An examination of the range of self-funding options available to regional galleries and an assessment of their suitability for use in those institutions

Researches the suitability of a variety of self-funding options available to regional galleries in Australia. An overview of the range of current self-funding practices is given. Each option is mapped according to its impact on core/value added services and its effect on primary/secondary users and assessed for suitability using these criteria.

Teacher change in exploring representational approaches to learning science

The researcher worked closely with two biology-trained teachers to plan three teaching sequences in the topics of forces, substances and astronomy that were subsequently taught to Year 7 students. The sequences sought to develop a model of classroom practice that foregrounds students’ negotiation of conceptual representations.

The difficulties encountered by individuals in learning science point to the need for a very strong emphasis of the role of representations in learning. There is a need for learners to use their own representational, cultural and cognitive resources to engage with the subject-specific representational practices of science. Researchers who have undertaken classroom studies whereby students have constructed and used their own representations have pointed to several principles in the planning, execution and assessment of student learning (diSessa, 2004; Greeno & Hall, 1997). A key principle is that teachers need to identify big ideas, key concepts, of the topic at the planning stage in order to guide refinement of representational work. These researchers also point out the need for students to engage with multiple representations in different modes that are both teacher and student generated. A representation can only partially explain a particular phenomenon or process and has both positive and negative attributes to the target that it represents. The issue of the partial nature of representations needs to be a component of classroom practice (Greeno & Hall, 1997) in terms of students critiquing representations for their limitations and affordances and explicitly linking multiple representations to construct a fuller understanding of the phenomenon or process under study. The classroom practice should also provide opportunities for students to manipulate representations as reasoning tools (Cox, 1999) in constructing the scientifically acceptable ideas and communicating them.

Research question: What impact was there on the participating teacher’s practice through the adoption of a representational focus to teaching science?

Data collection included video sequences of classroom practice and student responses, student work, field notes, tape records of meetings and discussions, and student and teacher interviews based in some cases on video stimulated recall. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation.

The teachers in this study reported substantial shifts in their classroom practices, and in the quality of classroom discussions, arising from adopting a representational focus. The shifts were reported by them as a three-fold challenge. First, there was an epistemological challenge as they came to terms with the culturally produced nature of representations in the topics of force, substance and astronomy and their flexibility and power as tools for analysis and communication, as opposed to their previous assumption that this was given knowledge to be learnt as an end point. The second challenge was pedagogical, in that this approach was acknowledged to place much greater agency in the hands of students, and this brought a need to learn to run longer and more structured discussions around conceptual problems. The third challenge related to content coverage. The teachers sacrificed coverage for the greater depth offered by this approach, and were unanimous in their judgment that this had been a change that had paid dividends in terms of student learning.

Seeing 'things' differently : recognition, ethics, praxis

This essay focuses on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia (that is, the National Assessment Program – Literacy and Numeracy, or NAPLAN), and explores the way this reform is mediating the work of English literacy educators in primary and secondary schools. We draw on data collected as part of a research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. These interviews indicate that the introduction of standardised testing does not merely constitute an additional part of teachers” workloads, but that it is having a significant impact on their identity as language educators, their understanding of curriculum and pedagogy, and the relationships they seek to maintain with their students. By introducing the NAPLAN tests, the Australian Federal Government is going down the path of other neo-liberal governments around the world. No doubt the story we tell will be familiar to readers in other countries. Our aim, however, is more than simply to give yet another account of the tensions experienced by committed language and literacy teachers as they implement neoliberal policy mandates. Key questions for us include: Why is the Australian government persisting with such policies, even when they have had such dubious consequences (teaching to the test, dumbing down, and so on.) in other national settings? How might educators resist these reforms? What intellectual resources might enable us to articulate an alternative vision of language education to that imposed by neoliberal reforms?
We present an account of conversations with a group of teachers in a primary school in the northern suburbs of Melbourne, not in order to make large claims about how the profession in Australia as a whole judges standards based reforms, but because their talk prompts reflection about the possibility of resisting such policy initiatives. Our impulse is largely a philosophical one – we are raising questions about how neoliberal reforms construct teachers and their students, what they presuppose about the nature of life and its potential, and how educators might dissent from the world view that is being imposed. And rather than simply investigating how teachers are grappling with standards-based reforms, as though it is yet again a matter of putting teachers under the spotlight, we also raise questions about the responsibility of academics and teacher educators to maintain a critical standpoint within the policy environment created by such changes.

Quality in accounting education and low English standards among overseas students : is there a link?

Two studies of stakeholders in university education for accounting professionals in Australia provide evidence of a decline in the quality of accounting education as perceived by accounting academics. This decline may be linked to increasing enrolments of international students with poor English language skills. Some university lecturers indicate that the quality of students entering their courses has declined, as has the quality of those graduating. In an environment increasingly dominated by the need to publish or perish, assessment tasks such as essays, case studies, and research reports, designed to improve the English language and communications skills of graduates, may have been compromised. This may contribute to the fact that many employers of graduates are concerned about the low levels of English language and communication skills displayed by accounting graduates, particularly international students.

A suite of evidence-based continence assessment tools for residential aged care

The management of incontinence in residential aged care facilities presents staff with considerable challenges. In order to support the residential aged care workforce to provide evidence-based continence care, we developed a suite of evidence-based continence assessment tools and an accompanying educational resource for use in the residential aged care sector. The tools comply with international and accreditation standards. They address urinary and faceal incontinence and other bladder and bowel symptoms. They also include a number of cues to guide staff to assess and manage residents’ continence care needs and refer as needed. An evaluation of the tools conducted in 18 residential aged care facilities across three states revealed that staff members found the tools helpful, clear, simple and user-friendly. This paper provides a description of the newly developed suite of continence assessment tools for residential aged care and the accompanying education resources, and presents staff perspectives on their clinical usefulness.

Professional standards : maintaining a critical stance

The following article asks whether professional standards can provide a framework for practitioner inquiry and the renewal of the English teaching profession in Australia. This is in contradistinction to managerial pressures to impose standards for regulatory purposes. The article draws on research conducted for PRIME (Portfolio Research in Mathematics and English), a collaborative project involving members of the Victorian Association for the Teaching of English, the Australian Literacy Educators’ Association and the Mathematics Association of Victoria. PRIME was designed to explore the professional learning which English and Mathematics teachers experienced as they prepared portfolios within a standards framework. This article focuses on the experiences of one English teacher who participated in the project.

An assessment of game based learning

‬This thesis uses the principles arising from both the literature review and surveys and experiements to further the understanding of game design that supports quality learning. These principles have been used to build two exemplar platforms that on a number of criteria and measures, represent generic principles concerning game-based learning.

The national mapping of teacher professional learning project : a multi-dimensional space?

This essay focuses on the National Mapping of Teacher Professional Learning (2008), a report that we co-authored along with a number of other researchers on the basis of extensive surveys and interviews relating to the policies and practices of teacher professional learning in Australia. The report is an update of an earlier survey conducted by David McRae and others, entitled PD 2000, and it registers significant changes in attitudes and practices relating to professional learning across Australia in the intervening period. Perhaps the most significant development is the way professional learning is now recognized as an important vehicle for education reform by systems, schools and by teachers themselves, most notably the standards-based reforms that have such a decisive effect on the policy landscape here in Australia and in other countries. The work of the AATE in developing the Standards for Teachers of English Language and Literacy (STELLA) is mentioned in the report. It was acknowledged that STELLA provides a generative framework for professional learning, sometimes in contradiction to more managerial approaches. The question remains, however, of how English teachers as a professional community might locate themselves within the policy landscape described in this report. This essay is an attempt to promote this kind of discussion and to argue the distinctive nature of the standpoint that English teachers might bring to thinking about and planning for professional learning and practitioner inquiry.

A comparison of client and contractor attitudes to prequalification criteria

Contractor prequalification is concerned with assessing the likelihood of contractors meeting client and project requirements. The criteria used in this assessment have been developed in a largely idiosyncratic manner to date and with little or no consultation with the contractors affected. As a result, contractors are faced with a variety of calls for information by prequalifiers, the collection of which can be quite costly. This is leading to expensive duplication of effort by contractors in providing what is often similar information but in different formats. Furthermore, previous research has shown that the benefits of the information to prequalifiers are uncertain - many prequalifiers analyse the information in only a cursory manner. What is needed is some form of cost-benefit analysis to be carried out which will establish a common set of criteria for all to use.

As a precursor to this, the research described in this paper compares the different attitudes of both prequalifiers and contractors to prequalification criteria commonly in use in the Australian building industry. This was carried out via a postal questionnaire involving 49 contractors and 15 prequalifiers across Australia. The respondents were divided into three groups; (1) contractors doing work for mainly private sector clients and (2) contractors doing work for mainly private sector clients, and (3) construction prequalifiers (clients).

The results show that both clients and contractors have divergent opinions on the importance and value of the criteria in use. The possible reasons for these differences are discussed and the likely implications for future research in the topic.

Standards-based accountability : reification, responsibility and the ethical subject

Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of ‘educational accountability’ and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions that are central to the restructuring of educational governance and the reorganization of teachers’ work. Today, accountability constitutes a core concept of neoliberal policy-making in education, both fashioning and normalizing what counts as teacher professionalism in the ‘audit society.’ This article focuses specifically on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia, and raises questions about the impact of this reform on the work practices of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. The article traces the ways in which teachers’ work is increasingly being mediated by standardised literacy testing to show how these teachers grapple with the tensions between state-wide mandates and a sense of their professional responsibility for their students.

Recommendations for a trans-European dietary assessment method in children between 4 and 14 years

Background/Objectives: The main objective of European Food Consumption Validation (EFCOVAL)-child Project is to define and evaluate a trans-European methodology for undertaking national representative dietary surveys among children in the age group of 4–14 years. In the process of identifying the best dietary assessment methodologies, experts were brought together at a workshop. The paper presents the discussion of the best available method and the final recommendations for a trans-European dietary assessment method among 4- to 14-year-old children.
Subjects/Methods: The starting point was to investigate whether the method (two non-consecutive 24-h dietary recalls (24-HDRs)) suggested for the adults in European Food Consumption Survey Method (EFCOSUM) would be usable for children in
the age group between 4 and 14 years. However, all available dietary assessment methods were included in the discussion to ensure that the final recommendation would be based on the best evidence. Six criteria were defined and used as additional
guidance in the process.
Results: The literature does not give a clear recommendation on the dietary assessment methods that are most suitable for children in the age group of 4–14 years. Nevertheless, on the basis of the literature, the recommendations were separated for preschoolers (4–6 years) and schoolchildren (7–14 years).
Conclusion: For preschoolers, two non-consecutive days of a structured food record are recommended, using a (for children adapted) picture booklet and household measures for portion-size estimation. For schoolchildren, repeated 24-HDRs are recommended, using a picture booklet and household measures for portion-size estimation. In addition, the child should bring a booklet to register what is eaten out of home. One parent should assist the schoolchild at the 24-HDR interview, and therefore face-to-face interviews are required.

Defining plant resistance to Phytophthora cinnamomi : a standardized approach to assessment

Phytophthora cinnamomi is a soil-borne plant pathogen that causes devastating disease in agricultural and natural systems worldwide. While a small number of species survive infection by the pathogen without producing disease symptoms, the nature of resistance, especially under controlled conditions, remains poorly understood. At present, there are no standardized criteria by which resistance or susceptibility to P. cinnamomi can be assessed, and we have used five parameters consisting of plant fresh weight, root growth, lesion length, relative chlorophyll content of leaves and pathogen colonization of roots to analyse responses to the pathogen. The parameters were tested using two plant species, Zea mays and Lupinus angustifolius, through a time course study of the interactions and resistance and susceptibility defined 7days after inoculation. A scoring system was devised to enable differentiation of these responses. In the resistant interaction with Z. mays, there was no significant difference in fresh weight, root length and relative chlorophyll content in inoculated compared with control plants. Both lesion size and pathogen colonization of root tissues were limited to the site of inoculation. Following inoculation L. angustifolius showed a significant reduction in plant fresh weight and relative leaf chlorophyll content, cessation of root growth and increased lesion lengths and pathogen colonization. We propose that this technique provides a standardized method for plant-P. cinnamomi interactions that could be widely used to differentiate resistant from susceptible species.

Reporting large-scale assessment on a single formative-summative scale

This thesis explored the possibilities for effective formative-summative reporting of large-scale assessment programme data. The result was the creation of an interactive reporting format that provides teachers with feedback on students’ performance in a form, defined by the teacher, to assist in the preparation of effective educational experiences for students.

An agile IT security model for project risk assessment

There are two fundamental challenges in effectively performing security risk assessment in today's IT projects.The first is the project manager's need to know what IT security risks face the project before the project begins. At this stage IT security staff are unable to answer this question without first knowing the system requirements for the project which are yet to be defined. Second organisations that deal with a large project throughput each year find the current IT security risk assessment process to be tedious and expensive, especially when the same process has to be repeated for each individual project. This also makes it difficult for an organisation to prioritise which projects require more investment in IT security in order to fit within budget constraints. This paper presents a conceptual model that is based on an agile approach to alleviate these challenges. We do this by first analysing two online database resources of vulnerabilities by comparing them to each other, and then compare them to the agile criteria of the conceptual model which we define. The conceptual model is then presented and an example is given of how it can be applied to an actual project. We then briefly discuss what further work needs to be done to implement the conceptual model and validate it against an existing IT project.

Does traditional security risk assessment have a future in information security?

The current information security standards still advocate the use of risk assessment in the prioritisation of security investments. However, prior research on the use of risk assessment methodologies in organisational security has shown that the use of the traditional monolithic risk assessment process described in the current risk management standard is simply not practical at the organisational level. This paper first examines the problems in performing a systematic risk assessment and then discusses the limitations of a traditional risk assessment. To address these limitations, this paper proposes splitting up the current monolithic risk assessment process. The result is an information security assessment framework that puts greater emphasis on situational awareness and allows for better decision making on the prioritization of security investments.