How the concept of agency aids in teaching about sustainability

Sustainability education is becoming an integral part of education for all students.The paper revisits startling results from large scale international studies that show the dissonance between young people’s sustainability knowledge and the resistance of young people to put into practice. The reluctance to enact sustainability knowledge necessitates a review of current teaching practices as these raise important issues about current models of education and how sustainability is captured within education. Education about sustainability seeks to future proof our society through the teaching and learning of actions that ensure our collective long term future. For this reason teaching about sustainability incorporates a focus on social responsibility as well as individual responsibility. 

Supporting national transition in Myanmar with development assistance

Myanmar is undergoing significant political reforms and socio-political changes, which have been more rapid and broad than anticipated by most commentators. While ongoing reforms face significant obstacles and vested interests, and is far from assured, reform to date has already significantly altered the international relations of the state. From a development perspective, the growing international acceptability of the regime has begun to change donor attitudes, with development assistance rather than merely humanitarian aid now being discussed, and the conditionality attached to international assistance changing. This paper explores these changes in donor policies toward Myanmar, examining the prospects for development partnership with relevant government programs and agencies, and analysing the ways and sectors development assistance may be able to be used to strengthen the ongoing reform and national transition.

Eliciting personal constructs to distinguish prevailing D/discourse in police training

This paper describes the application of the rank-order repertory grid technique to elicit personal constructs in order to distinguish prevailing D/discourse in police training. Traditionally, the repertory grid has been used as a quantitative method for data collection, correlation, and analysis, however, in recent years it has been applied as a qualitative method. This research combines the use of the repertory grid as a quantitative method for data collection and initial statistical analysis with a discourse analytic framework for final theoretical analysis. This research is in informed by a literature review of police culture, police training, gender, “Othering”, and inherent D/discourses in police organisations, and inspired by the researcher’s professional experiences in a police organisation. Anecdotal evidence and studies reveal that pedagogical training methods are predominantly used in police training with concerns identified as to their educative value. These concerns are supported by Australian and international studies into police management education which reveal a ‘resistant anti-intellectual subculture’ and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership which prevents critical thinking. An examination of D/discourse in police training is timely and pertinent given the Australasian agenda for policing to become a profession.

Pedagogy, police training, D/discourses – “truth” and situated identities and meanings

Qualitative and quantitative methods were used in this research to distinguish the prevailing D/discourses (words, tools, beliefs, thinking styles) in police training and to analyse the ‘discourse-practice’ (Cherryholmes 1988, p.1) framework of policing in a training environment. The manifestations, functions and consequences of the D/discourses raise concerns about the efficacy of training (its doctrinal intent and value versus its educative intent and value) and its implications for individuals’ identity, subjectivity, agency, learning, and “membership” within the policing community. The literature revealed that police training acts as a formally sanctioned vehicle for police culture, subcultures, and D/discourses. This is complicated by (a) the predominance of pedagogical training practices that support a trainer-centred approach and standardised lecture format for training, (b) police training focusing predominantly on law enforcement at the cost of higher-order conceptual skills, and (c) Australian and international studies of police management education which reveal a subculture resistant to theoretical analysis and critical reflection, and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership. A backdrop to this research and findings is the agenda of Australian and New Zealand police services for police to become a profession.

Pedagogy, police training, D/discourses – subcultures and situated identities and meanings

Qualitative and quantitative methods were used in this research to distinguish the prevailing D/discourses (words, tools, beliefs, thinking styles) in police training and to analyse the ‘discourse-practice’ (Cherryholmes 1988: 1) framework of policing in a training environment. The manifestations, functions and consequences of the D/discourses raise concerns about the efficacy of training (its doctrinal intent and value versus its educative intent and value) and its implications for individuals’ identity, subjectivity, agency, learning, and “membership” within the policing community. The literature revealed that police training acts as a formally sanctioned vehicle for police culture, subcultures, and D/discourses. This is complicated by (a) the predominance of pedagogical training practices that support a trainer-centred approach and standardised lecture format for training, (b) police training focusing predominantly on law enforcement at the cost of higher- rder conceptual skills, and (c) Australian and international studies of police management education which  reveal a subculture resistant to theoretical analysis and critical reflection, and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership. The agenda of Australian and New Zealand police services for police to become a profession provides a backdrop to this research and findings.

Doing the right thing at the right time: Assessing responses to patient deterioration in electronic simulation scenarios using course-of-action analysis

International studies indicate that the recognition and management of deteriorating patients in hospitals are poor and that patient assessment is often inadequate. Face-to-face simulation programs have been shown to have an impact on educational and clinical outcomes; however, little is known about performance in contemporary healthcare e-simulation approaches. Using data from an open-access Web-based patient deterioration program (FIRSTACTWeb), the performance of 367 Australian nursing students in identification of treatment priorities and clinical actions was analyzed using a military model of Course of Action Simulation Analysis. Participants' performance in the whole program demonstrated a significant improvement in knowledge and skills (P ≤ .001) with high levels of participant satisfaction. Course of Action Simulation Analysis modeling identified three key participant groupings within which only 18% took the "best course of action" (the right actions and timing), with most (70%) completing the right actions but in the wrong order. The remaining 12% produced incomplete assessments and actions in an incorrect sequence. Contemporary approaches such as e-simulation do enhance educational outcomes. Measurement of performance when combined with Course of Action Simulation Analysis becomes a useful tool in the description of outcomes, an understanding of decision making, and the prediction of future events.

Do enhancements to the urban built environment improve physical activity levels among socially disadvantaged populations?

Background: There is growing recognition that the urban built environment influences physical activity at the population level, although the effects on disadvantaged groups are less well understood. Using the examples of open/green space and street connectivity, this paper explores whether enhancements to the built environment have potential for addressing physical activity-related health inequalities among Mori, Pacific and low income communities in New Zealand.

Method: A high-level review of the international literature relating open space and street connectivity to physical activity and/or related health outcomes at a population level was completed. Consideration was given to whether these features of the built environment have a disproportionate effect on disadvantaged populations.

Results: Findings from international studies suggest that open space and street connectivity have a beneficial effect on physical activity. Enhancing the built environment may be particularly advantageous for improving physical activity levels among disadvantaged populations.

Conclusion: It is likely that open space and street connectivity have a positive effect on physical activity behaviour; however due to the cross-sectional nature of existing research and the paucity of research among disadvantaged populations definitive conclusions about the effect in these populations cannot be made. Further research is required (e.g. natural experiments or quasi experimental research designs) to determine the effect of changing the environment on physical activity and obesity.

Book review : 1835 : the founding of Melbourne and the conquest of Australia

Book review of 1835: the Founding of Melbourne and the Conquest of Australia. By James Boyce (Melbourne: Black Inc, 2011), ISBN 978-1-86395-475-4

Multiliteracies in the wild : learning from computer games

The growth of interest in virtual worlds and other online spaces for children and young people raises important issues for literacy educators and researchers. This book is a timely and much-needed collection of current research in the area. It provides a synthesis of knowledge and understanding and will be a key resource for scholars, students and teachers, particularly those interested in digital literacies. The work presents a coherent vision of current knowledge, and some of the most engaging, empirical research being undertaken on virtual worlds and online spaces in and beyond educational institutions. It contains international studies from the UK, North America and Australasia.This is an important time for those researching virtual worlds, videogaming and Web 2.0 technologies, since there is growing professional interest in their significance in the education and development of children and young people. Whether these technologies are solely associated with informal learning or whether they should be incorporated into classroom contexts is hotly debated. This book provides a principled evaluation and appreciation of the learning, teaching and instruction that can occur in digital environments, showing children, young people and those who work with them as active agents with possibilities to navigate new paths.

International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices

 Abstract:The disproportionate focus on classroom teachers and their instruction—teacher effectiveness—in order to confront and address under-achievement and disadvantage appears as a contemporary education policy theme in Australia. Phrases such as ‘high performing schooling systems’, ‘the best teachers’, ‘high performing countries’, ‘quality teaching’, ‘under-performing schools’, ‘the right change’, ‘operationally feasible’, ‘targeting of reforms’, ‘degrees of under-performance’, ‘educational drivers’, ‘teacher quality and improved teaching’ and ‘external standards and governance’ are constantly mentioned and given continual attention and prominence by policy-makers. The paper questions and critiques a policy-making direction that uses teacher effectiveness research to force and steer reform in education. The distinctive and narrow concern with teacher effectiveness works to the specific exclusion of breadth and scope concerning debate about broader education related issues and questions, for example, matters of student achievement, exclusion and disadvantage. This article uses a qualitative research approach informed by critical theory to examine three influential private sector reports on education and schooling: The McKinsey Report ( 2007 )—How the world’s best-performing school systems come out on top, The Nous Group ( 2011 )—Schooling Challenges and Opportunities and The Grattan Institute ( 2012 )—Catching up: Learning from the best school systems in East Asia. The article subjects the reports to close critical scrutiny and examination and finds that classroom teachers are positioned so that their specific and explicit instruction becomes the differentiating ‘variable’ in matters of student achievement and success.

Communication of scientific uncertainty : international case studies on the development of folate and vitamin D Dietary Reference Values.

Transparent evidence-based decision making has been promoted worldwide to engender trust in science and policy making. Yet, little attention has been given to transparency implementation. The degree of transparency (focused on how uncertain evidence was handled) during the development of folate and vitamin D Dietary Reference Values was explored in three a priori defined areas: (i) value request; (ii) evidence evaluation; and (iii) final values.

Community-associated methicillin-resistant Staphylococcus aureus transmission in households of infected cases : a pooled analysis of primary data from three studies across international settings

Diverse strain types of methicillin-resistant Staphylococcus aureus (MRSA) cause infections in community settings worldwide. To examine heterogeneity of spread within households and to identify common risk factors for household transmission across settings, primary data from studies conducted in New York (USA), Breda (The Netherlands), and Melbourne (Australia) were pooled. Following MRSA infection of the index patient, household members completed questionnaires and provided nasal swabs. Swabs positive for S. aureus were genotyped by spa sequencing. Poisson regression with robust error variance was used to estimate prevalence odds ratios for transmission of the clinical isolate to non-index household members. Great diversity of strain types existed across studies. Despite differences between studies, the index patient being colonized with the clinical isolate at the home visit (P < 0·01) and the percent of household members aged <18 years (P < 0·01) were independently associated with transmission. Targeted decolonization strategies could be used across geographical settings to limit household MRSA transmission.