural health; better access to continuing professional development; and federally funded rural positions and additional financial incentives for rural mental health practitioners.

A cross-national comparison of school drug policies in Washington State, United States, and Victoria, Australia

Using mail survey data collected from primary and secondary school administrators in Washington State, United States, and in Victoria, Australia, this study compared aspects of the school drug policy environment in the 2 states. Documented substance-use policies were prevalent in Washington and Victoria but less prevalent in primary schools, especially in Victoria. Victorian school policy-setting processes were significantly more likely to involve teachers, parents, and students than processes in Washington schools. Consistent with expectations based on their respective national drug policy frameworks, school drug policies in Washington schools were more oriented toward total abstinence and more frequently enforced with harsh punishment (such as expulsion or calling law enforcement), whereas policies in Victorian schools were more reflective of harm-minimization principles. Within both states, however, schools more regularly used harsh punishment and remediation consequences for alcohol and illicit-drug violations compared to tobacco policy violations, which were treated more leniently. (J Sch Health. 2005;75(4):134-140)

Publishing in six socially oriented journals - the state of play globally and in Australia/NZ

This paper overviews the institutional publishing performance within 6 socially oriented journals. It identifies that authors publishing in these works come from a diverse range of countries. Although there is a dominance of publishing by North American Academics within the area, Australia and New Zealand in fact perform relatively better than one might anticipate based on the region’s size. A review of publishing performance by institutions in the region identifies that socially oriented research in fact occurs in a diverse cross section of institutions within the region as well.

New educational service products : tertiary EC/EB education - the Asia-Pacific region

Electronic Commerce (EC) / Electronic Business (EB) has been (and is expected to continue to be) a dynamic, rapidly evolving area of technology, requiring skilled people with up-to-date knowledge and skills. The global community has required (and still requires) tertiary academic programs to prepare and train these people quickly. In the late nineties, following a tidal wave of tertiary EC program development in the United States, new tertiary programs began to appear in the Asia-Pacific (AP) region to satisfy this need, over a very short period of time. This research project aims to examine whether the development and effectiveness of tertiary EC/EB educational programs can be enhanced through employing a particular marketing paradigm. Four regions - Australia, New Zealand, Hong Kong SAR and the Republic of Singapore — were selected from the AP region, for this study. Based on a review of marketing literature, an inductive approach is adopted to build a model for new educational service product offerings. I also provide a description and comprehensive analysis of EC/EB education, and explore the model empirically, examining how it applies to the way EC education programs have been developed, to date. Essentially, this project consists of two major activities: theory building and theory testing – and is divided into three parts. Part 1: Preliminary study – literature review for theory building. This section of the thesis provides a literature review of the domains of curriculum development, EC/EB program development and management, EC/EB component models and new service product development. Part 2 : Understanding the marketplace – quantitative analysis. This section comprises five major surveys which provide an understanding of EC/EB education. Part 3 : In-depth analysis – qualitative research for theory testing. This section discusses the results of the multiple case studies of EC/EB degree programs undertaken over a five year period. The results of this project highlight both theoretical and practical aspects of the topic. In terms of the theoretical aspect, I provide a contribution to existing theory concerning the planning and development of new tertiary education programs. Research into academic course development in the past has tended to assume that all program development is pedagogically based and influenced. There is an assumption that people only develop academic programs and academic courses for pedagogic reasons. What this research project has done is to suggest that there are, in fact, many possible reasons for developing new programs and that, although these reasons might be pedagogic in nature, they can also be industry-focased, and market-oriented in the following ways: -the university is shaping the way it is perceived by the public – that is, the market; -the university is highlighting where its expertise lies. This led me to a form of new service product development consistent with the new image of the university. There is a clear need for diverse models for program development which accommodate the dynamic roles of modern universities. My research project develops such a model based on conditions in the Asia-Pacific region, and discusses findings arising from the overall project, which can be used to improve new educational program offerings in future, in both the Asia-Pacific and, I suggest, in other regions. This potential use of my findings highlights the practical contribution made by the research Project.

Teachers' stories of change : an interpretive study of behavioural studies teachers' experiences of change in Tasmanian schools and colleges 1984-1994

Major changes in teachers’ work in Tasmania occurred in the decade 1984-1994. Understanding of those changes has, to date, primarily come from the perspective of educational administrators. A different perspective on the changes comes from the stories told by teachers of Behavioural Studies, teaching grades 11 and 12 in government and non-government schools. Twenty teachers participated in taped interviews or videorecorded focus groups. Their stories were transcribed and analysed using an adapted form of grounded theory to explicate the meaning(s) of the changes for these teachers. Interpretation of the teachers' stories has also been framed by understandings drawn from narrative studies of teachers and their work. The core analytic category of the teachers’ stories of educational change is the conflict between the ideologies of teacher professionalism and economic rationalism. The major themes of the teachers’ stories are systemic and administrative change, control, histories of the Behavioural Studies subject, workload, students and stress.