An inquiry into the effectiveness of student generated MCQs as a method of assessment to improve teaching and learning

 In anticipation of helping students mature from passive to more active learners while engaging with the issues and concepts surrounding computer security, a student generated Multiple Choice Question (MCQ) learning strategy was designed and deployed as a replacement for an assessment task that was previously based on students providing solutions to a series of short-answer questions. To determine whether there was any educational value in students generating their own MCQs students were required to design MCQs. Prior to undertaking this assessment activity each participant completed a pre-test which consisted of 45 MCQs based on the topics of the assessment. Following the assessment activity the participants completed a post-test which consisted of the same MCQs as the pre-test. The pre and post test results as well as the post test and assessment activity results were tested for statistical significance. The results indicated that having students generate their own MCQs as a method of assessment did not have a negative effect on the learning experience. By providing a framework to the students based on the literature to support their engagement with the learning material, we believe the creation of well-structured MCQs resulted in a more advanced understanding of the relationships between the concepts of the learning material as compared with plainly answering a series of short-answer questions from a textbook. Further study is required to determine to what degree this learning strategy encouraged a deeper approach to learning.

Using appreciative inquiry to frame the appraisal of an Australian initial teacher education program

This paper reports on a study that investigated the process and outcomes of using Appreciative Inquiry (AI) in an Australian initial teacher education (ITE) program review. The aim of the study, which drew on a sample of teaching staff involved in this Master of Teaching program, was to gain an understanding of the extent to which the application of the AI framework can be used effectively in the review of ITE programs. AI promotes collegial reflective practice and the generation of positive resolutions and thus aligned with the purposes of the review that were to foster collaboration, strengthen staff morale and, subsequently, build a stronger program for students. This paper provides a perceptual account of the AI review process as reported by the facilitators and a sample of review participants, and contributes to international literature in the areas of ITE program appraisal, organisational reform and Appreciative Inquiry.

Using Mead's Theory of Emergence as a framework for sociological inquiry into pre-service teacher education

In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two 'fields of interaction' (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

Supporting working parents: findings from the AHRC’s national inquiry into the prevalence of pregnancy and return to work discrimination in the workplace

In July 2014 the Australian Human Rights Commission (AHRC) released the findings of its national review into pregnancy and return to work discrimination in the workplace1 which it conducted following a request from the Commonwealth Attorney-General’s Department.2 The review comes 15 years after the commission’s first inquiry into pregnancy discrimination in the workplace.3Federal law has prohibited pregnancy discrimination in the workplace since the Sex Discrimination Act 1984 (Cth) (SDA) came into force.4 It is now unlawful in every state and territory.5 Discrimination on the basis of breastfeeding and family or carer’s responsibilities is also prohibited.6 Since 2009 the Fair Work Act 2009 (Cth) (FW Act) has prohibited workplace discrimination based on pregnancy and family or carer’s responsibilities7 and the Act gives employees additional entitlements relating to their parental and caring responsibilities. Male and female employees who are the primary caregiver for a child are entitled to 12 months unpaid parental leave upon the birth or adoption of the child and can request an additional 12 months leave.8 Upon returning to work, they can request flexible working conditions9 and they are protected from adverse action, such as dismissal, for exercising these rights.10 Yet despite these legal protections, the findings of the national review show that employees continue to experience discrimination during pregnancy, when taking parental leave and upon re-entering the workforce. This note presents the main findings from the surveys and consultations that were held with employers and employees as part of the review and the review’s recommendations for addressing the prevalence of what it terms ‘pregnancy/return to work discrimination’.

Responses and relationship dynamics of men and their spouses during active surveillance for prostate cancer: health literacy as an inquiry framework

BACKGROUND: Early stage prostate cancer patients may be allocated to active surveillance, where the condition is observed over time with no intervention. Living with a cancer diagnosis may impose stress on both the men and their spouses. In this study we explore whether the scores of and verbal responses to a Health Literacy Questionnaire can be used to identify individuals in need of information and support and to reveal differences in perception and understanding in health related situations within couples. METHODS: We used the nine-domain Health Literacy Questionnaire (HLQ) as a framework to explore health literacy in eight couples where the men were on active surveillance for prostate cancer progression. Scores were calculated for each domain for both individuals. For each couple differences in scores were also calculated and related to the informants' self-reported experiences and reflections in relation to participating in an active surveillance program. Also an inductive analysis was performed to identify themes in the responses and these themes were compared to those of HLQ. RESULTS: The men tended to score higher than their spouses. There was no consistent relation between scores and the reported experiences and reflections. However, some interesting patterns emerged, e.g. in two of the three couples with the largest within couple differences in HLQ scores, responses revealed discrepancies in how the men and their spouses perceived their situation. Also, three themes emerged which related to six of the HLQ domains, i.e. involvement of spouses and other people around the men; support from and interaction with healthcare professionals; and use of the Internet for information retrieval. CONCLUSIONS: Using the HLQ as an interview framework provided insight into the differences within couples and provided new perspectives on their experiences, including their contact with health professionals and the patient-spouse interaction when dealing with prostate cancer. The HLQ used as a dialogue tool may be an adjunct to assist healthcare providers to understand the need for support and information of men with prostate cancer on active surveillance and the dynamics within couples.