`This was a great project!`: reflections on a `successful` mental health promotion project in a remote Indigenous school

Issue addressed: The complexities encountered in an Indigenous community when a white project support team assisted a school (Bwgcolman on Palm Island, Queensland) to implement MindMatters, a centralised, national project aiming to promote the psychosocial health of young Australians through the development of a comprehensive, school- based mental health promotion program. Approach: The MindMatters consortium offered pilot schools curriculum materials, professional development for staff, funding and ongoing support at a local level in return for their participation in the project. The support team flew to the island on two occasions to provide support. Conclusion: Whether or not MindMatters constituted a community project at Bwgcolman is debatable. Nevertheless, the project at Bwgcolman was considered a 'success' by key players since initial aims identified by the school were tangible (eg, professional development, curriculum development) and met in a way that the school could take ownership of. Additionally, behavioural management policy was implemented in a manner that was cognisant of a history of coercive relations with Indigenous communities. So what?: It is important in the telling of the success story at Bwgcolman that even though MindMatters endeavoured to be culturally sensitive, it was nevertheless a centralist mental health promotion program. Future mental health promotion initiatives need to be aware that the approach of the support team in attempting to hand back some community control at the local level may have played a role in the school succeeding.

The Digital Divide: Differences in Computer Use between Home and School in Low Socio-economic Households

This article examines information and communication technologies(ICTs) practices in the home and school settings of four disadvantaged families. It reports the findings of a year-long study that investigated the nexus between computer-mediated literacy practices at home and at school and whether this inter-connectivity could make a difference in school success. The findings indicate that there was disjunction between home and school use. The ``digital divide'' exists for the families of this study, not in terms of access but in the gap between ICT practices at home and school. Schools in this study did not integrate ICT skills learned and demonstratedin the home environment into ICT practices at school. The study concludes that constructing pedagogical connections between home and school ICT practices may begin to bridge the ``digital divide''.

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.

Continuous professional learning through school based strategic planning

There is ample evidence that in many countries school science is in difficulty, with declining student attitudes and uptake of science. This presentation argues that a key to addressing the problem lies in transforming teachers’ classroom practice, and that pedagogical innovation is best supported within a school context. Evidence for effective change will draw on the School Innovation in Science (SIS) initiative in Victoria, which has developed and evaluated a model to improve science teaching and learning across a school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Experience from SIS and related projects, from a national Australian science and literacy project, and from system wide science initiatives in Europe, will be used to explore the factors that affect the success and the path of innovation in schools.

New media pathways: navigating the links between home, school, and the workplace

This chapter uses the case of students enrolled in the Multimedia Pathway offered by Harbourside High School to discuss the tensions and contradictions inherent in the views that: (a) school curriculum and pedagogy have much to learn from young people's informal and leisure-based learning; and (b) school-based courses in new media are important because they increase student retention and the chance of success in post-school employment. We draw on literature about the "new work order" (Gee, Hull, & Lankshear, 1996) to explore the nature of these students' learning about and with lCTs and show that the students' knowledge exists "in a network of relationships" (Gee, 2000) that bridge the formal and informal learning divide. Finally, we discuss the parts played by their in- and out-oi-school engagements with lCT in their becoming the kinds of portfolio people supposedly required by the new capitalism.

Parent-reported health status of overweight and obese Australian primary school children: a cross-sectional population survey

Introduction: Childhood overweight/obesity is associated with poor physical and psychosocial health in clinical samples. However, there is little information on the health status of overweight and obese children in the community, who now represent a large proportion of the child population. We examined parent-reported child health and well-being and parent concern about child weight by body mass index (BMI) category in a population sample of primary school children.

Design: A stratified two-stage random cluster sample of 24 primary schools representative of the state of Victoria, Australia.

Measures: BMI (weight/height2) transformed to normalised Z-scores using the 1990 UK Growth Reference; the Child Health Questionnaire (CHQ), a 13-scale 50-item parent-completed measure of health and well-being; parent self-reported height and weight; parent concern about child's weight.

Results: Data were available for 2863 children aged 5-13 y (50.5% male), of whom 17% were overweight and 5.7% obese. Using logistic regression analyses with 'normal weight' as the referent category, obese boys were at greater risk of poor health (ie <15th centile) on seven of the 12 CHQ scales: Physical Functioning (odds ratio (OR) 2.8), Bodily Pain (OR 1.8), General Health (OR 3.5), Mental Health (OR 2.8), Self Esteem (OR 1.8), Parent Impact¾Emotional (OR 1.7) and Parent Impact¾Time (OR 1.9). Obese girls were at greater risk of poor health on only two scales: General Health (OR 2.1) and Self Esteem (OR 1.8). Forty-two percent of parents with obese children and 81% with overweight children did not report concern about their child's weight. Parents were more likely to report concern if the child was obese (OR 21.3), overweight (OR 3.5) or underweight (OR 5.4) than normal weight (P<0.05). Concern was not related to child gender, parental BMI or parental education after controlling for child BMI. Perceived health and well-being of overweight/obese children varied little by weight category of the reporting parent (overweight vs non-overweight).

Conclusions: Parents were more likely to report poorer health and well-being for overweight and obese children (particularly obese boys). Parental concern about their child's weight was strongly associated with their child's actual BMI. Despite this, most parents of overweight and obese children did not report poor health or well-being, and a high proportion did not report concern. This has implications for the early identification of such children and the success of prevention and intervention efforts.

From websites to portals: success factors For business community portals

Many Governments are using funding initiatives to encourage businesses, particularly small businesses to adopt e-commerce technology. One currently popular approach in Australia, has been to fund internet portal developments with a specific community or business focus. The success of such portals however, as with many Web developments has been mixed. This paper reports on the establishment of a B2B portal in Australia. The paper explores issues and expectations from the perspective of the business people involved. A survey was conducted amongst the participants of the portal shortly after it was launched. Then follow-up interviews were conducted with business owners 2 years later just before the portal closed. The researchers sought to understand what the business community expected from the portal and to identify what factors contribute to success. The research found that in addition to the factors identified through the literature that, technological readiness of business owners, understanding the business community, realizing business value and managing participant’s expectations are also factors impacting on success. A model is proposed to describe the success factors.

Principals, politics and change : confronting school resilience to radical renewal

Governments expect school principals to lead and manage significant change to implement school improvement agendas. Research evidence suggests, however, that schools are slow to change (Evans, 1996; Duignan, 2006), that many teachers resist change (Marzano, Waters & McNulty, 2005), and that change is often cursory or short lived – not disrupting dominant cultures and existing arrangements (Johnson, 2004). This paper discusses the resistance to major change encountered by Australian principals, and their perceptions of its causes. Emergent themes demonstrate that the success or otherwise of change rests heavily on the political astuteness of principals, which suggests the need for ongoing professional learning and leadership support around the issue of leading and managing change.

Maturing school-community partnerships : developing learning communities in rural Australia

This paper reports findings from a project that examined the extent and nature of the contribution of rural schools to their communities’ development beyond traditional forms of education of young people. Case study communities in five Australian States participated in the project, funded by the Rural Industries Research and Development Corporation. Communities and schools that share the belief that education is the responsibility of the whole community and work together, drawing on skills and knowledge of the community as a whole, experience benefits that extend far beyond producing a well-educated group of young people. The level of maturity of the school– community partnership dictates how schools and communities go about developing and sustaining new linkages, or joint projects. Twelve characteristics central to the success of school–community partnerships were identified. The characteristics are largely sequential in that later characteristics build on earlier ones. Underscoring these characteristics is the importance of collective learning activities including teamwork and network building, which have been identified elsewhere as key social capital building activities. A generic model of the relationship between the indicators of effective school–community partnerships and the level of maturity of those partnerships is forwarded.

Understanding success in indigenous entrepreneurship : an exploratory investigation

In Canada there are numerous studies about indigenous Entrepreneurship, most descriptive with little theory development or testing, This leaves a gap in the information available to researchers, policy makers and practitioners. In this paper we describe a research program intended to address this gap beginning with the activities of the Lac La Ronge Indian Band, considered an exemplar of successful indigenous entrepreneurship. From these activities, we draw propositions about indigenous entrepreneurship that are compatible with generic theory. Finally, we describe how we will move from these propositions to a model of indigenous entrepreneurship using grounded theory and structural equation modelling.

Factors affecting success in undergraduate computer programming

The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level. The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students. The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire. The findings of the research are as follows. Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.

Continuous professional learning through school based strategic planning

There is ample evidence that in many countries school science is in difficulty, with declining student attitudes and uptake of science. This presentation argues that a key to addressing the problem lies in transforming teachers’ classroom practice, and that pedagogical innovation is best supported within a school context. Evidence for effective change will draw on the School Innovation in Science (SIS) initiative in Victoria, which has developed and evaluated a model to improve science teaching and learning across a school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Experience from SIS and related projects, from a national Australian science and literacy project, and from system wide science initiatives in Europe, will be used to explore the factors that affect the success and the path of innovation in schools.