How school and university supervising staff perceive the pre-service teacher education practicum: A comparative study

This paper reports on research conducted in two Australian universities to evaluate factors that are perceived to significantly impact on the professional experiences of pre-service teachers during practicum. Contextualised within teacher education programs in an urban university in Tasmania and a regional university in Queensland, the particular focus of this paper is the beliefs and experiences of school and university supervising staff members regarding the efficacy of the practicum in enabling students to integrate into practice the knowledge and skills they have acquired in their university coursework. Findings generated from the comparative analysis of both mixed methods studies revealed some differences but predominantly a number of similarities between the perceptions of the two samples of school practitioners and university staff members towards practicum. Three key findings are presented and discussed in this paper.

School practitioners’ perceptions of the pre-service teacher education practicum: a comparative study

The importance of strong school-university partnerships in bridging the so-called theory- practice gap in pre-service teacher education has been well established in the literature. The experiences of pre-service teachers during practicum have in particular been shown to be enhanced where there are strong links between the two educational sectors. This paper draws from research conducted in two diverse Australian pre-service teacher education programs to evaluate factors that are perceived to profoundly impact on the professional experiences of pre-service teachers during practicum. The particular focus of this paper is the beliefs and experiences of school practitioners and university staff members regarding the efficacy of the practicum in enabling students to enact theory in practice. A mixed methods approach was adopted for both studies, one of which was located in an urban university in Tasmania, the other in a regional university in Queensland. Findings generated from the comparative study of both programs revealed some differences but predominantly a number of similarities between the perceptions of the two samples of school practitioners and university staff members towards practicum. Three key findings are presented and discussed in this paper.

Ways in which theory and practice are integrated in the pre-service teacher education practicum

This paper reports on a study into pre-service teachers’ perceptions about their professional development during practicum. The study examined to what extent, and how effectively, one group of pre-service teachers was able to integrate theory and practice during a three-week practicum in the first year of their degree. Data for this mixed methods study were drawn from one cohort of first-year students undertaking the Master of Teaching (MTeach), a graduate-level entry program in the Faculty of Education at an urban Australian university. Although there is a strong field of literature around the practicum in pre-service teacher education, there has been a limited focus on how pre-service teachers themselves perceive their development during this learning period. Further, despite widespread and longstanding acknowledgement of the “gap” between theory and practice in teacher education, there is still more to learn about how well the practicum enables an integration of these two dimensions of teacher preparation. In presenting three major findings of the study, this paper goes some way in addressing these shortcomings in the literature. First, opportunities to integrate theory and practice were varied, with many participants reporting supervision and scheduling issues as impacting on their capacity to effectively enact theory in practice. Second, participants’ privileging of theory over practice, identified previously in the literature as commonly characteristic of the pre-service teacher, was found in this study to be particularly prevalent during practicum. Third, participants overwhelmingly supported the notion of linking university coursework assessment to the practicum as a means of bridging the gap between, on the one hand, the university and the school and, on the other hand, theory and practice. The discussion and consideration of findings such as those reported in this paper are pertinent and timely, given the ratification of both the National Professional Standards for Teachers and the Initial Teacher Education Program Standards by the Australian Federal Government earlier this year. Within a number of the seven Professional Standards, graduate teachers are required to demonstrate knowledge and skills associated with both the theory and practice of teaching and with their effective integration in the classroom. To be nationally accredited, pre-service teacher education programs must provide evidence of enabling pre-service teachers to acquire such knowledge and skills.

Then and now: developing capacity and transforming pedagogy in online pre-service teacher education

The aim of the study reported in this paper was to evaluate the perceived benefit of video-recorded interviews as an alternative to the traditional lecture format in pre-service teacher education programs. Pre-service teachers traditionally struggle with the gap that they perceive exists between the theories taught at university and the practical competencies they require as teachers in primary and secondary school contexts. Additionally, they report that the shift from face-to-face to online delivery of course content, rapidly being adopted in the tertiary environment, seems to have often been made without associated shifts in format and pedagogy.

In the previously mentioned study, participants were drawn from cohorts of more than 300 pre-service teachers enrolled in an inclusive Education course in the Faculty of Education of an urban Australian university. The course was delivered both online and face-to-face on three campuses of the university to students in three different Education programs. In order to provide an alternative to the traditional lecture format, the developer of this course initiated and created video-recorded interview dialogues which were subsequently uploaded into the Faculty’s Learning Management System for student access. The interviews, conducted by the Course Coordinator, were held with a number of professionals with field experience relevant to key concepts of the course.

Data were collected from Student Evaluation of Teaching and Learning (SETL) questionnaires. The questionnaires were designed to gather both quantitative and qualitative data from the pre-service teachers about the extent to which the use of video-recorded interview dialogues enhanced their learning. In particular the questionnaires sought to ascertain whether, in the views of the pre-service teachers, this delivery method, first, engaged and interested them, and, second, assisted their learning through linking theory to practice. This paper provides a synthesis of the study’s findings and explores their implications for the delivery of learning experiences in both the online and on-campus modes of pre-service teacher education programs. A focus is placed on how video-recorded interviews can be used to enhance resource accessibility and to increase pre-service teachers’ engagement and learning in coursework.

A new beginning? John Yandell's the social construction of reading in urban classrooms

John Yandell’s The Social Construction of Meaning: Reading Literature in Urban Classrooms provides a powerful counterpoint to current policy discourse in education. By focusing on the social interactions that occur in the classrooms of two English teachers, Yandell shows how their pupils are able to explore dimensions of language and experience that far exceed the outcomes prescribed by official curriculum documents. This is because their teachers conceive of reading as a social activity in which everyone can participate. Yandell thereby affirms the value of a literary education as an integral part of an educational project that is genuinely democratic and inclusive.

Unauthorised human use of an urban coastal wetland sanctuary: current and future patterns

Urban expansion brings profound impacts and challenges to many ecosystems, including wetlands. Unauthorised public access to wetland sanctuaries can lead to a number of management problems, such as increasing disturbance to migratory shorebirds. We investigate unauthorised human use of a coastal urban wetland located in Melbourne, Australia, and use current results to predict future patterns of visitation under different management and urban development scenarios. Despite being officially closed to the public, 20.8% of the 574 ha wetland experienced human intrusions during the sampling period. These were most frequent in the section which directly abuts residential development where over 50% of the wetland experienced intrusions. The most frequently observed activities were walking (4.8 ± 4.9 intrusions per observation day), dog walking (8.5 ± 4.5), cycling (3.0 ± 1.8) and motorised trail bike riding (2.5 ± 1.0). There were significant negative relationships between the occurrence of intrusions and distance from the wetland boundary and access points. Walkers and dog walkers were likely to intrude more deeply into the wetlands than other users. We predict that once residential development is completed around the entire perimeter of the wetland that 48% of the total area will be subject to intrusions. This will increase to 58.8% if internal management tracks are opened for public use. We recommend that the current access policy is maintained, and compliance is enhanced through education and additional physical barriers. © 2006 Elsevier B.V. All rights reserved.

Access to social insurance in urban China: a comparative study of rural-urban and urban-urban migrants in Beijing

 Since 1958 the hukou (household registration) system has assigned Chinese citizens either a rural or urban status. Some studies argue that the rural-to-urban migrants in China who do not have urban hukou are not entitled to urban social insurance schemes, due to institutional discrimination, which applies differing treatment to urban and rural hukou (chengxiang fenge). Although rural-urban migrants participate less in the social insurance system than their counterparts with urban hukou, a closer examination of recent policy developments shows that migrants actually do have the legal right to access the system. This implies that discrimination between rural and urban workers has been declining, and distinctions based on household registration status are less able to explain China's current urban transition. This paper provides a new way of examining Chinese migrants' social insurance participation, by adopting a framework that includes both rural-to-urban migrants and urban-to-urban migrants, which are an important, but less studied, migrant group. Among our key findings are that urban migrants are more likely to sign a labour contract than rural migrants; urban migrants have higher participation rates in social insurance than rural migrants; having a labour contract has a greater impact than hukou status in determining whether Beijing's floating population accesses social insurance; and urban migrants who have signed a labour contract have higher participation rates in social insurance than either rural migrants or urban migrants without a labour contract. © 2013 Elsevier Ltd.

Effects of intergroup contact on attitudes of Chinese urban residents to migrant workers

 One consequence of China's marketisation has been the emergence of a 'floating population' - rural Chinese who migrate to China's cities to work. Many urbanites have negative attitudes towards such migrants. To understand how these negative attitudes might be ameliorated, the paper employs Allport's influential contact hypothesis to investigate whether urbanite-migrant friendships affect attitudes. More negative attitudes were observed among males and older urbanites. There was no effect of simply knowing a migrant, supporting Allport's thesis that non-intimate contact is not sufficient to affect attitudes. Friendship alone did not influence attitudes, but interaction effects were detected between having migrant friends and each of age, income and education. Negative attitudes were reduced among urbanites in older, higher-income and higher-education groups if they had a migrant friend. © 2006 The Editors of Urban Studies.

Planning education and indigenous knowledge systems in Australia: where are we?

In 2008 Sarah Oberklaid reviewed the state of Indigenous knowledge systems in the Planning Institute of Australia (PIA)-accredited University planning programs and found a fragmented unfocused suite of agendas and attempts at addressing this increasingly important moral, cultural and land use management issue. While Oberklaid statistically validated what several authors have observed, and continue to observe, there appears to have been little action by programs, and specifically the PIA (Planning Institute of Australia), to address this issue and reposition their education accreditation policies; with the latter increasingly reluctant to engage with their professional responsibilities. This paper appraises this situation and foreshadows continuing research that may better inform and support a change of perspective by the PIA andthese programs.

Trends in body mass index according to educational attainment for urban Australian adults between 1980 and 2007

BackgroundWe have previously demonstrated that between the years 1980 and 2000, the mean body mass index (BMI) of the urban Australian population increased, with greater increases observed with increasing BMI. The current study aimed to quantify trends over time in BMI according to education between 1980 and 2007.MethodsWe compared data from the 1980, 1983 and 1989 National Heart Foundation Risk Factor Prevalence Studies, 1995 National Nutrition Survey, 2000 Australian Diabetes, Obesity and Lifestyle Study and the 2007 National Health Survey. For survey comparability, analyses were restricted to urban Australian residents aged 25-64 years. BMI was calculated from measured height and weight. The education variable was dichotomised at completion of secondary school. Four age-standardised BMI indicators were compared over time by sex and education: mean BMI, mean BMI of the top five percent of the BMI distribution, prevalence of obesity (BMI⩾30 kg/m(2)), prevalence of class II(+) obesity (BMI⩾35 kg/m(2)).ResultsBetween 1980 and 2007, the mean BMI among men increased by 2.5 kg/m(2) and 1.7 kg/m(2) for those with low and high education levels, respectively, corresponding to increases in obesity prevalence of 20(from 12% to 32%) and 11(10% to 21%) %-points. Among women mean BMI increased by 2.9 kg/m(2) and 2.4 kg/m(2) for those with low and high education levels respectively, corresponding to increases in obesity prevalence of 16(12% to 28%) and 12(7% to 19%) %-points. The prevalence of class II(+) obesity among men increased by 9(1% to 10%) and 4(1% to 5%) %-points for those with low and high education levels, and among women increased by 8(4% to 12%) and 4(2% to 6%) %-points. Absolute and relative differences between education groups generally increased over time.ConclusionsEducational differences in BMI have persisted among urban Australian adults since 1980 without improvement. Obesity prevention policies will need to be effective in those with greatest socio-economic disadvantage if we are to equitably and effectively address the population burden of obesity and its corollaries.International Journal of Obesity accepted article preview online, 16 March 2015. doi:10.1038/ijo.2015.27.

Learning transitions-a descriptive study of nurses' experiences during advanced level nursing education

BACKGROUND: Building capacity in a changing health care system is a challenge for advanced nursing education programs. Master-level nursing education is increasingly becoming the required education level for specialist nurses, and additional studies are needed to learn more about students' experiences and learning transitions while undertaking such education. This study aimed to explore nursing students' experience of their learning transitions while undertaking advanced nursing education and to describe how they translated the new knowledge and competence they gained into clinical practice. METHODS: We used a qualitative research design with narrative self-reported reflections. 34 nurses (95 % women) from both urban and rural areas working with children, with adults in outpatient and inpatient endocrinology clinics in hospitals or with adults, including older people, attending primary health care services participated in the study. We collected data at two time points 15 months apart. Time one was the first week of the advanced nursing education, and time two was the completion of the education program. We used Malterud's modification of Giorgi's phenomenological analysis, otherwise known as systematic text condensation, to analyze the data. RESULTS: Two core themes captured the participants' experiences. The first theme was "assessing the situation of people with diabetes from a different perspective", with the subthemes "an expanded perspective of practice and higher level of reflection", "applying critical thinking in practice" and "changing patient-nurse relationships in diabetes care". The second core theme was "a change in participants' perception of their professional position", with the subthemes "a greater knowledge base enhancing professional confidence" and "a more equal position within the professional team". CONCLUSIONS: The study provides in-depth information about transition into advanced nursing education and can inform curriculum developers, nurse educators, policy-makers and nursing managers about how nursing education broadened participants' perspectives of nursing and enhanced their confidence and professional position.

Economic edifice, urbanisation and rural education in developing countries

The nexus between economic edifice, urbanisation and education is a somewhat understudied area in the academic literature. This applies especially to the urban-rural nexus and its impact on transition in economic edifice, which are especially pronounced in developing countries. This article addresses some selected consequences of urbanisation on education in developing countries within a context of transition in economic edifice. It is argued that transitions in economic edifice are for rural populations at times unrestrained and precipitous. It is further argued that the transition economic edifice impacts on social, economic and personal interests of not only the school-aged population, but also of the working and retired population. Against this background, this article discusses factors relating to effects of urbanization within a context of urbanisation and urbanisation theories, including transition in economic edifice, globalization, employment and employability, and vocationalisation of education. In conclusion opportunities and challenges for education in the context of transforming an economic structure in rural areas in a contemporary context is brought to the fore.

Job satisfaction and response to incentives among China's urban workforce

This article examines job satisfaction and incentive structures among China's urban workforce. The main determinants of job satisfaction are found to be age, education, occupation and personal income. The criteria that Chinese urban employees considered most important when choosing a job were job stability, a high income and professional development. Employees who considered job stability, high income, professional development opportunities, work/life balance and provision of social insurance as being important when selecting a job were more likely to have higher levels of job satisfaction. © 2008 Elsevier Inc. All rights reserved.

School based education programme to reduce salt intake in children and their families (School-EduSalt): cluster randomised controlled trial

Objective To determine whether an education programme targeted at schoolchildren could lower salt intake in children and their families. Design Cluster randomised controlled trial, with schools randomly assigned to either the intervention or control group. Setting 28 primary schools in urban Changzhi, northern China. Participants 279 children in grade 5 of primary school, with mean age of 10.1; 553 adult family members (mean age 43.8). Intervention Children in the intervention group were educated on the harmful effects of salt and how to reduce salt intake within the schools' usual health education lessons. Children then delivered the salt reduction message to their families. The intervention lasted for one school term (about 3.5 months). Main outcome measures The primary outcome was the difference between the groups in the change in salt intake (as measured by 24 hour urinary sodium excretion) from baseline to the end of the trial. The secondary outcome was the difference between the two groups in the change in blood pressure. Results At baseline, the mean salt intake in children was 7.3 (SE 0.3) g/day in the intervention group and 6.8 (SE 0.3) g/day in the control group. In adult family members the salt intakes were 12.6 (SE 0.4) and 11.3 (SE 0.4) g/day, respectively. During the study there was a reduction in salt intake in the intervention group, whereas in the control group salt intake increased. The mean effect on salt intake for intervention versus control group was -1.9 g/day (95% confidence interval -2.6 to -1.3 g/day; P<0.001) in children and -2.9 g/day (-3.7 to -2.2 g/ day; P<0.001) in adults. The mean effect on systolic blood pressure was -0.8 mm Hg (-3.0 to 1.5 mm Hg; P=0.51) in children and -2.3 mm Hg (-4.5 to -0.04 mm Hg; P<0.05) in adults. Conclusions An education programme delivered to primary school children as part of the usual curriculum is effective in lowering salt intake in children and their families. This offers a novel and important approach to reducing salt intake in a population in which most of the salt in the diet is added by consumers.

Moderating effects of age, gender and education on the associations of perceived neighborhood environment attributes with accelerometer-based physical activity: the IPEN adult study

The study's purpose was to examine age, gender, and education as potential moderators of the associations of perceived neighborhood environment variables with accelerometer-based moderate-to-vigorous physical activity (MVPA). Data were from 7273 adults from 16 sites (11 countries) that were part of a coordinated multi-country cross-sectional study. Age moderated the associations of perceived crime safety, and perceiving no major physical barriers to walking, with MVPA: positive associations were only found in older adults. Perceived land use mix-access was linearly (positive) associated with MVPA in men, and curvilinearly in women. Perceived crime safety was related to MVPA only in women. No moderating relationships were found for education. Overall the associations of adults' perceptions of environmental attributes with MVPA were largely independent of the socio-demographic factors examined. These findings are encouraging, suggesting that efforts to optimize the perceived built and social environment may act in a socially-equitable manner to facilitate MVPA.