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.

External public piano examinations in Malaysia : social and symbolic significance

The thesis investigated the social and symbolic significance of acquiring a 'music education' through the taking of piano tuition and external public music examinations. It aimed to discover why the learning of the piano and the certification of musical attainment are so prevalent and revered among Malaysian music students. Its purpose was to unravel the socio-cultural raison d'etre of this approach to music education through the creation of a metatheoretical schema, which is premised upon the theories of symbolic interactionist, George Herbert Mead, music analyst, Heinrich Schenker and social theorist, George Ritzer. Central to the argument in this instance is the symbolic significance associated with the act of playing the piano. The investigation attempted to determine if this 'act' conveyed a symbolic meaning that is peculiar to a specific cultural vista. It further examined the degree to which this practice represented both a validation and a sense of conformity to social norms in the continuity and stability of an expanding middle class society in Malaysia. The Associated Board of the Royal Schools of Music (ABRSM) is the largest of the five main external public music examination boards that operate in Malaysia. Since 1948, over one million candidates have enrolled for ABRSM examinations in Malaysia and a team of approximately thirty ABRSM examiners visit Malaysia for three months every year. The majority of the candidates are pianists. Given such large numbers of piano candidates, one might expect a healthy development of musical talent in the country with aspiring pianists eager to demonstrate their musical prowess. However, this does not seem to be the case. On the contrary, there appears to be a curious lacuna between the growing number of students who enrol for external public music examinations and the seemingly lack of interest in public music making and the honing of general musicianship skills. The thesis hence examined the symbolic meaning of this socio-musicological phenomena.

Teenage technological experts : Bourdieu and the performance of expertise

This thesis explores the construction of technological expertise amongst a heterogenous group of New Zealand teenagers, specifically in regard to their home computer use, which for many of them is their primary site of leisure. This thesis explores the field in which these teenagers are positioned, and explains the practice constituting that field. In this field, the trajectories towards expertise are explained including the time, experimentation, and pleasure evident in their praxis. The qualitative study involved observations and interviews with eight teenagers aged 13 – 17. Five boys and three girls participated and each attended one of various secondary schools located within a provincial city in New Zealand. All of the participants considered themselves to be technological experts, and their peers and/or their family supported this comprehension. Drawing on Pierre Bourdieu’s socio-cultural theories, the capital (cultural, economic, social) and habitus of the teenagers are described (habitus being what makes them who they are, and continues to define who they are in the future). Chapter five centres on explaining the field the teenagers have positioned themselves in, namely the field of out-of-school leisure and home computer use. It also explores the construction and performance of technological expertise within the field. Chapter six examines traditional views of schooling and expertise, and contrasts these views with what the teenagers think about their learning and expertise. This gap is specifically explained with regard to differences between the concepts and value of learning, expertise, and technology, and how they are recognised and valued differently between generations. Chapter seven explores the praxis that the participants exhibit, which is arguably misrecognized by those whose interests are in the established order (e.g. institutional, societal structures). The field they are placed in is arguably part of the broader field of education, yet the findings suggest their capital is misrecognized by digital newcomers, and therefore not legitimated. This thesis concludes that the gap between teenager and adult understandings of expertise is exacerbated in the digital world in which the teenagers position themselves. Their schooling is mainly positioned in the print culture of previous generations and consequently, in the lives of these teenagers, schooling has had little influence on the development of their technological expertise. Additionally, gender has had little impact in their development of expertise; therefore stereotypical notions of female underachievement as computer experts are contested.

Impact of the extended family on microenterprise growth in Ghana : a case study of Accra

This study examines the extended family's impact on microenterprise growth at the individual level, where microenterprise operators have some control over constraints affecting their operations. Beyond the individual level, microenterprise operators have little control over constraints such as government policies and regulations, competition from import-substitution industries and exploitation by corrupt officials. Therefore, it is at the individual level that the extended family serves as a crucial parameter of microenterprise growth and the success with which MEs graduate from the informal sector into the mainstreams of small business. Within this domain, this author has examined the extended family and found that there is a need for policy makers and MED administrators to adopt a more culturally sensitive approach to microenterprise growth if the extended family is to be engaged as a partner in their efforts to support microenterprises as a source of income and employment generation, A central question posed is why most writers on microenterprise activities in Ghana have neglected the extended family as a factor that should be considered in the design of microenterprise growth strategies and policies? The answer to this question was explored in the process of data gathering for this thesis and the results are presented here, especially in chapter 3 below. Suffice it to note here that this neglect has many roots, not least of which is the proclivity of mainstream economics, modern administration practice and the objectivity of double entry accounting based documentation procedures to focus on measurable growth in the formal sectors of the economy and structural constraints such as the lack of finance, lack of market demand, lack of access to technology and government regulations. Consequently, a noticeable trend among these writers is that they rightly advocate finance be made accessible to microenterprises, however, few question whether the finance is effectively used towards microenterprise growth. This issue is crucial in the face of evidence from this study which shows that finance accessed towards microenterprise growth is often put to other uses that negate growth thus keeping microenterprises within the bounds of the informal sector as against graduating out of the informal sector. As a result, these writers have neglected the intimate relations between the extended family and microenterprises, and most importantly, the constraint that the extended family inflicts on microenterprise growth at the individual level of activity. This study, by targeting the growth of the individual microenterprise in the socio-cultural context in which this growth must be achieved, has highlighted the constraint that the extended family does pose on MED. However, the study also shows that these constraints are important not because there is anything inherently wrong with the extended family, but because the socio-economic and policy environment is not consistent with the positive role that the extended family can and should play in the graduation of microenterprises from the informal to the formal sector of the economy in Ghana.

Adventures of punctuated equilibria : a struggle for authority in the evolutionary sciences

The theory of ‘punctuated equilibria’ was formulated by two paleontologists, Niles Eldredge and Stephen Gould, in 1972 and has been the focus of considerable controversy within the evolutionary sciences ever since. The primary intentions of this thesis are to relate the history of punctuated equilibria and to examine how it has affected evolutionary science. Several modes of analysis have been used to illuminate the history: The sociological perspectives of Pierre Bourdieu and Bruno Latour (who see scientific debate as a ‘struggle for authority’); Rhetorical analysis of some of the key documents; Communication with practising scientists via questionnaires and correspondence; Citation Analysis. Chapter 1 gives a short summary of the history and introduces the methods and socio-philosophical perspectives used to illuminate the history. Chapters 3 and 4 examine the rhetorical process by which Eldredge and Gould constructed the ‘punctuationist revolution’. Chapters 2, 3, 5 and 6 relate the history of punctuated equilibria.

How do teachers investigate scientific concepts in an Early Childhood Environment?

Early Childhood Educators have an important role to fulfil in aiding children's development and understandings in the science curriculum. There are many different views and opinions on how science can be taught in an Early Childhood environment, it is therefore our aim to investigate how teachers feel about teaching science concepts and promoting science in the early childhood centre. We aim to discover how everyday activities relate to the nature of science within our everyday lives. The science curriculum is important in Early Childhood settings as it provides children with various opportunities to explore the natural world. We are hoping to gain a deeper understanding of how teachers are guiding and encouraging children to make sense of their experiences. It is also important that we explore how Early Childhood Educators understand their own practice in teaching science concepts in their curriculum.

Description of project: We will be completing a small inquiry based task which will require us to compile data collected from interviews, recordings from teachers in long day and kindergarten settings around the Geelong region.

Methodology: ln order to undertake this research we will be using a socio cultural framework, focusing on language in the social environment and play (basing our ideas on the theories of Vygotsky). We will be undertaking narrative accounts to obtain data which will be collated from three different sources.

Ethical implications of projects: We do not foresee any significant risks to any participant in this study. The topic of the research is uncontroversial, and we will be taking measures to ensure anonymity or confidentiality where appropriate.

The Pacific OPIC project (Obesity Prevention in Communities) - objectives and designs

Background: Evidence on how to reduce the increasing prevalence of youth obesity is urgently needed in many countries.The Pacific OPIC Project (Obesity Prevention In Communities) is a series of linked studies in four countries (Fiji, Tonga, New Zealand, Australia) which is designed to address this important problem.
Objectives: The studies aim to: 1) determine the overall impact of comprehensive, community-based intervention programs on overweight/obesity prevalence in youth; 2) assess the feasibility of the specific intervention components and their impacts on eating and physical activity patterns; 3) understand the socio-cultural factors that promote obesity and how they can be infl uenced; 4) identify the effects of food-related policies in Fiji and Tonga and how they might be changed; 5) estimate the overall burden of childhood obesity (including loss of quality of life); 6) estimate the costs (and cost-effectiveness) of the intervention programs, and; 7) increase the capacity for obesity prevention research and action in Pacific populations.
Design: The community studies use quasi-experimental designs with impact and outcome assessments being measured in over 14,000 youth across the intervention and control communities in the four sites. The multi-strategy, multi-setting interventions will run for 3 years before fi nal follow up data are collected in 2008. The interventions are being informed by socio-cultural studies that will determine the family and societal infl uences on food intake, physical activity and body size perception.
Progress and conclusions: Baseline studies have been completed and interventions are underway. Despite the many challenges in implementing and evaluating community-based interventions, especially in the Pacifi c, the OPIC Project will provide rich evidence about what works and what does not work for obesity prevention in youth from European and Pacific backgrounds.

Fostering meaningful learning by using word problems in post-secondary mathematics

This research is a case study of action research investigating the effects of using word problems with Chinese Malaysian post-secondary students studying mathematics as an enabling science. A variety of word problems, a discussion method, reflective and peer learning, specific values in mathematics, and relevant socio-cultural and language issues were explored.

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.

Culture and trade

This investigation emphasises the significant role socio-cultural considerations play in Australia's education sector initiatives in the Middle East, and the direct impact this has on wider Australian-Middle Eastern trade and strategic relations. In order to enhance these relations, there is an urgent need for Australia to develop a more sophisticated policy of engagement that moves away from historical and contemporary misconceptions.

House, home and dwellings - in an Australian context

Theoretical evidence in the behavioural and social sciences has shown the home to be a phenomenon borne of the complex relationship between individuals and their environment. A qualitative assessment of the specific home experiences of 12 case studies is offered to establish an understanding of home within a particular socio-cultural context in Australia. The thesis contends that the affective home has primacy in the home experience.

Public relations in the third sector

This chapter explore the growth of the third sector (NGOs, not for profits and community action groups) and their use of communication techniques from a socio-cultural perspective.

A snapshot of science education in kindergarten settings

Across Victoria, early childhood practitioners are incorporating science activities into daily experiences for their children. A small research project, which asked teachers to describe what they did in science and how they did it, has highlighted some interesting differences. This paper will describe case studies of four kindergarten settings and some of the experiences undertaken by the children—both as part of the formal program and through incidental play. It will consider these through a socio-cultural framework, noting how teachers used their understandings of play and language theories, to enhance children's understandings in science.

Evaluation of the childhood obesity prevention program kids - go for your life

Background
Kids - 'Go for your life' (K-GFYL) is an award-based health promotion program being implemented across Victoria, Australia. The program aims to reduce the risk of childhood obesity by improving the socio-cultural, policy and physical environments in children's care and educational settings. Membership of the K-GFYL program is open to all primary and pre-schools and early childhood services across the State. Once in the program, member schools and services are centrally supported to undertake the health promotion (intervention) activities. Once the K-GFYL program 'criteria' are reached the school/service is assessed and 'awarded'. This paper describes the design of the evaluation of the statewide K-GFYL intervention program.

Methods/Design
The evaluation is mixed method and cross sectional and aims to:
1) Determine if K-GFYL award status is associated with more health promoting environments in schools/services compared to those who are members only;
2) Determine if children attending K-GFYL award schools/services have higher levels of healthy eating and physical activity-related behaviors compared to those who are members only;
3) Examine the barriers to implementing and achieving the K-GFYL award; and
4) Determine the economic cost of implementing K-GFYL in primary schools
Parent surveys will capture information about the home environment and child dietary and physical activity-related behaviors. Environmental questionnaires in early childhood settings and schools will capture information on the physical activity and nutrition environment and current health promotion activities. Lunchbox surveys and a set of open-ended questions for kindergarten parents will provide additional data. Resource use associated with the intervention activities will be collected from primary schools for cost analysis.

Discussion
The K-GFYL award program is a community-wide intervention that requires a comprehensive, multi-level evaluation. The evaluation design is constrained by the lack of a non-K-GFYL control group, short time frames and delayed funding of this large scale evaluation across all intervention settings. However, despite this, the evaluation will generate valuable evidence about the utility of a community-wide environmental approach to preventing childhood obesity which will inform future public health policies and health promotion programs internationally.

Trial Registration
ACTRN12609001075279

The development and validation of Australian indices of child development — part II : validity support

The two outcome indices described in a companion paper (Sanson et al., Child Indicators Research, 2009) were developed using data from the Longitudinal Study of Australian Children (LSAC). These indices, one for infants and the other for 4 year to 5 year old children, were designed to fill the need for parsimonious measures of children’s developmental status to be used in analyses by a broad range of data users and to guide government policy and interventions to support young children’s optimal development. This paper presents evidence from Wave 1data from LSAC to support the validity of these indices and their three domain scores of Physical, Social/Emotional, and Learning. Relationships between the indices and child, maternal, family, and neighborhood factors which are known to relate concurrently to child outcomes were examined. Meaningful associations were found with the selected variables, thereby demonstrating the usefulness of the outcome indices as tools for understanding children’s development in their family and socio-cultural contexts. It is concluded that the outcome indices are valuable tools for increasing understanding of influences on children’s development, and for guiding policy and practice to optimize children’s life chances.