Numeracy across the curriculum: recognising and responding to the demands and numeracy opportunities inherent in secondary teaching

The 1998 Report of the National Standards and Guidelines for Initial Teacher Education Project, 'Preparing a Profession' illustrates the emphasis being placed in Australia on the development of numeracy skills amongst not only primary but also secondary school pupils. This report demands that graduates of all initial teacher training courses should not only be numerate themselves, but should also understand the contribution of numeracy to education and daily life, and be able to identify and respond to pupils' numeracy learning needs. This report and its implementation in Victoria through the 'Guidelines for the Evaluation of Teacher Education Courses' led to the introduction in 1999 of a compulsory unit 'Numeracy across the curriculum' for all Deakin University students in the final year of their secondary teacher training course. This paper discusses the nature of the current emphasis on numeracy. It also describes the rationale, development and delivery of the first year of the 'Numeracy across the curriculum' unit, provides a brief evaluation from the perspective of staff and students, and discusses what impact such teacher education programs might have on secondary schools' approaches to numeracy.

Current situation of practical work in secondary school biology (VCE biology) in Victoria state, Australia

In secondary school biology in Victoria State, Australia, practical work including laboratory exercises, fieldwork and other research activities is carried out more frequently than in Japanese senior high school biology. The authors examined the contents of the practical work and how often such practical work is carried out in some urban and rural secondary schools in Victoria. The topics of biology practical work were based on the VCE Biology Study Design which was published by the Victorian Board of Studies. Some of the activities continued for some weeks. Sometimes students went out from their school for fieldwork for a few days. The average number of practical work per credit was about 4. This number is consider ably larger than the value (2.3 per credit) which was reported on senior high schools in Osaka Prefecture. Why so often can the practical work be carried out? The main reason is that as well as the scores of ordinary paper tests, the evaluation of each practical work is taken into consideration at the entrance examination of universities and other tertiary education institutes in Victoria State.

Teachers and computers for secondary mathematics

In the first stage of a three-year study in which the effects of using computers for the teaching and learning of mathematics are being explored, a questionnaire was developed and administered to teachers of students in grades 7–10 in a representative sample of co-educational post-primary schools in Victoria, Australia. Using open and closed response formats, the information sought included data on the teachers' professional backgrounds, computer ownership and use, and their beliefs and practices in using computers for the teaching of mathematics. In this article, findings related to ownership, professional development, perceptions of technological skills, beliefs about the efficacy of computer use in mathematics, and data on how teachers are using computers for teaching secondary mathematics are presented and discussed.

Secondary bonding in para-substituted diphenyltellurium dichlorides (p-XC6H4)2TeCl2 (X = H, Me, MeO) probed by 125Te MAS NMR spectroscopy. Crystal and molecular structure of (p-MeC6H4)2TeCl2

The solid-state structures of the previously known para-substituted diphenyltellurium dichlorides, (p-XC₆H₄)₂TeCl₂ (X=H (1), Me (2), MeO (3)) were investigated by ¹²⁵Te MAS NMR spectroscopy and in case of 2 by single crystal X-ray diffraction. The ¹²⁵Te-NMR shielding anisotropy (SA) was studied by tensor analyses based on relative intensities of the observed spinning sidebands. Solid-state NMR parameters, namely the isotropic chemical shift (δ_iso), anisotropy (ζ) and asymmetry (η), were discussed in relation to the molecular structures established by X-ray crystallography. The asymmetry (η) was found to be particularly sensitive to structural differences stemming mostly from the diverse secondary Te...Cl interactions, but no correlation with geometric parameters could be established.

School innovation in science: transformative initiatives in Victorian secondary schools

The School Innovation in Science intiative is operating in more than 300 schools in Victoria. It has achieved considerable success in transforming science teaching and learning in primary and secondary schools. This paper describes the core elements of SIS, and provides an overview of the different types of initiatives pursued by secondary schools arising out of an action planning process. case studies of initiatives illustrate the richness and range of innovation in schools. It is argued that the SIS model provides the conditions for deep seated change and innovation in schools' science programs.

Subjective quality of life and self-esteem in children: the role of primary and secondary control in coping with everyday stress

Two major predictors of subjective quality oflife (SQOL) in adults are known to beself-esteem and a sense of primary control.Moreover, secondary control is known to be animportant defence strategy when primary controlfails. This study aimed to determine whetherthese relationships also apply to children. Asample of 66 children aged from 5 to 12 yearswere compared on their use of primary andsecondary control and on their ratings of SQOLand self-esteem. SQOL was measured using theComprehensive Quality of Life Scale,self-esteem by using the CoopersmithSelf-Esteem Inventory, and primary andsecondary control were measured by codingchildren's responses to three short video clipsof children in stressful situations. It wasfound that younger children use more primarycontrol and less secondary control than olderchildren. However, five year olds were foundcapable of producing secondary controlstrategies. Contrary to expectation, primaryand secondary control did not predict eitherself-esteem or SQOL. However, self-esteempredicted SQOL as expected and no sexdifferences were found. These findingsemphasise important differences from the adultliterature and the reasons for this arediscussed.

Secondary students` perceptions of a constructivist-informed teaching and learning environment for geometric optics

This article describes an exploration of a class of secondary school students perceptions of a constructivist informed teaching and learning environment for geometric optics. The students perceived the environment as one where they could freely express their ideas and be involved in activities. What was also apparent in this exploration was the students' preference for a classroom that involved small group discussions to whole class discussions that reflected a need for time to think about issues. They also have a preference for relevant, practical work that tests their ideas and a preference to have fewer notes that they construct themselves rather than notes dictated by the teacher.

NT: Refereed article. Includes bibliographical references.

Knowledge, attitudes and self-care practices related to sun protection among secondary students in Australia

The aim of this research was to ascertain changes in sun-related knowledge, attitudes and self-care practices among Australian secondary school students between 1993 and 1996. Two cross-sectional surveys of sun-related attitudes, beliefs and behavior of young people aged 12–17 years of age, were conducted in 1993 and 1996. Over 80% of adolescents at both time periods knew about the issues related to skin cancer prevention, frequency of burning and burning on cloudy days. Adolescent attitudes had shifted positively in the areas of staying inside in 1996 [relative risk (RR): 1.13; 95% confidence interval (CI): 1.09–1.17] and staying under shade in 1996 (RR: 1.16; 95% CI: 1.13–1.18). Desire for a moderate or dark tan was lower in 1996 (45%) than in 1993 (50%). Respondents reported that they were less likely to wear brief clothing to get a suntan in 1996 (RR: 0.81; 95% CI: 0.78–0.84) and were significantly more likely to stay in the shade in 1996 (RR: 1.19; 95% CI: 1.16–1.23). We conclude that there has been a shift in attitudes towards use of shade and avoidance of unnecessary exposure, and away from use of sunscreens and sunglasses. The results suggest that adolescents may be more ready to accept structural changes that move desired activities out of the sun.

Primary and secondary mathematics practice: how different is it?

This paper describes the practices of ninety-nine teachers at the beginning of their involvement in a large-scale project investigating the influence of subject cultures on school and teacher change. Data collected from these teachers, using the IMYMS. Components of effective teaching and Learning mapping procedure, were analysed to investigate similarities and differences in primary and secondary teachers’ perceptions of their practice in mathematics. Results of the analysis show different patterns across a range of components of effective teaching and learning.

A first priority when working with teachers is to help them become aware of and make problematic aspects of their current practice …. Only then would they have reason to attempt to reform their instructional practices when working with us. (Yackel, 1994, p. 386)

Policy hysteria in action: teenage parents at secondary school in Australia

In this chapter we present an account of the policy paradox of establishing a Young Parents' Access Project (YPAP) for students at a senior secondary college in the state of Victoria, Australia. l Within a policy climate of endless reform and new policy initiatives, 90 per cent of all secondary school students in Victoria are expected to complete 13 years of formal education or training, and to be supported to make successful transitions from school to work or further education. Yet young people who are pregnant or parenting and who wish to complete their secondary schooling are invisible within the policies that construct the work of schools. In response to enquiries from teenage parents interested in returning to school and confronting the challenge of juggling home life, childcare and school work, Corio Bay Senior College (CBSC) decided to establish a multi-dimensional project that was underpinned by the provision of fully licensed on-site childcare.