Best books of the year

This article identifies favourite publications from 2003 selected by the following writers: Tony Birch, Neal Blewett, Ian Britain, Alison Broinowski, Paul Brunton, Inga Clendinnen, Martin Duwell, Morag Fraser, Andrea Goldsmith, Kerryn Goldsworthy, Peter Goldsworthy, Bridget Griffen-Foley, Clive James, Gail Jones, Nicholas Jose, Brian McFarlane, Brenda Niall, Ros Pesman, Peter Porter, Peter Steele, Chris Wallace-Crabbe, and Robyn Williams.

Beliefs, practices, and expectations of oral teachers of the deaf

This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist paradigm, whereas those using an Auditory Oral approach were more likely to adopt a constructivist paradigm. Those using a mixed approach (AV/AO) adopted a paradigm that was a mix of both positivist and constructivist. Results suggest that there is a strong relationship between the underlying beliefs of teachers and the model of practice that they adopt, and that professional experience, professional development and the inclusion movement exert an influence on those beliefs and practices.

Does the rate of foraging attempts predict ingestion rate for young-of-the-year brook trout (Salvelinus fontinalis) in the field?

To assess the costs and benefits of young fish adopting different behavioural tactics, field studies of juvenile salmonines have assumed that (but did not test whether) the rate of foraging attempts predicts ingestion rate. We tested this assumption by quantifying capture, ingestion, and rejection rates of potential prey items for individual young-of-the-year brook trout (Salvelinus fontinalis) in a lake. Overall, capture rate (a conservative estimate of the rate of foraging attempts) was only a fair predictor of overall ingestion rate (Kendall's 1 = 0.54) and only 46% of captured items (number/minute) were ingested. Surface capture rate was a poor predictor of surface ingestion rate (T = 0.27) and only 1% of captured items were ingested. In contrast, subsurface capture rate was an excellent predictor of subsurface ingestion rate (T = 0.75) and 93% of captured items were ingested. No benthic prey captures were observed. Fish that ingested a low proportion of captured items spent a greater proportion of time moving, moved faster, and pursued prey further than fish that ingested a higher proportion of captured items. Rejection of captured items can represent a significant and little appreciated component of the foraging cycle for young salmonid fishes.

Individual variation in foraging movements in a lake population of young-of-the-year brook charr (Salvelinus fontinalis)

We examined the variation in foraging movements in a population of young-of-the-year (YOY) brook charr living in the near-shore littoral zone of a lake. By repeating the methodology of an earlier stream study, we made direct comparisons between data from lake and stream populations. In general, the pattern of variation in foraging movements was similar between the two sites with greater variability and activity observed in the lake population. The dichotomous nature of the proportion of time spent moving in the stream was also observed in the lake population but in a reversal of the stream pattern. Charr that moved constantly while foraging represented the largest movement category in the lake. In general, variation in foraging movements were more strongly related to the rate of prey rejection, whereas environmental factors, such as distance from shore, submerged objects, and the amount of overhead riparian cover, were more strongly related to prey ingestion. This last finding directly contrasts with that found in the stream literature for YOY charr in still water where ingestion rate, as estimated using feeding attempt rate, increases with the mobility of YOY charr.

Books of the year - poetry collections

Brief review of poetry collections published in 2012

'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparati

This paper is an account of teacher educator perceptions of the take-up by beginning teachers of the values and practices advocated in pre-service education. Methodologically grounded in a critical ethnographic account, two teacher educator/researchers retell their understanding of the one-month experience as middle school classroom teachers in an allocated school. The paper examines the consequences of what counts as professional knowledge in the eyes of pre-service and beginning teachers and the implications of the encounter for the role of teacher educators in preservice preparation. The purpose of the research is to consider the well-researched issue of the rejection of academic training (to greater or lesser extents) that is experienced by very many preservice and beginning teachers at some stage after experience in schools. As an exemplary colleague teacher said to us as we negotiated our participation in the school: "I do lots of things that the University would not approve of". Our argument is that teacher education needs the kind of participatory inquiry represented by the undertaking and methodology of this project. The paper is the 'primary record' (Carspecken 1996) of the research and works to open the next phase, the dialogical stage of the research process.

Pretend play, social competence and involvement in children aged 5-7 years : the concurrent validity of the child-initiated pretend play assessment

Background and aims: The aims of this study were to investigate the relationship between pretend play, social competence and involvement in school-based activities in children aged 5–7 years and to determine whether children's social competence and level of involvement could be inferred from their scores on the Child-Initiated Pretend Play Assessment.
Procedure: The pretend play skills of 41 primary school-aged children aged 5–7 years were assessed on a one-on-one basis. Classroom teachers of the children assessed the children's social competence using the Penn Interactive Peer Play Scale and their involvement in school based activities using the Leuven Involvement Scale for Young Children.
Main findings: Significant positive relationships were found between elaborate pretend play and object substitution scores, involvement scores and peer play interaction scores (P < 0.05, P < 0.01). A significant negative relationship was found between elaborate pretend play scores, and social disconnection and social disruption scores (P < 0.05). Play deficit indicators were significantly negatively related to involvement scores (P < 0.01). This suggests that children with proficient pretend play skills are socially competent with peers and are able to engage in classroom activity. Children who scored poorly on the play assessment were more likely to have difficulty interacting with their peers and engaging in school activities.
Conclusion: Social competence and involvement skills are related to a child's ability to engage in pretend play. A child's social skills and ability to engage in school activities as assessed by teachers can be inferred from their scores on the Child-Initiated Pretend Play Assessment.

The enigma of the Chinese learner

Although increasingly challenged in the higher education literature in recent years, there is still a common perception among teachers of the stereotypical Chinese rote learner. This perception, however, lies uncomfortably with the paradox that Chinese learners nevertheless often excel in their studies, in comparison with their Western counterparts. This comparative study of Chinese and Australian accountancy students provides evidence that, while surface approaches to learning can be associated with mechanical rote learning, the Chinese tradition of memorization through repetition can be used to deepen understanding and achieve high levels of academic performance. In recognizing this phenomenon, the enigma of the Chinese learner is better understood.