Active school playgrounds - myth or reality? Results of the "Move It Groove It" project

Background: School playgrounds during break times provide potential opportunities for children to be active during the school day. However, there is limited research on how active children really are during these breaks.

Methods: The CAST (Children's Activity Scanning Tool) instrument was developed, validated, and used to assess the percentages of children engaged in moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA—a subset of MVPA) in 18 primary schools (children ages 5–12) in rural Australia. Related environmental factors were also measured.

Results: For a school of median size (200 students), 51.4% of boys and 41.6% of girls were engaged in MVPA while 14.7% of boys and 9.4% of girls were engaged in VPA. Levels of engagement in MVPA and VPA were significantly higher during lunch periods than during recess. MVPA and VPA engagement in smaller schools was significantly higher than in larger schools.

Conclusions: With growing concern about children's physical activity (PA), school playgrounds offer an opportunity to increase children's MVPA engagement especially among girls. Consideration may be given to the lengthening of recess periods in order to increase PA levels. More research is needed to investigate factors affecting PA levels in larger schools.

Science professional development for early childhood educators : some identified issues

In a small research project, using a qualitative approach we surveyed eleven pre-school teachers/coordinators asking them for information about the science experiences within their EC setting. We identified the opportunities they had for science professional development and clarified the level of their qualifications and those of a further 22 staff. In addition, we conducted four case studies to interrogate this further, and interviewed four early childhood educators asking for more detail about the science they provided and about their comfort in teaching science. The interviews revealed that although early childhood educators indicated that they provided a large number of varied experiences, often they were unsure of the science content or the science understanding. This limited their abilities to develop the activities further. Early childhood educators also indicated that whilst there was access to some science professional development, more would be welcome. The types of professional development which they felt would be most beneficial were "hands-on" play experiences - a "quick fix" approach. This presentation will discuss the findings of the research through a socio-cultural framework, noting some of the issues being raised in our discussions with the educators.

Role of exercise in the development of bone strength during growth

Exercise during growth may increase peak bone mass; if the benefits are maintained it may reduce the risk of fracture later in life (1). It is hypothesised that exercise will preferentially enhance bone formation on the surface of cortical bone that is undergoing bone modeling at the time (2). Therefore, exercise may increase bone mass accrual on the outer periosteal surface during the pre- and peri-pubertal years, and on the inner endocortical surface during puberty (3). An increase in bone formation on the periosteal surface is, however, more effective for increasing bone strength than medullary contraction (4). While exercise may have a role in osteoporosis prevention, there is little evidential basis to support this notion. It is generally accepted that weight-bearing exercise is important, but it is not known how much, how often, what magnitude or how long children need to exercise before a clinically important increase in bone density is obtained. In this thesis, the effect of exercise on the growing skeleton is investigated in two projects. The first quantifies the magnitude and number of loads associated with and in a moderate and low impact exercise program and non-structured play. The second project examines how exercise affects bone size and shape during different stages of growth. Study One: The Assessment of the Magnitude of Exercise Loading and the Skeletal Response in Girls Questions: 1) Does moderate impact exercise lead to a greater increase in BMC than low impact exercise? 2) Does loading history influence the osteogenic response to moderate impact exercise? 3) What is the magnitude and number of loads that are associated with a moderate and low impact exercise program? Methods: Sixty-eight pre-and early-pubertal girls (aged 8.9±0.2 years) were randomised to either a moderate or low impact exercise regime for 8.5-months. In each exercise group the girls received either calcium fortified (-2000 mg/week) or non-fortified foods for the duration of the study. The magnitude and number of loads associated with the exercise programs and non-structured play were assessed using a Pedar in-sole mobile system and video footage, respectively. Findings: After adjusting for baseline BMC, change in length and calcium intake, the girls in the moderate exercise intervention showed greater increases in BMC at the tibia (2.7%) and total body (1.3%) (p ≤0.05). Girl's who participated in moderate impact sports outside of school, showed greater gains in BMC in response to the moderate impact exercise program compared to the low impact exercise program (2.5 to 4.5%, p ≤0.06 to 0.01). The moderate exercise program included -400 impacts per class, that were applied in a dynamic manner and the magnitude of impact was up to 4 times body weight. Conclusion: Moderate-impact exercise may be sufficient to enhance BMC accrual during the pre-pubertal years. However, loading history is likely to influence the osteogenic response to additional moderate impact exercise. These findings contribute towards the development of school-based exercise programs aimed at improving bone health of children. Study Two: Exercise Effect on Cortical Bone Morphology During Different Stages of Maturation in Tennis Players Questions: 1) How does exercise affect bone mass (BMC) bone geometry and bone strength during different stages of growth? 2) Is there an optimal stage during growth when exercise has the greatest affect on bone strength? Methods: MRI was used to measure average total bone, cortical and medullary areas at the mid- and distal-regions of the playing and non-playing humerii in 47 pre-, peri- and post-pubertal competitive female tennis players aged 8 to 17 years. To assess bone rigidity, each image was imported into Scion Image 4.0.2 and the maximum, minimum and polar second moments of area were calculated using a custom macro. DXA was used to measure BMC of the whole humerus. Longitudinal data was collected on 37 of the original cohort. Findings: Analysis of the entire cohort showed that exercise was associated with increased BMC and cortical area (8 to 14%), and bone rigidity (11 to 23%) (all p ≤0.05). The increase in cortical bone area was associated with periosteal expansion in the pre-pubertal years and endocortical contraction in the post-pubertal years (p ≤0.05). The exercise-related gains in bone mass that were accrued at the periosteum during the pre-pubertal years, did not increase with advanced maturation and/or additional training. Conclusion: Exercise increased cortical BMC by enhancing bone formation on the periosteal surface during the pre-pubertal years and on the endocortical surface in the post-pubertal years. However, bone strength only increased in response to bone acquisition on the periosteal surface. Therefore the pre-pubertal years appear to be the most opportune time for exercise to enhance BMC accrual and bone strength

Development of DAL and DAPL languages for building distributed applications

A common characteristic among parallel/distributed programming languages is that the one language is used to specify not only the overall organisation of the distributed application, but also the functionality of the application. That is, the connectivity and functionality of processes are specified within a single program. Connectivity and functionality are independent aspects of a distributed application. This thesis shows that these two aspects can be specified separately, therefore allowing application designers to freely concentrate on either aspect in a modular fashion. Two new programming languages have been developed for specifying each aspect. These languages are for loosely coupled distributed applications based on message passing, and have been designed to simplify distributed programming by completely removing all low level interprocess communication. A suite of languages and tools has been designed and developed. It includes the two new languages, parsers, a compilation system to generate intermediate C code that is compiled to binary object modules, a run-time system to create, manage and terminate several distributed applications, and a shell to communicate with the run-tune system. DAL (Distributed Application Language) and DAPL (Distributed Application Process Language) are the new programming languages for the specification and development of process oriented, asynchronous message passing, distributed applications. These two languages have been designed and developed as part of this doctorate in order to specify such distributed applications that execute on a cluster of computers. Both languages are used to specify orthogonal components of an application, on the one hand the organisation of processes that constitute an application, and on the other the interface and functionality of each process. Consequently, these components can be created in a modular fashion, individually and concurrently. The DAL language is used to specify not only the connectivity of all processes within an application, but also a cluster of computers for which the application executes. Furthermore, sub-clusters can be specified for individual processes of an application to constrain a process to a particular group of computers. The second language, DAPL, is used to specify the interface, functionality and data structures of application processes. In addition to these languages, a DAL parser, a DAPL parser, and a compilation system have been designed and developed (in this project). This compilation system takes DAL and DAPL programs to generate object modules based on machine code, one module for each application process. These object modules are used by the Distributed Application System (DAS) to instantiate and manage distributed applications. The DAS system is another new component of this project. The purpose of the DAS system is to create, manage, and terminate many distributed applications of similar and different configurations. The creation procedure incorporates the automatic allocation of processes to remote machines. Application management includes several operations such as deletion, addition, replacement, and movement of processes, and also detection and reaction to faults such as a processor crash. A DAS operator communicates with the DAS system via a textual shell called DASH (Distributed Application SHell). This suite of languages and tools allowed distributed applications of varying connectivity and functionality to be specified quickly and simply at a high level of abstraction. DAL and DAPL programs of several processes may require a few dozen lines to specify as compared to several hundred lines of equivalent C code that is generated by the compilation system. Furthermore, the DAL and DAPL compilation system is successful at generating binary object modules, and the DAS system succeeds in instantiating and managing several distributed applications on a cluster.

Phenomenological inquiry into the experience of web project managers

The advent of the Internet and the World Wide Web has been instrumental in bringing about the growth in the implementation of web-based information systems (WBIS). Such systems are designed with the aim of improving productivity, data accuracy, and the reduction of paperwork and administrative overheads. Moreover, unlike their conventional non-web-based predecessors, the WBIS are commonly aimed at users who are casual and untrained, geographically distributed and non-homogenous. The dissemination of WBIS necessitates additional infrastructure support in the form of a security system, workflow and transaction management, and web administration. WBIS are commonly developed using an evolutionary approach, whereby the version of the application, acquired from the vendor, is first deployed as a pilot, in order to gather feedback from the target users before the evolutionary cycles commence. While a number of web development methodologies have been proposed by existing research, there is a dearth of empirical evidence that elucidates the experiences of project initiators in pursuing the evolution of web services, a process that undoubtedly involves dealing with stakeholder issues. This research project presents a phenomenological investigation of the experiences of project managers with the implementation of web-based employee service systems (ESS), a domain that has witnessed a sharp growth in Australia in recent times. However, the project managers’ rich, multidimensional account of their experiences with the implementation of ESS revealed the social obstacles and fragility of intra-organizational relationships that demanded a cautious and tactful approach. Thus, the study provides a socio-organizational perspective to web projects in contrast to the functionalist paradigm of current web development methodologies. The research also confirms that consideration of the concerns of stakeholders by project managers is crucial to the successive cycles of ESS evolution. Project managers address stakeholder concerns by pursuing actions that are aimed at encouraging ESS usage, but at the same time, such actions can have consequences necessitating subsequent iterations of system enhancement and improvement. Finally, the research also discovered that despite the different socio-political climate prevalent in various organizations, in which ESS are being implemented, the experiences of project managers in dealing with stakeholder concerns can be captured and independently confirmed in terms of their perceived relevance and usefulness in problem-solving within the application domain.

Telecommunication technology and the professional development of teachers : challenge and opportunity

The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was “How could information technology be used in developing an appropriate professional development model for Thai teachers?” Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers’ Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers’ need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers’ associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers’ professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.

Examining the development of the Victorian Certificate of Applied Learning and its implications for schools and teacher education in Australia

The Victorian Certificate of Applied Learning (VCAL) is a very successful senior secondary school qualification introduced in the Australian state of Victoria in 2002. Applied learning in the VCAL engages senior students in a combination of work-based learning, service-learning, and project-based learning and aims to provide them with the skills, knowledge, and attitudes to make informed choices regarding pathways to work and further education. The program has enjoyed rapid growth and its system-wide adoption by Victorian secondary schools, Technical and Further Education (TAFE) institutions, Registered Training Organizations (RTOs), and Adult and Community Education (ACE) providers has broadened significantly the range of senior schooling pathway options for young people. This paper will examine reasons for developing an applied learning senior secondary certificate and its rapid growth in Victoria since 2002. The authors draw on a number of case studies to profile the unique nature of applied learning in the VCAL, including its dimensions of service learning, work-based learning, and project-based learning. These case studies are also used to discuss a number of implications that have emerged from the use of applied learning in the VCAL, including approaches to teaching and assessment that will support applied learning and the development of new partnerships between VCAL providers and community partners. Finally, the paper considers significant implications the VCAL has created for teacher education in Victoria by discussing the new Graduate Diploma of Education (Applied Learning) developed by Deakin University.

The development of professional learning and a research culture in a primary school in Melbourne, Australia

This paper outlines the development a/professional/earning and a research culture at Benleigh West Primary School, which is located in a middle class suburb of Melbourne, Victoria. Whilst leadership is widely dispersed at BWPS, as it is in other schools, from students to teachers to the Assistant Principal and Principal, the primary focus in this paper is on the Principal and the ways she has influenced the professional and research culture at the school. Evidence of a change in school climate is presented as are the steps taken to create and foster learning collaborative communities among the staff at BWPS.

Exploring the influences on requirements engineering during global software development

Through an interpretive study of global virtual teams, this research has explored the influences on the requirements engineering processes during global software development. Complex layers of explicit and implicit elements in the project environment, including systems methodology, project steering, management commitment and cultural differences, were found to influence these processes.

Research on school and community-based curriculum practice in aboriginal, multicultural and migrant education

This research studies some key problems in relation to curriculum reform in multicultural and migrant education: social concepts of multicultural education, divergent curriculum theories informing practice, the facilitation process in regard to project self-study and action research and the development of cultural perspectives in general curriculum pedagogy.

Development of benchmarks for determining infrastructure needs for the aged

This project developed benchmarks and benchmarking procedures to indicate the current and future infrastructure requirements of the aged in regional centres. The benchmarks correlate the infrastructure requirements of the aged with demographic trends. The research also modelled aged infrastructure requirements within the broader context of the sustainability of cities.

An innovation framework based on best practice exemplars from the Australian School Innovation in Science, Technology and Mathematics (ASISTM) project

This report describes research into 16 ASISTM projects selected to be broadly representative of exemplars in innovation. Case studies of each project were constructed from interviews with a range of key participants, and used to develop and refine an innovation framework that is used to make sense of and describe the key features of each project. The major issue binding these projects was found to be that of student interest and engagement, and this was pursued through involving students in contemporary science, technology and mathematics (STM) practices in authentic settings. The findings point to an enriched set of purposes of STM education implicit in these projects, a set of pedagogical practices that are varied and consistent with contemporary educational thinking, and a varied array of 'actors' recruited to these projects.

Gifted are lifted higher : an exploration of the development of higher order thinking skills of gifted students playing strategy games

Strategy games can provide an opportunity to develop higher order thinking skills in students gifted in mathematics. Extending and engaging gifted students is a demanding task. This paper reports on a twelve-week project undertaken with a group of nine gifted lower secondary school students. These students played and analysed five traditional strategy games. Following this experience, they were asked to create a challenging strategy game of their own. This paper discusses the rationale for the use of traditional strategy games, outlines the methodology employed, explains the selection of specific games and describes the observed improvement in students' higher order thinking skills.

Final report : food@school resource pilot

It’s Your Move! was a 3-year community-based obesity prevention project conducted in secondary schools across the Barwon-South West Region in Victoria. The project ran from 2005-2008, with five intervention schools from the East Geelong/ Bellarine Peninsula area as well as seven comparison schools.

Children and adolescents spend a substantial amount of time in school; consequently schools have been identified as a key setting for influencing their nutrition behaviour [1]. In the face of increasing obesity levels among children and adolescents, it is essential that the school environment is conducive to encouraging healthy eating.

The Food@School Resource was developed in response to baseline results from the It’s your Move! project in order to facilitate the implementation of intervention strategies around creating whole-of-school healthy eating environments. Using the Health Promoting Schools Framework, teachers and students were involved in the development and implementation of a number of initiatives and environmental changes to their school around healthy eating. This process of engagement and collaboration ensured that the interventions complemented their existing structures and support e.g. curriculum, canteen and culture. The Food@School Resource is a document to help secondary schools through the process of developing a healthy eating policy.

In order to ensure that the resource was valid beyond the confines of the It’s Your Move! schools, the Department of Human Services funded a six-month pilot project. The Food@School Resource was pilot tested in six diverse secondary schools across both rural and metropolitan Victoria as well as being expertly reviewed by Home Economics Victoria.