Does sleep education change sleep parameters? Comparing sleep education trials for middle school students in Australia and New Zealand

Background: Adolescents suffer daytime consequences from sleep loss. Sleep education programs have been developed in an attempt to increase sleep knowledge and/or duration. This paper presents data from three trials of the Aus-tralian Centre for Education in Sleep (ACES) program for adolescents.

Methods: The ACES program was delivered to 69 Australian adolescents in a pre-post cross-sectional design (mean age 15.2) and 29 New Zealand adolescents in a randomised control trial (mean age 14.8 years). Assessments in sleep parame-ters were undertaken at baseline and post intervention.

Results: Where sleep knowledge was evaluated (Australian trials), significant improvements were shown in all trials (All p <0.05). Where sleep duration was assessed (New Zealand trial) significant improvements were found in week and weekend sleep duration [F(1, 27)=4.26, p=0.04). Both, students and teachers found the program feasible, interesting, and educational.

Conclusions: ACES sleep education programmes can improve both sleep knowledge and sleep duration in adolescents. Improving the programme so sleep knowledge attained equates to actual sleep behaviour change are areas for future direc-tion. Collectively these findings provide encouraging signs that adolescents can improve their sleep knowledge and behav-iour with sleep education which bodes well for sleep-related health and psycho-social issues.

`Zealotry or nostalgic regret`? women leaders in technical and further education in Australia : agents of change, entrepreneurial educators or corporate citizens?

Education has been restructured in many Western post-industrial nation states during the 1990s. The Australian Technical and Further Education sector (TAFE) has been particularly susceptible to discourses of responsiveness to the market and the new entrepreneuralism. This article explores how women have been repositioned in contradictory and ambiguous ways as the new entrepreneurial middle managers by existing and emergent discourses that circulated in and through TAFE organizations. In turn, it points to how discourses of change management and client responsiveness took on particular readings within specific institutional and professional cultures of the eight Technical and Further Education institutions (TAFEs). At the same time, the restructuring that arose from the corporatization of TAFE, in a highly gendered process, through the twin strategies of marketization and the new managerialism produced new possibilities for individual women educators who moved up into middle management. Yet these individual women were positioned within highly masculinist 'neo-corporate bureaucratic cultures' that co-opted their passion for the capacity of education to make a difference and incorporated these new entrepeneurial work identities.

Expanding the horizons of accounting education : incorporating social and critical perspectives

This paper examines a case of accounting education change in the context of increased interest in ethical, social, and environmental accountability, presenting a reflexive case study of a new university accounting subject incorporating social and critical perspectives. Foundational pedagogical principles and key aspects of curriculum are outlined. The pedagogy draws on the integration of humanistic and formative education (principally based on Gramscian and Freirean approaches) and deep and elaborative learning. Two key aspects of curriculum and pedagogy are analysed. First, a curriculum based on a broad conception of accounting and accountability as power-laden social processes, drawing on a range of research literature. Second, the adoption of an authentic, supportive, and collegial team teaching approach. Students’ feedback relating to identified issues is presented. The paper contributes to the renewal of the social and ethical worth of accounting education, concluding that deep accounting educational change encompasses both the content and practice of classroom activity and changes in the self-consciousness of staff and students.

Linking student evaluations to institutional goals : a change story

For the past 30 years, beginning with the seminal work of Herbert Marsh in Australia and New Zealand, institutions of higher education have developed internal practices and procedures to collect and analyse student evaluations of teaching and learning. However, the question remains: has this development resulted in the achievement of institutional goals that maximise learning across all teaching contexts? As is the case in many other countries, a recent review of Australian national student evaluation data failed to conclude that student evaluations have improved overall teaching. However, these data have made student perceptions of teaching and learning more salient in the minds of tertiary educators. Certainly, teaching staff are aware of the impacts of student evaluations on informed decision-making, such as the continuation or discontinuation of courses, and on their promotion processes. This paper will review student evaluation practices according to criteria used in change theories, such as the transtheoretical change model (TTM). TTM construes organisational change as a process involving progress through a series of five stages: precontemplation, contemplation, preparation, action and maintenance. This paper will focus on organisational and behavioural outcomes that can be linked to the use of student data. It will recommend strategies for better aligning evaluation results to the stages of change.

Mainstreaming change

Over the last few months I have been watching Madam Secretary on DVD. The television series revolves around the professional and personal life of a female US Secretary of State, and also features a female Chair of the Joint Chiefs of Staff (head of the military), a female Attorney General, and a female director of the FBI. In real life, the United States has had three female Secretaries of State in recent administrations, including one who could be the next President, significant numbers of women at the top levels of government, and more than thirty 4 star admirals and generals.

Perceptions of the first year experience at university

Until recently the issues of transition to university have been largely ignored in educational research. However, in recent years economic factors have meant that Governments require universities to be more publicly accountable and efficient than in the past. As a result, increased emphasis has been placed on the retention and transition of university students. Students new to tertiary study face a range of challenges in making the adjustment from school to university. They are expected to learn challenging material and to develop independent thought while adjusting to different teaching and expanded social environments (McInnis and James, with Mc Naught, 1995). In the context of first year accounting studies, the importance of the first year experience has been emphasised in the United States by the Accounting Education Change Commission (AECC) (1992). The AECC (1992, p.1) states that "the [first] course shapes [potential accounting majors'] perceptions of (1) the profession, (2) the aptitudes and skills needed for successful careers in accounting, and (3) the nature of career opportunities in accounting." Adams et al. (1994) and Cohen and Hanno (1993) provide empirical support for the importance of a positive experience in the first accounting course.

Reflecting on contemporary accounting : teaching and learning social and critical perspectives

This paper provides a case description and analysis of an effort to enact accounting education change. The study reports on an attempt to renew the social and ethical worth of accounting education and practice in the post-Enron context of increased interest in how accounting may contribute to social responsibility and sustainability. The paper considers the organisation, aims, and content of a newly-developed unit on social and critical perspectives on accounting, and key elements of the pedagogy utilised. These include team teaching, the employment of research literature rather than a prescribed textbook, an expanded conception of accounting and accounting “knowledge”, the adoption of educational goals that encompass preparing students for economic and social life and for democratic participation, and a view that sees ethics, the environment, and society as central to accounting. It is concluded that accounting educational change must encompass the content and practice of classroom activity, but it also requires change to the self-consciousness of all actors involved. Explicit inclusion of the social, critical, environmental and ethical dimensions of accounting in our teaching and learning programs provides an avenue for academics to individually and collectively make a meaningful contribution.

Big change questions : can we create a form of public education that delivers high standards for all students in the emerging knowledge society?

Within many Anglophone nation states there is significant debate about
the future of public education and its ongoing capacity to provide quality
education. The new knowledge economy not only challenges the position
of educators as the primary producers, disseminators and authorizers of
what is valued knowledge, but also requires them to prepare students for
new ways of working with that knowledge. In the service economies of
post-industrial Western nations, 'knowledge work' is critical to national
productivity and international competitiveness. At the same time, the
globalization logic suggests that the nation state is under threat, and therefore its role as provider of universal services such as education is also threatened.

Change and stasis in schoolmusic education in Victoria: the past informing the future

This article reviews the current state of music education in Victoria in terms of both past and present issues. It is argued that many of these issues are the result of change and stasis that have occurred over the past 150 years of school music in Victoria. The principal issues that confront the present generation of music educators and policy makers are the role and place of music in school education and the provision of music teachers for government schools. Both of these issues are discussed in terms of the historical development of music in Victorian schools and it is demonstrated that many of the problems associated with these issues are either cyclical in nature, or have been endemic and simply never adequately addressed. It is suggested that one of the principal challenges to be faced in the government school sector at present is to retain the integrity of music as a discrete subject area in face of the current trend towards a generically-based arts curriculum. There is often a tendency in education to adopt an overly critical and even pessimistic approach to what are perceived as long-standing and seemingly insolvable problems. However, a counter-balancing factor is the rich heritage of Victorian music education which provides the basis for a more optimistic outlook. An important aspect of this heritage is the example of many outstanding music educators in Victoria and elsewhere. It is argued that a knowledge of such past achievements as well as a fuller appreciation of the historical development of music education policies and practices should provide a more informed and rational basis from which to decide the future course of music education in Victoria.

Media/ting change: the print media's role in mediating education policy in a period of radical reform in Victoria, Australia

This paper draws upon critical discourse analysis, cultural studies and communication theory, studies on media and educational reform, and the work of Bernstein, Bourdieu and Luhmann in particular, to explore how the print and media 'mediated' a period of educational change marked by moves to self-management in schools in Victoria, Australia. It considers how the media was mobilized by various education stakeholders, and in turn informed relations between schools and government, through policy discourses and texts. It considers why and how particular themes became media 'issues', how schools and teachers responded to these issues, and how the media was used by various stakeholders in education to shape policy debates. It is based on a year-long qualitative study that explored critical incidents and representations about education in the print media over a year in the daily press. It illustrates the ways in which a neo-liberal Victorian government mobilized the media to gain strategic advantage to promote radical education reform policies, considers the media effects of this media/tion process on schools and teachers, and conceptualizes how school and system performance is fed from and into media representations, public perceptions and community understandings of schools and teachers' work.

Constructivism in environmental education: beyond conceptual change theory

Abstract constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how the nature of subject matter is constructed, learning and the implications of these for teaching practice.

A proposal for change to teacher education in and for rural and regional Australia

In recent years, much attention has been given to the preparation of teachers for rural and regional schools (for example, Marks et al, 2000, Marks et al, 2001, Jones, 2002). Rural and regional teacher education brings with it exciting opportunities for individuals and communities. However, it is also coupled with specific demands on governments, teaching staff and tertiary institutions. However, as yet little attention has been given to how to reform teacher education to address the identified issues (Green & Reid, 2004). At present, the teacher education course offered on the Warrnambool campus of Deakin University is identical to that offered on the metropolitan (Burwood) and regional (Geelong) campuses. The course is a traditional four-year course.

At the Warrnambool campus we are embarking on a project which aims to reconceptualise teacher education for rural and regional contexts. It seeks to: better understand the issues and challenges rural and regional stake holders face within the profession, including both pre-service and service dimensions; identify the context specific knowledge, skills and strategies rural and regional schools are looking for in graduate teachers; and develop and implement a revised Bachelor of Education program that reflects the needs of rural and regional education.

In this paper, we outline how we intend determining the demand for a community-based teacher education program in western Victoria and determining/negotiating community support for such an initiative.

Lack of integration of medical education in Australia: the need for change

The lack of cohesion across health and education sections and national and state jurisdictions is counterproductive to effective national policies in medical education and training. Existing systems in Australia for medical education and training lack coordination, and are under resourced and under pressure. There is a need for a coordinated national approach to assessment of international medical graduates, and for meeting their education and training needs. The links between prevocational and vocational training must be improved. Tensions between workforce planning, education and training can only be resolved if workforce and training agencies work collaboratively. All prevocational positions should be designed and structured to ensure that service, training, teaching and research are appropriately balanced. There is a need for more health education research in Australia.