Comparative academic performance of lifelong learners in engineering and technology

The engineering-technologist degree is an important element of continuing engineering education for many members of the engineering workforce. This paper reports on the study of close to 9000 unit enrolments to gain an objective understanding of the withdrawal, persistence, and academic-performance characteristics of both engineering-technologist and professional-engineering students.

Silenced sexualities in schools and universities

This study investigates how sexuality is dealt with at all levels of formal education and focuses on the way sexualities are manufactured in, and by, educational establishments, ranging from primary schools through to universities and colleges.

The challenges encountered with developing a valid and reliable urinary continence assessment form

The purpose of this study was to develop and validate a concise continence assessment form that can be completed by patients.
A prospective, descriptive, multi-site study was conducted at three major teaching hospitals over a 6 month period utilising a repeated measure design. The study was conducted over two stages: Stage One
consisted of developing the face validity and user friendliness of the instrument; Stage Two consisted of establishing the test-retest reliability of the instrument.
This paper discusses the process and results of the instrument development project. It highlights the clinical and statistical difficulties experienced in the development of the continence assessment form.

‘Be yourself and have a ball’ : using a school and community based health education model to build young women’s resilience and connectedness

Recognition of the important role schools play in the promotion of student wellbeing can be seen in the growing number of polices and programs being implemented in schools across the Australia. This paper reports on some initial data from focus group interviews with year 9 and 10 girls involved in the pilot of a health and physical activity intervention designed to connect them to their local community and reconnect them with their school and their peers. The aim of the program was to build connectedness and resilience by engaging young women in non-traditional physical activities whilst providing them with a sound understanding of health issues relevant to adolescent girls. Situated in a relatively isolated rural community 200 kilometers south east of Melbourne the program was overwhelmingly delivered by regional and local agencies in conjunction with the local secondary school. The intervention was built on a partnerships model designed with the purpose of increasing participation and access for young women whilst building a sustainable program run in partnership between the school and local agencies and services. The initial data from this pilot indicates the program is having a positive impact on the young women’s sense of self and their bodies, their relationships with their peers and in reducing bullying behaviour amongst the girls. However the data raises some important questions around the adequacy of school-based health education, and the sustainability of approaches designed to be delivered by outside agencies rather than classroom teachers.

Sexualities and gender in the classroom : changing teacher practice

Despite significant changes in policy and practice, same-sex attracted young people in Australian schools continue to experience high levels of abuse and violence.  The majority of schools are at worst openly homophobic and at least neglectful.  There is a reluctance by health education teachers to recognise and affirm gender and sexual diversity.  This book examines the challenging process teachers go through as they gain the skills needed to be more inclusive in their teaching.  In the context of anew professional learning program, the journey of 14 diverse, yet characteristic, health education teachers is documented and analysed.  The study concludes that whilst there is a range ofpersonal and structural barriers inhibiting change, teachers were nabled to implement many aspects of their professional learning through supported risk-taking.  The findings and analysis will be of itnerst to academics and professionals in health and sexuality education and to those working in health and sexuality education more broadly.

'Girls talking about girls' issues' : the importance of girls-only health and physical education in promoting well-being

Recognition of the important role schools play in the promotion of student well-being can be seen in the growing number of policies and programs being implemented in schools across Australia. This paper reports on some initial data from focus group interviews with Year 9 and 10 girls involved in the pilot of a health and physical activity intervention designed to connect them to their local community and reconnect them with their school and their peers. The aim of the program was to build connectedness and resilience by engaging young women in non-traditional physical activities whilst providing them with a sound understanding of health issues relevant to adolescent girls. Situated in a relatively isolated rural community 200 kilometres south-east of Melbourne the program was overwhelmingly delivered by regional and local agencies in conjunction with the local secondary school. The intervention was built on a partnerships model designed with the purpose of increasing participation and access for young women whilst building a sustainable program run in partnership between the school and local agencies and services. The initial data from this pilot indicates the program is having a positive impact on the young women's sense of self and their bodies, their relationships with their peers and in reducing bullying behaviour amongst the girls. However, the data raises some important questions around the adequacy of school-based health education, and the sustainability of approaches designed to be delivered by outside agencies rather than classroom teachers.

Lifelong learning, the knowledge economy and professional development

There is increasing rhetoric surrounding the concepts of lifelong learning and the knowledge economy (Peters, 2001); specifically e-learning and web-based learning environments. This paper seeks to explore the journeys of two professionals from two separate disciplines and work environments located in one higher-education institution where there is an increasing push to develop learning materials using online and other e-learning technologies.

With the steady shift from traditional learning, online learning is now playing an integral part of course delivery at the Australian regional university where the authors work. A contextual analysis of online learning within the broader views of the institution provides examples of discourses relating to online environments, knowledge management, and the professional development of the participants.

This discussion draws on the concepts of lifelong learning (Crowley, 2002; Serim & Murray, 2003) and embeds them within an online learning environment. Exploration of the multiple workplace environments within the institution under review demonstrates one way in which educators can embrace and position themselves as they negotiate changing educational discourses.

Post-literacy, a school, a website and lifelong learning in a regional context

This paper explores the potential impact that visual literacy or post-literacy in the postmodern age has on traditional educational structures. It follows a collaboration between an academic and a Central Queensland regional school in a learning journey that initially culminated in a website but then became a lifelong-learning experience for all participants.

Imagining future selves

This thesis reports how a vision of an ideal self as a speaker of English in the imagined global community where English is being used as lingua franca (ELF) by a vastly growing number of non-native English speakers (NNESs) for a wider communication alongside their L1, positively influences Taiwanese students' engagement in learning English in an exam-dominant context.