Musical arts education in Africa : differentiation, integration and disassociation

By discussing the future challenges to musical arts education in Africa in which local cultural practices are valued, the differences of those historically marginalised by virtue of gender, race, ethnicity, and class, are celebrated. In Africa, musical arts education and culture are regarded as an integral part of our life, which not only embraces the spiritual, material and intellectual aspects of our society, but also contributes greatly toward our emotional development. This affirms the integrity and importance of various forms of 'Art' including literature, technology, design, dance, drama, music, visual art, media and communication.

This paper will discuss the future of African musical arts education programmes through the dynamic cycle of differentiation, integration and disassociation. The authors will consider the concept of ‘differentiation’, ‘integration’ and ‘disassociation’ within musical arts practice. An analysis of selected international arts education programmes provides a globally differentiated perspective through a discipline-based approach. In the African context, arts education programmes are located within an integrated approach. The structure of a Music Action Research Team (MAT cell) in Southern African Developing Community (SADC) countries will be highlighted as a means to address disassociation through the active engagement of professional development programmes offered by the Centre for Indigenous African Instrumental Music and Dance (CIIMDA).

Do what we do: a multimodal approach to planning and teaching

Quality teaching and learning in teacher education can be enriched across campuses for both the academics and the student bodies when focus is given to the development of dynamic ICT rich learning experiences. This paper focuses on the learning journey of two academics and their preservice teacher education students located on two regional campuses, 200km apart, and how planning, communicating, implementing, presenting, evaluating, and reflecting took place within a framework of collegiality. The unit, entitled, ‘The Literacy Teacher, the Profession and the Community’ was a final year unit within the undergraduate Bachelor of Education program. Specifically this paper discusses how a multimodal teaching and learning environment using a range of new communication technologies enhanced the both the teaching and the learning experience for our pre-service teacher education students.

Teaching values

Teaching Values has been designed to support teachers to introduce the Nine Values for Australian Schooling (Australian Government 2005) to their students and to build on the work that they and their schools do in the name of values education. It does not set out to be the definitive text rather it contributes to the current and historical discourse in this area by providing a unique approach to this complex area of the school curriculum. Using a range of texts sourced from collections held by the National Museum of Australia the book uses textual analysis as an approach to teaching values.

Teaching Chinese, teaching in Chinese, and teaching the Chinese

This article examines specific issues encountered in various areas of Chinese teaching in Australia. These issues are linked to the spheres of language planning as acquisition and as recovery and language planning as retention (Lo Bianco, 10.1007/s10993-006-9042-3). Specifically relevant to Chinese in Australia is its current prominence in formally declared national language policy, its changing status over time and its similarities and differences with Chinese in the United States (Wang, 10.1007/s10993-006-9043-2). The internationalization of education, and its commodification, has in recent years led to a major expansion in the range of offerings in Chinese in Australia, now catering to growing, and in some institutions to numerically dominant, groupings of native speakers with radically different language and academic needs from the traditional clientele of tertiary and school Chinese programs.

Sedation and analgesia management for mechanically ventilated adults: literature review, case study and recommentations for practice.

The quality of sedation management in mechanically ventilated patients has been a source of concern in recent years. This paper summarises the literature on the principles of optimal sedation, discusses the consequences of over and undersedation, highlighting the importance of appropriate pain management, and presents a case study using the results of an audit of 48 mechanically ventilated adults. As a result of the review and audit, we are implementing changes to practice.

The most important recommendations from the literature are the use of a sedation scale, setting of a goal sedation score, appropriate pain management and implementation of a nurse initiated sedation algorithm. Other recommendations include use of bolus rather than continuous sedative infusions and recommencing regular medications for anxiety, depression and other phychiatric disorders as soon as possible. A recommendation arising from our audit was the need to identify patients at high risk of oversedation and undersedation and adopt a proactive rather than reactive approach to management. The practice goal is to provide adequate and appropriate analgesia and anxiolysis for patients. This will improve patient comfort while reducing length of mechanical ventilation and minimising risk of complications.

Planning and teaching mathematics lessons as a dynamic, interactive process

We are researching actions that teachers can take to improve mathematics learning for all students, with particular attention to specific groups of students who might experience difficulty. After identifying possible barriers to learning, we offered teachers mathematics lessons structured in a particular way. Teachers’ use of the model outlined in this paper seemed productive and their resulting planning and teaching proved to be dynamic and interactive. This paper uses excerpts from a conversation between two teachers to illustrate specific aspects of the model.

Becoming a physical education teacher : contemporary and enduring issues

The only current Australia/New Zealand text designed for students studying in this secondary Key Learning Area. This title offers a contemporary approach to the subject by combining a strong focus on issues of practice with an accessible theoretical perspective.

P(ICT)ures of English : teachers, learners and technology

The increasing challenges presented by information and communication technologies (ICTs) and the need for English curriculum to prepare young adults for the digital world are raised in this work. Viewed from the standpoint of current theoretical debates on the subject among educators, it draws on a wide range of classroom and real-world experiences to explore how technology affects the instruction of English. Teachers' knowledge of these technologies and their practices in assimilating them into English curriculums are celebrated and exciting scenarios for the future are presented.

Nursing educations and graduates : profiles for 2001 and projections for 2002

The present study was commissioned for the National Review of Nursing Education. This is the second of two national studies commissioned to map in detail nursing education programs and to profile and make future projections regarding graduates from undergraduate and postgraduate nursing education courses in Australia.

The first study was undertaken in 2001 by Deakin University School of Nursing under the auspices of the 2001 Evaluation Investigations Project titled "Nursing Education and Graduates: Profiles for 1999, and 2000 with projections for 2001". This project sought data on nursing education within Australia in order to improve the accuracy of nursing education databases and to strengthen the ability of DETYA to provide advice on workforce planning. Issues that arose from that project included differences in data sets for undergraduate nursing courses in Australia and the complex process of attempting to tease out and accurately quantify postgraduate specialty courses when a trend towards postgraduate generic courses was evident. Approximately 26% of postgraduate domestic student enrolment data were reported utilising a generic nursing course category.

The purpose of this study was, therefore, twofold. Firstly, this study validated and extended the existing database developed in the previous study mapping in detail the full range of undergraduate programs offered by tertiary education providers across Australia that lead to an initial qualification and entry into nursing practice.

New data about the following was sought:

* Undergraduate nursing degrees (both three-year and four-year courses);
* Double/combined nursing degrees;
* Courses offered by private universities;
* Four-year bachelor degrees that concurrently provide both initial nurse registration and preparation for specialty nursing practice;
* Courses that facilitate ‘fast-tracking’ of students for initial nurse registration with previous tertiary or nursing studies,
* Hours and configuration of clinical experience in undergraduate nursing courses.

A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report

The outcome from this project produces a database of over 185 projects and 726 publications relating to numeracy research to systematically ‘mapped’ Australian research on primary school numeracy over the last decade. The database incorporates research summaries and findings that are easily accessible to teachers and teacher educators, and act as a valuable tool for determining further research directions. The project report examines the available research and organises the discussion of the research findings under a set of themes and sub-themes.

Some summarised examples from the report reveals that:

* Effective teachers of numeracy:
- have high expectations of their students;
- focus on children’s mathematical learning, rather than on providing pleasant classroom experiences;
- provide a challenging curriculum;
- use higher-order questioning;
- make connections both within mathematics and between mathematics in different contexts; and
- use highly interactive teaching involvement with students in class discussion.

* Effective professional development programmes:
- provide teachers with the time and appropriate resources to enable them to reflect on their teaching;
- provide continuing support and encouragement while teachers explore possibilities and trial new strategies in their classrooms;
- involve teachers in school-based and wider networks;
- are of sufficient duration to allow significant changes to habitual beliefs and practices; and
- create opportunities for the exploration of theory-practice relationships.