An analysis of the role of teachers’ aides in a state secondary school: perceptions of teaching staff and teachers’ aides

In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support. Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.

The impact of school suspension on student tobacco use : a longitudinal study in Victoria, Australia, and Washington State, United States

Context: School suspension may have unintended consequences in contributing to problem behaviors, including dropping out from school, substance use, and antisocial behavior. Tobacco use is an early-onset problem behavior, but prospective studies of the effects of suspension on tobacco use are lacking.

Method: Longitudinal school-based survey of students drawn as a two-stage cluster sample, administered in 2002 and 2003, in Washington State, United States, and Victoria, Australia. The study uses statewide representative samples of students in Grades 7 and 9 (N = 3,599). Results: Rates of tobacco use were higher for Victorian than Washington State students. School suspension remained a predictor of current tobacco use at 12-month follow-up, after controlling for established risk factors including prior tobacco and other drug use for Grade 7 but not Grade 9 students.

Conclusions: School suspension is associated with early adolescent tobacco use, itself an established predictor of adverse outcomes in young people. Findings suggest the need to explore process mechanisms and alternatives to school suspensions as a response to challenging student behavior in early adolescence.

“Through a glass darkly” : a report on trends in school music education provision in Australia

This paper reports on research commissioned by the Music Council of Australia (MCA) on the provision of school music education in Australian states and territories. Using guidelines developed by the principal researcher, a team of state and territory investigators collected data on eleven research questions formulated by MCA’s Research Committee. The principal investigator compiled, analysed and interpreted the state data and synthesised the findings into an overview of
the current situation nationally. One of the major findings was the limited amount of uniform data available from education authorities; indeed, the inadequacy or non-availability of data from some states is a matter of serious concern in terms of public accountability for the school music provision. Nevertheless, the project provided an overview of the current state of school music education in all states and territories. In relation to three of the key indicators (numbers of specialist music teachers, numbers of students taught music, and numbers of students studying music at Year 12), the study revealed that the provision of music has not changed significantly over the past two decades—the situation has either remained static or has improved or declined slightly. The principal recommendation from the project is the need for a more comprehensive survey to be undertaken and a Deakin University team, in collaboration with the MCA as industry partner, will be applying for an ARC Linkage Grant which will investigate effective teaching of music in schools and the preparation of teachers for implementing music programs.

School and community partnerships in socially critical environmental education : research as environmental activism

Through a critical ethnography of a school and community, this study identifies and describes-in-action an approach to environmental education that supports the socially critical aspirations of many contemporary environmental education activists and examines its fate in the policy context of educational restructuring.  The study provides a critical analysis and exploration of environmental education and environmental activism within the context of social change.

Teachers’ aides working in secondary school settings: preparedness and professional learning

In Victoria, Australia teachers’ aides (TAs) are employed to provide support to students with disabilities in accessing their education. The role of the TAs varies within and across school settings. Drawing from the findings of a quantitative study, the purpose of this paper is to develop an understanding of teachers’ aides’ perceptions of their preparedness to perform 18 student-related tasks within the state secondary school setting in Victoria, Australia. In all, 163 participants completed the on-line questionnaire. The results of the study showed that that in general TAs perceive there are tasks relevant to their roles in supporting students with disabilities; and there are tasks that are not applicable to that role. The TAs in this study considered that they had training that enabled them to effectively perform the listed student related tasks to support students with disabilities in the secondary school environment.

Pride and prejudice : facilitating change in the attitudes of students toward gay men and lesbians

Issue addressed: As one of the most significant sites of homophobia is the school, a six week school based program designed to help students explore their attitudes to gays and lesbians was developed called 'Pride and Prejudice'. This paper reports on the initial data from the evaluation of this program. Methods: In order to evaluate the usefulness of the program, a group of year 10 students at a state secondary school participated in the Pride and Prejudice program. Students' attitudes to gay men and lesbians and their social connectedness, self esteem, attitudes to race and beliefs about gender roles were measured before and after their participation. Results: Attitudes held by students toward gay men and lesbians were significantly more positive after the program. The level of attendance during the program significantly predicted the change in attitudes toward gay men but not to lesbians. Conclusion: School based programs delivered to individual classes in which students are given the opportunity to explore their attitudes toward lesbians and gay men may be a useful part of a strategy to reduce homophobia. So what?: Health promoting schools now have a tool available for enabling students to reflect on their attitudes toward gay men and lesbians. It is hoped that school wide implementation of such a program will eventually lead to a reduction in the discrimination same sex attracted youth often experience.

Futures in education

Futures education (FE) in a rapidly changing world is critical if young people are to be empowered to be proactive rather than reactive about the future. Research into young people's images and ideas of the future lead to the disturbing conclusion that, for many, the future is a depressing and fearful place where they feel hopeless and disempowered. On the other hand, as Richard Slaughter writes, 'young people are passionately interested in their own futures, and that of the society in which they live. They universally 'jump at the chance to study something with such intrinsic interest that also intersects with their own life interests in so many ways'. FE explicitly attempts to build on this interest and counter these fears by offering a profound and empowering set of learning strategies and ideas that can help people think and act critically and creatively about the future, without necessarily trying to predict it. Futures educators have, over the past decades, developed useful tools, ideas and a language for use with students of all ages to enable them to develop foresight literacy. Most of us tend to view the future as somehow beyond the present and rarely consider how decisions and choices made today profoundly affect not just one fixed future but any number of futures. The underlying goal of FE is to move from the idea of a single, pre-determined future to that of many possible futures, so that students begin to see that they can determine the future, that they need not be reactive and that they are not powerless. How does one do that? Ideas include, but are not limited to: timelines and Y-diagrams, futures wheels and mind maps, and 'Preferable, possible and probable' futures - a.k.a. the 3Ps. Current Australian curricula present education about the future in various implicit or explicit guises. A plethora of statements and curriculum outcomes mention the future, but essentially take 'it' for granted, and are uninformed by FE literature, language, ideas or tools. Science, the humanities and technology tend to be the main areas where such an implicit futures focus can be found. It also appears in documents about vocational education, civics and lifelong learning. Explicit FE is, as Beare and Slaughter put it, still the missing dimension in education. Explicit FE attempts to develop futures literacy, and draws widely upon futures studies literature for processes and content. FE provides such a wide range of ideas and tools that it can be incorporated into education in any number of ways. Programs in two very different schools, one primary and one secondary, are described in this article to provide examples of some of these ways. The first school, Kimberley Park State Primary School in Brisbane, operates with multi-age classrooms based on a 'thinking curriculum' developed around four organisers: change, perspectives, interconnectedness and sustainability. The second school, St John's Grammar School in Adelaide, is an independent school where FE operates as an integrated approach in Year Seven, as a separate one-semester subject in Year Nine and in separate subjects at other levels. Teachers both at Kimberley Park and St John's are very positive about FE. They say it promotes valuable and authentic learning, assists students to realise they have choices that matter and helps them see that the future need not be all doom and gloom. Because students are interested in the Big Questions, as one teacher put it, FE provides a perfect opportunity to address them, and to consider values that are fundamental for them and the future of the planet. Like any innovation, the long-term success of FE in schools depends on an embedding process so that the innovation does not depend on the enthusiasm and energy of a few individuals, only to disappear when they move on. It requires strong leadership, teacher knowledge, support and enthusiasm, and the support and understanding of the wider school community.

Race, ethnicity and education in globalized times

"This book broaches what has become a noisy silence whereby conversations about race and ethnic relationships are understood as unbalanced, irrelevant or as too dangerous to speak about. It is concerned with the ways that race and ethnic relationships are spoken about in contemporary western societies such as Australia and the changed and confused debates that underpin those discussions. Parents and teachers at one State secondary school in Melbourne, Australia speak about race and ethnic relationships as their school community is increasingly altered by globalising, technological and population change. Newspapers and public policy debates avoid discussions about race relationships even as discussions about national identity and direction are crucial themes. This book argues that race and ethnic relationships must be understood in new ways; that the analytical frameworks provided by constructivist thought and post-colonial writing must be interrogated to provide more comprehensive methodological resources to examine these relationships."

Complete genome sequence of the Medicago microsymbiont Ensifer (Sinorhizobium) medicae strain WSM419

Ensifer (Sinorhizobium) medicae is an effective nitrogen fixing microsymbiont of a diverse range of annual Medicago (medic) species. Strain WSM419 is an aerobic, motile, non-spore forming, Gram-negative rod isolated from a M. murex root nodule collected in Sardinia, Italy in 1981. WSM419 was manufactured commercially in Australia as an inoculant for annual medics during 1985 to 1993 due to its nitrogen fixation, saprophytic competence and acid tolerance properties. Here we describe the basic features of this organism, together with the complete genome sequence, and annotation. This is the first report of a complete genome sequence for a microsymbiont of the group of annual medic species adapted to acid soils. We reveal that its genome size is 6,817,576 bp encoding 6,518 protein-coding genes and 81 RNA only encoding genes. The genome contains a chromosome of size 3,781,904 bp and 3 plasmids of size 1,570,951, 1,245,408 and 219,313 bp. The smallest plasmid is a feature unique to this medic microsymbiont.

Complete genome sequence of Rhizobium leguminosarum bv trifolii strain WSM2304, an effective microsymbiont of the South American clover Trifolium polymorphum

Rhizobium leguminosarum bv. trifolii is the effective nitrogen fixing microsymbiont of a diverse range of annual and perennial Trifolium (clover) species. Strain WSM2304 is an aerobic, motile, non-spore forming, Gram-negative rod isolated from Trifolium polymorphum in Uruguay in 1998. This microsymbiont predominated in the perennial grasslands of Glencoe Research Station, in Uruguay, to competitively nodulate its host, and fix atmospheric nitrogen. Here we describe the basic features of WSM2304, together with the complete genome sequence, and annotation. This is the first completed genome sequence for a nitrogen fixing microsymbiont of a clover species from the American centre of origin. We reveal that its genome size is 6,872,702 bp encoding 6,643 protein-coding genes and 62 RNA only encoding genes. This multipartite genome was found to contain 5 distinct replicons; a chromosome of size 4,537,948 bp and four circular plasmids of size 4,537,948, 1,266,105, 501,946, 308,747 and 257,956 bp.

Complete genome sequence of rhizobium leguminosarum bv. trifolii strain WSM1325, an effective microsymbiont of annual Mediterranean clovers

Rhizobium leguminosarum bv trifolii is a soil-inhabiting bacterium that that has the capacity to be an effective nitrogen fixing microsymbiont of a diverse range of annual Trifolium (clover) species. Strain WSM1325 is an aerobic, motile, non-spore forming, Gram-negative rod isolated from root nodules collected in 1993 from the Greek Island of Serifos. WSM1325 is manufactured commercially in Australia as an inoculant for a broad range of annual clovers of Mediterranean origin due to its superior attributes of saprophytic competence, nitrogen fixation and acid-tolerance. Here we describe the basic features of this organism, together with the complete genome sequence, and annotation. This is the first completed genome sequence for a microsymbiont of annual clovers. We reveal that its genome size is 7,418,122 bp encoding 7,232 protein-coding genes and 61 RNA-only encoding genes. This multipartite genome contains 6 distinct replicons; a chromosome of size 4,767,043 bp and 5 plasmids of size 828,924, 660,973, 516,088, 350,312 and 294,782 bp.

Beginning again: a response to Rosen and Christie

Genre theory has been around for a long time now. The exchange between Michael Rosen and Frances Christie recently featured in Changing English is the latest in a series of exchanges between advocates of genre and their critics over the past three decades or so. Our aim in this response-essay is not to weigh up the merits of the cases made by Rosen and Christie. Rather, we want to think about how individual teachers might confront the hegemony of genre theory and the harmful effects we believe it is having on language education.

Our starting point is Lisa’s own professional practice, as she enacts it from day to day at a state secondary school in the south-eastern suburbs of Melbourne, one of the most ethnically diverse regions in Australia. We draw on Lisa’s journal to construct a sense of the time and place, as well as samples of students’ writing that she gathered in the course of a year with her Year 7 class, in order to gain a better understanding of her work as an English teacher.

How does this material compare with ‘all the genre work done over some 25–30 years’ by the genre theorists? What ‘knowledge’ will she be able to construct on the basis of the classroom observations that she made over that time? What should we make of the fact that her world is not the same as the world as genre theorists conceive it?

Temporary validation: the challenges of remedial literacy programs

This chapter describes the professional learning of the author while coordinating a literacy intervention program at the state secondary school where she was teaching English.

Genome sequence of the clover-nodulating Rhizobium leguminosarum bv. trifolii strain SRDI565

Rhizobium leguminosarum bv. trifolii SRDI565 (syn. N8-J) is an aerobic,motile, Gram-negative, non-spore-forming rod. SRDI565 was isolated from anodule recovered from the roots of the annual clover Trifolium subterraneum subsp. subterraneum grown in thegreenhouse and inoculated with soil collected from New South Wales, Australia. SRDI565has a broad host range for nodulation within the clover genus, however N2-fixationis sub-optimal with some Trifoliumspecies and ineffective with others. Here we describe the features of R. leguminosarum bv. trifolii strain SRDI565, together with genomesequence information and annotation. The 6,905,599 bp high-quality-draft genomeis arranged into 7 scaffolds of 7 contigs, contains 6,750 protein-coding genesand 86 RNA-only encoding genes, and is one of 100 rhizobial genomes sequencedas part of the DOE Joint Genome Institute 2010 Genomic Encyclopedia forBacteria and Archaea-Root Nodule Bacteria (GEBA-RNB) project.

Genome sequence of the clover-nodulating Rhizobium leguminosarum bv. trifolii strain SRDI943

Rhizobium leguminosarum bv. trifolii SRDI943(syn. V2-2) is an aerobic, motile, Gram-negative, non-spore-forming rod. SRDI943was isolated from a nodule recovered from the roots of the annual clover Trifoliummichelianum savi cv. paradanathat had been inoculated with a soil collected from a mixed pasture in Victoria, Australia. SRDI943 has a broadhost range for nodulation within the clover genus, however N2-fixationis sub-optimal (20-54% of reference strain WSM1325) on T. subterraneum spp.Here we describe the features of R. leguminosarum bv. trifolii strain SRDI943, together with genomesequence information and annotation. The 7,412,387 bp high-quality-draft genomeis arranged into 5 scaffolds of 5 contigs, contains 7,317 protein-coding genesand 89 RNA-only encoding genes, and is one of 100 rhizobial genomes sequencedas part of the DOE Joint Genome Institute 2010 Genomic Encylopedia for Bacteriaand Archaea-Root Nodule Bacteria (GEBA-RNB) project.