Putting literacy in the middle: key learnings from the middle years literacy research project

This article discusses the Middle Years Literacy Research Project and its design. The authors report on key findings and recommendations from the research. In particular the authors look at what is distinctive about teaching adolescent learners in middle years and what does the research show that is distinctive about teaching, the ways that literacy is understood and talked about, its various positioning in the middle years and, connections between effective literacy and effective learning. The article describes a Four Resources model as a framework for literacy teaching and learning for middle year education; literacy leadership, coordination, professional development and collaborative partnerships; and, what school strategies have the most potential to bring about long-term change and improvement in students' literacy and learning outcomes.

Educational research in a global economy of knowledge production : what troubles a traveling textworker?

The first (and most specific) postcolonial intersection to which this paper refers was constituted initially by an Australian-South African institutional links project (funded by the Australian federal government) and subsequent collaborations and partnerships between Australian and South African academics arising (directly or indirectly) from this project. In this paper I will focus on activities that were intended to enhance research capacity in educational leadership and in environmental education, with particular reference to appropriate methodologies and supervision practices. Other postcolonial intersections to which this paper will refer include those that have been formed as a result of international students from various locations in Africa and Asia studying at Deakin (either on-campus or by distance modes). My purposes in the paper are (i) to examine, through cases and examples, some ways in which difference (with particular reference to race, ethnicity, language and location) might be linked to individual and/or community dispositions to take up (or to reject) specific research methodologies and epistemologies, and (ii) to consider the implications of such differences and dispositions for academic practices directed towards developing 'communities of understanding' at postcolonial intersections.

'Research as dialogue' and cross cultural consultations : confronting relations of power

The 'rescuing' of Indigenous children (from their communities) through education, and the notions of assimilation associated with that, is an aspect of colonialism that has persisted into the so-called 'post-colonial' era. Recent national policy statements (eg. MCEETYA, 2000; NBEET, 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self determination and improve educational outcomes. In this paper, we report on the initial stage of a small empirical research project, Engaging Aboriginal Students In Education Through Community Empowerment.

'Research as dialogue' was a guiding principal and a primary aim was to listen actively to all key stake holders in the remote community setting, particularly to Indigenous parents, teachers and service providers, in order to identify current

strengths and concerns regarding the provision of culturally inclusive schooling; and then, to develop, on the basis of these consultations and in collaboration, community-based education projects that engage non-attending Aboriginal students.

In this paper, we critically analyse the difficulties as well as potential strengths of trying to form collaborative partnerships as researchers, across cultural differences and with diverse community groups. For example, what does 'acknowledging' very different cultural perspectives actually mean to/in this kind of research process? The ways in which relations of power amongst all parties are played out in/through such an approach is also opened up for scrutiny and further discussion.

Ethics guidelines for international multi-centre research involving people with intellectual disabilities

This position statement endorsed by the International Association for the Scientific Study of Intellectual Disabilities is designed to promote and facilitate research projects affecting and involving people with intellectual disabilities. The paucity of dedicated research infrastructure and expert ethical review processes to oversee research in this field, especially in developing countries, is asserted as a major issue to be addressed by both the scientific community and governments. International multicenter collaboration has been proposed as a means of addressing these problems. The statement draws on internationally recognized documents outlining the ethical considerations involved in human research activities. It interprets these documents in light of the particular needs and interests of people with intellectual disabilities and incorporates international consultation involving researchers from a variety of disciplines. It affirms the importance of ethical decision making in local communities. Specific recommendations are made concerning ethical review processes, research design considerations, consent processes and the conduct of research involving and affecting people with intellectual disabilities, their families and communities. Research proposals, especially those for international, multicenter projects, need to take into account cultural diversity among participants and differing legal requirements across jurisdictions, while at the same time maintaining the scientific rigor of the research protocol. Promoting partnerships between researchers and people with intellectual disability, together with their families, advocates and local communities are important considerations when developing research projects. Similarly, the development of strategies to both communicate findings to participants and their communities, and to promote their community's access to the benefits of these findings are all important ethical considerations.

Nutrition and mental health research in Australia and New Zealand: A review of progress and directions for the future

This review summarises nutrition and mental health research in Australia and New Zealand between 1986 and 2006. The method used to identify papers for inclusion was a search of computerised databases: Medline, Cinahl and Meditext 1986–2006, with subsequent bibliographical review. Key search words were nutrition, diet, mental disorder, mental illness, weight, physical health, Australia and New Zealand. Inclusion criteria included: English language, original data in peer reviewed journals, and examination of some component of nutrition in people with a mental illness. The review of thirteen papers found that the evidence base for dietetic practice in mental health has developed through small assessment and interventional research, often with multidisciplinary collaboration. Future research should include quality and outcome measures with intersectoral partnerships. Dietitians are well positioned to lead and participate in mental health research and to implement research findings to improve the nutritional status of this vulnerable group.

Building collaborative partnerships: a key to increasing Indigenous Victorian peoples' access to country

This article reports on a qualitative research study undertaken with Indigenous government employees to explore ways in which Indigenous communities can access programs involving caring for Country' (knowledge, responsibility and inherent right to protect the traditional natural landscape) on their traditional land and, in so doing. improve their health. Factors that optimise such nature-based projects are the capacity of their intention to build relationships, consultation. transparency, consistency, education and training between Indigenous communities. government and the general public. Government agencies need to develop strategies where partnership and collaboration are effective with Indigenous communities and within the agencies themselves, in order to resolve controversial issues surrounding access to Country.

Music teacher education partnerships as professional development

This paper reports my reflections of a school and university partnership carried out in Semester One 2008 by the Bachelor of Teaching (Primary/Secondary) music education specialist at a University in Melbourne. As students have a specific 'situated learning' experience at a primary school, their five-week visit during the ten-week semester acts as onsite professional development by both the music teacher and myself. Here students are able to reflect and discuss both content and pedagogical knowledge. They are also given the opportunity to teach small groups whilst being mentored by the music teacher and myself. I contend that by universities providing such opportunities as good exemplars of best practice in music education as a form of professional development students can only improve teaching and learning and be better prepared when entering the teaching profession.

In this paper I report on my pre-service music education students' experience as school based music teaching and learning as an effective form of professional development. My reflections are supported by my observational notes are informed by self study methodology I consider the link between tertiary and school partnership as a way forward to improve both the teaching and learning of music education. Universities in Australia are increasingly encouraged to forge pathways with schools where students and teacher educators have the opportunity to observe best practice, engage in teaching and learning onsite and reflect on both content and pedagogical knowledge. Such practice promotes educational praxis for a sustainable future.

Building capacity for rural health : the role of boundary crossers in coalition maturity for partnerships with external agents

The concept of partnership has entered policy rhetoric and is urged as good practice in a variety of domains including health. Rural communities tend to have fewer resources available for the provision of services such as health than their metropolitan counterparts, and so could be expected to benefit from partnerships with external agencies. Indicators of coalition maturity for working in partnership with external agents in order to build stronger communities are distilled from the group development and partnership research literature and considered in the light of the experiences of the University Department of Rural Health in community engagement. The chapter draws on experiences of two rural community coalitions working to plan and negotiate health service provision. The coalitions were analysed against the indicators. A key indicator of maturity and readiness for working in partnership with external agents is related to the behaviour of ‘boundary crossers’. Boundary crossers are defined as people who move freely between two or more domains and who understand the values, cultures and language, and have the trust, of both. Domains can be within a community or be the community and an external sector. Community health professionals, especially those in senior positions, often act as boundary crossers between the community and broader domains such as regional/state health services or policy, although other community members can fill the role. Other key indicators of coalition maturity for working in partnership with external agents include local leadership that empowers the community, a willingness of community coalitions to take risks and mould opportunities to meet their vision, and a culture of critical reflection and evaluation of past actions.

This chapter analyses the impact of boundary crossing behaviour on community readiness and partnerships with external agents that are intended to build rural community capacity to plan and negotiate health service provision. It is argued that the characteristics and modus operandi of boundary crossers who are members of rural community coalitions affect the level of maturity of the coalitions and community readiness to work with external agents. An understanding of the characteristics and modus operandi of boundary crossers provides valuable insights for external agents in designing their approach to partnerships that build rural community capacity for health.

Building capacity for rural health : the role of boundary crosser and the impact of their behaviours on community readiness partnerships

The concept of partnership has entered policy rhetoric and is urged as good practice in a variety of domains including health. Rural communities tend to have fewer resources available for the provision of services such as health than their metropolitan counterparts, and so could be expected to benefit from partnerships with external agencies. Indicators of coalition maturity for working in partnership with external agents in order to build stronger communities are distilled from the group development and partnership research literature and considered in the light of the experiences of the University Department of Rural Health in community engagement. The chapter draws on experiences of two rural community coalitions working to plan and negotiate health service provision. The coalitions were analysed against the indicators. A key indicator of maturity and readiness for working in partnership with external agents is related to the behaviour of ‘boundary crossers’. Boundary crossers are defined as people who move freely between two or more domains and who understand the values, cultures and language, and have the trust, of both. Domains can be within a community or be the community and an external sector. Community health professionals, especially those in senior positions, often act as boundary crossers between the community and broader domains such as regional/state health services or policy, although other community members can fill the role. Other key indicators of coalition maturity for working in partnership with external agents include local leadership that empowers the community, a willingness of community coalitions to take risks and mould opportunities to meet their vision, and a culture of critical reflection and evaluation of past actions.

This chapter analyses the impact of boundary crossing behaviour on community readiness and partnerships with external agents that are intended to build rural community capacity to plan and negotiate health service provision. It is argued that the characteristics and modus operandi of boundary crossers who are members of rural community coalitions affect the level of maturity of the coalitions and community readiness to work with external agents. An understanding of the characteristics and modus operandi of boundary crossers provides valuable insights for external agents in designing their approach to partnerships that build rural community capacity for health.

Leadership for rural school community partnerships

This paper presents a model for examining effective leadership for rural school community partnerships, derived from Australian research supported by the Rural Industries Research and Development Corporation. The research team investigated effective school community partnerships in five different Australian rural locations. Four government and one independent school featured in the study. Partnership effectiveness was confirmed by seeking advice from a range of experts including State, Commonwealth, independent school and Catholic education authorities, as well as rural education professionals. The particular focus of the study was on the community outcomes of such partnerships.

The model is consistent with, but further develops, earlier partnership models. It uses the leadership process, rather than the leader, as the unit of analysis. The model outlines a five-stage process of partnership development: trigger, initiation, development, maintenance and sustainability. While the stages of the process appear to be consistent across study sites, the way in which the model is implemented differs according to context, with factors such as the level of maturity of the school community partnership influencing the process. The flexibility of the model, in terms of better understanding the contextualised nature of educational leadership, suggests it has broader application beyond rural school community partnerships.

Partnerships and place : mobilising resources from outside

Partnerships facilitate sharing of resources and can create outcomes that are more than the sum of partners’ contributions. The concept of partnership has entered policy rhetoric and is urged as good practice, sometimes along with consideration of place. For example, Mears et al’s recent academic critique of health policy holds that modern health systems should have a sense of place and be partnership orientated, as well as being primary care based and pragmatic in adopting effective practice. It is easy to regard partnership as unequivocally a good thing, however this is a simplistic view that ignores issues such as power imbalances, self-seeking behaviour of partners and the often complex, resource intensive and sensitive process required to establish and sustain partnerships. Rural communities tend to have fewer resources available for the provision of services such as health and education than their metropolitan counterparts, and so could be expected to benefit from partnerships with outside services and resource providers. Factors such as distance and lack of power in many professional and political domains imply that rural communities are also more likely to encounter barriers in establishing and maintaining partnerships with metropolitan based partners.

There is a growing literature on the composition and outcomes of partnerships in a variety of contexts and settings, including rural place-based communities, but relatively little about the partnership process. Understanding this process is a key step in designing policy at the system level and in developing and maintaining partnerships at the grass roots level. This paper makes a contribution to this gap by presenting lessons from the analysis of rural-urban partnerships around health services for two rural Tasmanian communities.

Maturing school-community partnerships : developing learning communities in rural Australia

This paper reports findings from a project that examined the extent and nature of the contribution of rural schools to their communities’ development beyond traditional forms of education of young people. Case study communities in five Australian States participated in the project, funded by the Rural Industries Research and Development Corporation. Communities and schools that share the belief that education is the responsibility of the whole community and work together, drawing on skills and knowledge of the community as a whole, experience benefits that extend far beyond producing a well-educated group of young people. The level of maturity of the school– community partnership dictates how schools and communities go about developing and sustaining new linkages, or joint projects. Twelve characteristics central to the success of school–community partnerships were identified. The characteristics are largely sequential in that later characteristics build on earlier ones. Underscoring these characteristics is the importance of collective learning activities including teamwork and network building, which have been identified elsewhere as key social capital building activities. A generic model of the relationship between the indicators of effective school–community partnerships and the level of maturity of those partnerships is forwarded.

Our health in our hands : building effective community partnerships for rural health service provision

This paper reports findings from a study in two small Tasmanian rural communities that examined the process of developing and sustaining partnerships between health services and their communities. It identifies a generic framework for partnership development that appears to be common to partnerships, regardless of their purpose or of partners involved. The framework comprises ten predictors or indicators of effectiveness, and a sequential nine-stage partnership development process. Integral to the framework are social capital, and the leadership practices of health service and community leaders. The influence of context on the partnership development process is also examined, with reference to historical precedent, age or maturity of the partnership, and community readiness.

Decision making to support an integrated infrastructure supply chain industrial ecological approach within public private partnerships

Supply chains are complex adaptive systems for which final performance depends upon numerous interdependent decisions made by numerous firms which synthesise inputs from various resources systems.  The dynamic interdependent behaviour of social, economic, material and informational resource systems within eco-industrial settings that support the built environment life cycle supply chains can be studied at the supply chain level.  The impact of megaprojects is significant and holds promise to explore the impact of decisions on various systems as it combines project and system boundaries.  Megaoprojects considered as major events within systems can produce critical revolutionary impacts on the systems within which they are embedded.  The decisions that are made on megaprojects are central to risk management.  typically major infrastructure projects are procured through a form of public private partnership (PPP).  The core principle of PPP is value for money which refers to the best available outcome attempting to take account of all benefits, costs and risks over the whole life of the procurement.  In this paper the focus is on Australia where there has been considerable acitivity in the use of PPPs.  With recent national infrastucture packages proposed to stimulate the economy due to the global financial crisis, decision modelling on risks is a revelant and critical matter not only in practice but also in the research community.  PPPs encourage the whole-of-lifecycle approach in the procurement and management of public sector assets by transparently recognising the costs and risks associated with the whole life of the required service or facility, thus integrated whole of life supply chains can be considered.  By creating a single point of responsibility for an entire project from inception through operation, a strong incentive is created for thinking about the effects that a design or construction decision will have on the effectiveness and efficiency of managing and maintaining a facility during its operational life.  The decision to procure holistic supply chains becomes a much more viable commercial reality in the PPP environment than previously considered in the usual commercial construction spot transactional approach.  These types of decisions tend to be imprecise, approximate and complex requireing justification and reasoning logic rather than the classical 'truth' logic.  The purpose of this paper is to develop a theoretical decision framework which combines interdependency and multi-values logic for supply chain procurement modelling.

Developing a rural and regional science challenge to utilise community and industry-based partnerships

Interest and participation in science in schools has been declining for many years and there is a genuine need to rejuvenate interest in science at the high school level. One possible solution is the completion of challenging science projects which fulfill an authentic purpose in the community. This paper discusses the results of ongoing research into the establishment of a rural and regional Science Challenge which makes use of partnerships with local industries and community groups to encourage the development of authentic science projects. In the development of the Science Challenge, many issues are emerging in relation to teachers' work, resources, administration and school cultures. This paper reports on the preliminary findings and indicates directions for the future.