Distinguishing between mathematics classrooms in Australia, China, Japan, Korea and the USA through the lens of the distribution of responsibility for knowledge generation : public oral interactivity and mathematical orality

The research reported in this paper examined spoken mathematics in particular well-taught classrooms in Australia, China (both Shanghai and Hong Kong), Japan, Korea and the USA from the perspective of the distribution of responsibility for knowledge generation in order to identify similarities and differences in classroom practice and the implicit pedagogical principles that underlie those practices. The methodology of the Learner’s Perspective Study (LPS) documented the voicing of mathematical ideas in public discussion and in teacher-student conversations and the relative priority accorded by different teachers to student oral contributions to classroom activity. Significant differences were identified among the classrooms studied, challenging simplistic characterisations of ‘the Asian classroom’ as enacting a single pedagogy, and suggesting that, irrespective of cultural similarities, local pedagogies reflect very different assumptions about learning and instruction. We have employed spoken mathematical terms as a form of surrogate variable, possibly indicative of the location of the agency for knowledge generation in the various classrooms studied (but also of interest in itself). The analysis distinguished one classroom from another on the basis of “public oral interactivity” (the number of utterances in whole class and teacher-student interactions in each lesson) and “mathematical orality” (the frequency of occurrence of key mathematical terms in each lesson). Classrooms characterized by high public oral interactivity were not necessarily sites of high mathematical orality. In particular, the results suggest that one characteristic that might be identified with a national norm of practice could be the level of mathematical orality: relatively high mathematical orality characterising the mathematics classes in Shanghai with some consistency, while lessons in Seoul and Hong Kong consistently involved much less frequent spoken mathematical terms. The relative contributions of teacher and students to this spoken mathematics provided an indication of how the responsibility for knowledge generation was shared between teacher and student in those classrooms. Specific analysis of the patterns of interaction by which key mathematical terms were introduced or solicited revealed significant differences. It is suggested that the empirical investigation of mathematical orality and its likely connection to the distribution of the responsibility for knowledge generation are central to the development of any theory of mathematics instruction.

Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time

The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time.

Towards a cohesive, holistic view of top predation: a definition, synthesis and perspective

Research on the ecology of top predators - upper trophic level consumers that are relatively free from predation once they reach adult size - has provided regular contributions to general ecology and is a rapidly expanding and increasingly experimental, multidisciplinary and technological endeavour. Yet, an exponentially expanding literature coupled with rapid disintegration into specialized, disconnected subfields for study (e.g. vertebrate predators versus invertebrate predators, community ecology versus biological control etc.) increasingly means that we are losing a coherent, integrated understating of the role and importance of these species in ecosystems. This process of canalization is likely to hinder sharing of scientific discovery and continued progress, especially as there is a growing need to understand the generality of the top-down forcing, as demonstrated for some members of this group. Here, we propose ways to facilitate synthesis by promoting changes in mentality and awareness among specialists through increased debate and collaboration, conceptual reviews and a series of exemplary case studies. The strategy will rely on the collective contribution by all scientists in the field and will strive to consolidate and formalise top-order predation as a holistic, cohesive, cross-taxonomical field of research studying the ecology, evolution and behaviour of apex predators and their capability to exert top-down forcing on lower trophic levels. © 2014 The Authors.

The Use of Videos and Classroom Artefacts in Professional Development of Teachers and Teacher Educators in Indonesia

This study is grounded on adaptations of Realistic Mathematics Education, Lesson Study and design-based research in Indonesian classroom contexts. Design-based research has gained currency in educational research over the past decade due to its strength to bridge the divide between theoretical research and educational practice in naturalistic settings. Design-based approaches involve a process of designing mathematical tasks, observing the enacted design in classrooms and reflecting on the process from analysing the classroom artefacts. Video plays a central role in supporting teachers and teacher educators to study and reflect on students’ mathematical thinking and in capturing the dynamic of classroom teaching and learning process. This chapter will examine and analyse practitioners’ lenses in capturing the dynamic and complexity of classroom mathematical learning using video vignettes and classroom artefacts including digital photos of classroom moments and students’ work. Practitioners’ lenses are taken as a window to capture key teaching and learning moments from the lessons. Analysis of this selection of these video vignettes along with other classroom artefacts based on practitioners’lenses provides insights into practitioners’ views on key teaching and learning moments in mathematics lessons.

The feasibility of implementing cross-curricular studies of Asia

The prioritising and mandating of cross-curricular studies of Asia in the Australian curriculum reflects public policy promoting the benefits of a citizenry able to engage in intercultural relationships with people living in and with links to Asian countries. However, widespread school-based implementation of this substantial mandate requires the addressing of several impediments. Firstly, teachers perceive themselves to be unprepared to respond to the mandate to incorporate teaching of Asia-related studies; and secondly, cross-curricular pedagogies are under-theorised, with a proliferation of forms, nomenclature and interpretations evident. Far from being singular, easily understood and widely accepted, cross-curricula approaches can be mapped as a continuum of possible pedagogies; from teachers remaining within their disciplinary areas to fully integrated, whole school, inquiry based approaches that cut across subject silos. Clarity about these pedagogies and their contextual affordances and teacher confidence in engaging students in studies of Asia are required for the profession to respond positively. This chapter explores theoretical literature on cross-curricular teaching approaches; analyses teacher perceptions of their preparedness and capacities for teaching studies of Asia; and investigates an exemplary teacher’s implementation of studies of Asia in light of theorisations of cross curricularity.

'Unconscionable mystification'? : rooms, spaces and the prose poem

Since the 19th century, when a number of French writers—most conspicuously Charles Baudelaire and Arthur Rimbaud—introduced what we may think of as the modern prose poem into European literature, prose poetry has been part of a significant debate about the contemporary usefulness of existing literary modes and genres. While early French practitioners partly used the form to subvert and problematise traditional poetic prosody, once this aim was achieved prose poetry remained a significant contemporary literary form, achieving wide acceptance. In the context of contemporary developments and manifestations of prose poetry, this article discusses John Frow’s comments that texts might “‘perform’ a genre, or modify it in ‘using’ it, or only partially realise a generic form, or … be composed of a mix of different genres” (2015: 11). It also discusses the authors’ Rooms and Spaces project, which explores—and exemplifies through its component of creative practice—ways in which prose poetry may be considered “poetic”; how the forms of prose poetry may be room-like and condensed; or open and highly suggestive (sometimes both at once); how prose poetry is intertextual and polysemous; and how prose poetry frequently conveys a sense of completeness despite tending to be fragmentary. Prose poetry may generically problematic but the authors suggest that this may make it an exemplary post-postmodern form of writing; and that reading prose poetry may provide significant insights into understanding how unstable genre boundaries really are.

Place-based initiatives to tackle mature-age workers’ long-term unemployment in Australia, drawing on successful Nordic precedents

In order to tackle unemployment for the at-risk group of mature-age workers displaced by industry sector restructuring, exemplary place-based initiatives are needed focusing on a selected area of high disadvantage identified by Professor Tony Vinson’s 2015 Jesuit Social Services report Dropping off the Edge, with an Australian state government committed to supporting the initiative, as that report recommends. In order to make such a place-based initiative exemplary in its outcomes, so that it leads to uptake in other areas of high disadvantage, it needs to be thoroughly informed by successful Nordic precedents. In particular, the new Australian place-based initiative needs to be informed by Danish regionally-focused large-scale job skills programs involving transition into a proximate sector of employment growth; and by Norwegian measures for more even population distribution outside capital cities or in particular hard-hit regions within capital cities. An advantage of the proposed initiative is that it will also produce measurable results for children in families in which neither parent works, whose needs are normally tackled (if at all) by separate policy actions in separate tiers or departments of government. Australian children are disproportionately disadvantaged by the internationally extreme concentration of joblessness. Denmark’s Løntilskud and Virksomhedspraktik job training programs subsidised by municipalities and the national government, and supported by Danish trade unions, will be discussed in this paper for the positive effects they have for participants, including establishing or re-establishing unemployed people’s structured work habits and routines, improving their networks along with their social skills, and boosting their confidence. This paper will outline in detail the types of features the proposed new Australian place-based initiative will require, drawing on and drilling down further into data and analysis presented in the author’s recent book: Northern Lights: The Positive Policy Example of Sweden, Finland, Denmark and Norway.

Communicating about the management of medications as patients move across transition points of care: an observation and interview study

RATIONALE, AIMS AND OBJECTIVES: As patients move across transition points, effective medication management is critical for patient safety. The aims of this study were to examine how health professionals, patients and family members communicate about managing medications as patients moved across transition points of care and to identify possible sources of communication failure.

METHOD: A descriptive approach was used involving observations and interviews. The emergency departments and medical wards of two hospitals were involved. Observations focused on how health professionals managed medications during interactions with other health professionals, patients and family members, as patients moved across clinical settings. Follow-up interviews with participants were also undertaken. Thematic analysis was completed of transcribed data, and descriptive statistics were used to analyse characteristics of communication failure.

RESULTS: Three key themes were identified: environmental challenges, interprofessional relationships, and patient and family beliefs and responsibilities. As patients moved between environments, insufficient tracking occurred about medication changes. Before hospital admission, patients participated in self-care medication activities, which did not always involve exemplary behaviours or match the medications that doctors prescribed. During observations, 432 instances of communication failure (42.8%) were detected, which related to purpose, content, audience and occasion of the communication.

CONCLUSIONS: Extensive challenges exist involving the management of medications at transition points of care. Bedside handovers and ward rounds can be utilized as patient counselling opportunities about changes in the medication regimen. Greater attention is needed on how patients in the community make medication-related decisions.