Primary teacher beliefs and practices in working and thinking scientifically and technologically

What are primary teachers' beliefs about thinking and working scientifically and technologically? How do the teachers' beliefs manifest in classroom practice? What differences do the teachers see between thinking and working scientifically and technologically? These questions were central themes of the case study research. Interviews and classroom observation were the techniques used to identify how three experienced primary teachers' beliefs about thinking and working technologically and scientifically were manifested in their classroom practice.

Health-related beliefs, explanations and actions of older Anglo-Celtic-Australians

This thesis was an exploration of the health-related understandings and experiences of older Anglo-Celtic-Australians from a disadvantaged metropolitan locality. New insights were gained about the relationship between disadvantage and poor health outcomes; particularly the impact of limited self-care practices in combination with difficulties relating to the health care professionals.

Health beliefs and behaviours of home economics teachers in Victoria

Data from questionnaires mailed to post-primary home economics teachers suggests that they possess untapped knowledge and expertise that could be used in intersectoral approaches to health promotion outside classroom teaching.

The role of positive irrational beliefs in mental health & wellbeing

This research found that positive irrational beliefs can be separated into distinct categories. These categories only had weak power for explaining aspects of mental health, including emotional state, satisfaction with life, and self-esteem. The direction of these relationships also varied according to the specific positive irrational beliefs being examined. The portfolio presents four case studies to examine the importance of a biopsychosocial model of health and concludes that all health professionals need an understanding of the potential interactions impacting on individuals' experiences with particular conditions.

Beliefs, practices, and expectations of oral teachers of the deaf

This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist paradigm, whereas those using an Auditory Oral approach were more likely to adopt a constructivist paradigm. Those using a mixed approach (AV/AO) adopted a paradigm that was a mix of both positivist and constructivist. Results suggest that there is a strong relationship between the underlying beliefs of teachers and the model of practice that they adopt, and that professional experience, professional development and the inclusion movement exert an influence on those beliefs and practices.

Music teaching is more than telling : attitudes and beliefs of Australian pre-service teachers

Pre-service teachers’ views are often confronted at tertiary level in regards to theories of teaching and learning which can through discussion and reflection change their perceptions and their understanding of classroom practice. Tertiary educators are challenged to develop positive attitudes and beliefs about education to their pre-service students if music education is to be valued in all educational settings. Drawing on educational perspectives on teaching, this article investigates the myriad of influences that shape pre-service teachers’ attitudes and beliefs about music teaching and learning. Between 2005-2009 final year music teacher education students from Deakin University and Monash University (Melbourne, Australia) participated in a research project entitled Intercultural attitudes of pre-service music education students. This article draws on the 2008 cohort interpersonal and affective attributes regarding what they thought makes a good teacher and how they would see themselves as future music teachers. Whilst the findings provide important insights into Australian pre-service teachers they also hold similar significance for teacher education in general. I contend that continued research with our students can only help us as tertiary educators to prepare our students to be effective teachers.

What were they thinking? An exploration of child sexual offenders' beliefs using a lexical decision task

Cognitive distortions have been afforded a key role in the offending behaviour of child sexual offenders. While the mechanisms underlying cognitive distortions are not fully understood, they are generally thought to reflect entrenched beliefs that distinguish child sexual offenders from other individuals. We investigated this hypothesis using a robust experimental technique called the lexical decision task. Child sexual offenders, offender controls, and non-offender controls completed a lexical decision task in which they responded to words that completed sentences in either an offence-supportive or nonoffence-supportive manner. Contrary to predictions, child sexual offenders did not respond faster to words that were consistent with offence-supportive beliefs, relative to controls. However, they did show accelerated recognition for word stems supporting external locus of control beliefs. These results highlight the need to use cognitive experimental methods to study child sexual offenders' beliefs, and the importance of investigating potential alternative drivers of cognitive distortions.

What's in a measure? A multi-method study of child sexual offenders' beliefs

The hypothesis that child sexual offenders (CSOs) hold distorted, offence-supportive beliefs is usually investigated using interview and questionnaire techniques. However, in light of various problems associated with the use of these techniques, researchers are increasingly turning to cognitive-experimental approaches. To date, no study has examined potential differences in the nature of the beliefs that are revealed using interview, questionnaire, and experimental methods. In this study, data is gathered using these three methods and the results triangulated. CSOs are interviewed and the content categorised into five belief types. CSOs and offender controls then complete a questionnaire measure of offence-supportive beliefs and an experimental task (Rapid Serial Visual Presentation-Modified, or RSVP-M), which uses sentence reading times to explore content held in cognitive structures. As hypothesised, CSOs showed evidence of holding distorted beliefs according to the interview and questionnaire measures. Against predictions, however, CSOs did not show evidence of holding distorted belief structures on the RSVP-M task. In fact, the three methods showed no agreement regarding the belief types each CSO was deemed to hold. These results raise important questions about the phenomena and potential artefacts measured by each method.