A needle in a haystack : the use of routinely collected emergency department injury surveillance data to help identify physical child abuse

A retrospective, descriptive analysis of a sample of children under 18 years presenting to a hospital emergency department (ED) for treatment of an injury was conducted. The aim was to explore characteristics and identify differences between children assigned abuse codes and children assigned unintentional injury codes using an injury surveillance database. Only 0.1% of children had been assigned the abuse code and 3.9% a code indicating possible abuse. Children between 2-5 years formed the largest proportion of those coded to abuse. Superficial injury and bruising were the most common types of injury seen in children in the abuse group and the possible abuse group (26.9% and 18.8% respectively), whereas those with unintentional injury were most likely to present with open wounds (18.4%). This study demonstrates that routinely collected injury surveillance data can be a useful source of information for describing injury characteristics in children assigned abuse codes compared to those assigned no abuse codes.

goDesign Express 2011 Workshop

The goDesign Express 2011 Workshop was a design immersion workshop run by the Queensland University of Technology (QUT) Built Environment and Engineering Faculty during three weeks of 70-minute art class periods/sessions in August/September 2011 at Morayfield State High School, for 80 Grade 10 and 64 Grade 11 art students and two teachers, and October 2011 at Narangba Valley State High School for 60 Grade 10 and 30 Grade 11 art students and two teachers. Funded and administrated through QUT’s Widening Participation Program, which supports outreach activities to increase tertiary enrolments for under represented groups (such as low-SES, rural and indigenous students), the program utilised two activities from Day 1 of the highly successful 3-day goDesign Travelling Workshop Program for Regional Secondary Students (http://eprints.qut.edu.au/47747/). In contrast to this program, which was facilitated by two tertiary design educators, the goDesign Express 2011 Workshop was facilitated primarily by three tertiary interior design/architecture students, with assistance from a design educator. This action research study aimed to facilitate an awareness in young people, of the value of design thinking skills in generating strategies to solve local community challenges. It also aimed to investigate the value of collaboration between secondary school students and teachers, and tertiary design students and educators, in inspiring post-secondary pathways for school students, professional development for schoolteachers, and alternative career prospects and leadership skills for tertiary design students. During the workshop, secondary students and teachers explored, analysed and reimagined their local community through a series of scaffolded problem solving activities around the theme of ‘place’. Students worked individually and in groups designing graphics, fashion and products, and utilising sketching, making, communication, collaboration and presentation skills to improve their design process, while considering social, cultural and environmental opportunities for their local community. The workshop was mentioned in a news article in the local Caboolture Shire Herald newspaper.

Which values?: Matching Schwartz's ten values constructs with the Nine Values for Australian Schooling

This study set out to determine which values are represented in the National Framework for Values Education in Australian Schools by matching Schwartz's ten values constructs to the Nine Values for Australian Schooling and examining the values orientations of contemporary young people, specifically Grade 8 girls from one State High School in South East Queensland. This was achieved by using the Schwartz Portrait Values Questionnaire (PVQ) as well as thematic analysis. Key findings were that there was a match between the Grade 8 girls values and some of the Nine Values however not others. Also, that not all of Schwartz's values are represented in the Nine Values for Australian Schooling, and certain values could be said to be omitted from the Framework and certain privileged.

Investigating a model of mentoring for effective teaching

This paper investigates a five-factor model of mentoring for effective teaching. A survey was administered to 218 student teachers after student teaching to provide insights into their mentoring experience. Results indicated the five factors, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback, had Cronbach alpha scores of .93, .81, .95, .91, and .91, respectively with mean scale scores ranging from 4.20 to 4.60 (p< .001). Items associated with each factor were analyzed; the lowest percentage response was reviewing lesson plans (71%) and the highest percentage was modeling effective teaching practices (96%). Triangulated data from the survey results suggested that the practices implemented by the mentor teachers were perceived to have supported the student teachers’ development during student teaching. Implications of this study suggest that actively engaging mentor teachers who apply the principles outlined by the five factor areas will serve to ensure highly effective support for the development of student teachers.

Design: Our future

'Design: Our Future', was an important and exciting call to arms for Queensland Design and Technology teachers at the INTAD State Conference 2015 held at Harristown State High School Toowoomba on the 25 June. As the Australian Government increasingly recognises design thinking as “a ubiquitous capability for innovation” (Commonwealth of Australia, 2013:90) to support a viable manufacturing sector in the Asian century, this represents an opportunity for Design and Technology teachers to provide leadership in the cultivation of these generic skills, behaviours and mindsets through secondary school education in Australia. This article, based on the conference keynote speech, outlines the value of design in education for the creative knowledge economy, the implications for Australian design and technology teachers, and the challenges ahead to ensure our future workforce is not superseded by robots.

The modern day bystander: Online and face-to-face bystander actions of adolescents in traditional bullying and cyberbullying

This study investigated whether bystanders of traditional bullying and cyberbullying used face-to-face methods, online methods or both methods when reporting, discouraging and providing support to the victims of traditional bullying and cyberbullying. A questionnaire was completed by 348 high school students (Years 7 – 12) from seven independent schools in Australia. Overall, students predominantly utilized face-to-face methods when reporting to others for both types of bullying. Older students were more likely to use online methods to discourage the traditional bully (i.e., asking the bully to stop). Males and older students were more likely to use online methods to support victims of traditional bullying. Females were more likely to use face-to-face methods to support victims of cyberbullying. Implications for practice and future research are discussed.

Pedagoginen liveroolipelaaminen historian opetusmetodina

In this research pedagogical live action role playing is examined as a method of teaching history. The objective of this research is to present and define the concept of pedagogical live action role playing as a method of teaching history and examine its capability in teaching historical empathy. Pedagogical live action role playing is a teaching method under development which has elements from drama pedagogics and different learning theories. The theoretical part of this research consists of play theories and drama pedagogical theories which are relevant to live action role playing, and also the concepts of historical empathy and historical thinking. In drama pedagogics the main sources are the researches of Laakso (2004) and Heikkinen (2002, 2004). The historical part uses the researches of VanSledright (2002), Cooper (2000) and Ashby and Lee (1987) as its main sources. The research was carried out at the Viikki Teacher Training School in the class 6b during autumn 2007. The research material consists of three-phased interviews. During all phases three pupils were interviewed, and during two of the phases, also the teacher of the class was interviewed. The methods used in the interviews were thematic interview and stimulated recall -interview. The data gathered from the interviews was analyzed using content analysis. Pedagogical live action role playing has three phases when teaching history: pre-game (preparations), game (live action role play) and post-game (discussion after the game and in the classroom). The teacher's attention and carefulness is important during all phases. The mistakes made in the pre-game face e.g. in writing the characters seem to cause major problems in the pupils' game experiences. Pedagogical live action role playing is capable of teaching historical empathy, but according to my research this has some conditions, from which the most important is the pupil's historical knowledge before the game. Teaching historical empathy was based on esthetic dualition: the pupil made decions about the actions of his character as him/herself. The more background information the pupil had about the era they played, the more the pupil seemed to make decisions based on his historical empathy, aka his understanding of the era of the larp and of the people of the same era.

Koulutuksellisen syrjäytymisriskin ennustettavuus yhteishakuvalintojen kautta tarkasteltuna : koulupudokkuusriskin yhteys oppilaan kognitiiviseen kompetenssiin, koulumenestykseen sekä itseä ja vanhempia koskeviin uskomuksiin

The objective of this study was to find factors that could predict educational dropout. Dropout risk was assessed against pupil’s cognitive competence, success in school, and personal beliefs regarding self and parents, while taking into account the pupil’s background and gender. Based on earlier research, an assumption was made that a pupil’s gender, success in school, and parent’s education would be related with dropping out. This study is part of a project funded by the Academy of Finland and led by Professor Jarkko Hautamäki. The project aims to use longitudinal study to assess the development of pupils’ skills in learning to learn. The target group of this study consisted all Finnish speaking ninth graders of a municipality in Southern Finland. There were in total 1534 pupils, of which 809 were girls and 725 boys. The assessment of learning to learn skills was performed about ninth graders in spring 2004. “Opiopi” test material was used in the assessment, consisting of cognitive tests and questions measuring beliefs. At the same time, pupils’ background information was collected together with their self-reported average grade of all school subjects. During spring 2009, the pupils’ joint application data from years 2004 and 2005 was collected from the Finnish joint application registers. The data were analyzed using quantitative methods assisted by the SPSS for Windows computer software. Analysis was conducted through statistical indices, differences in grade averages, multilevel model, multivariate analysis of variance, and logistic regression analysis. Based on earlier research, dropouts were defined as pupils that had not been admitted to or had not applied to second degree education under the joint application system. Using this definition, 157 students in the target group were classified as dropouts (10 % of the target group): 88 girls and 69 boys. The study showed that the school does not affect the drop-out risk but the school class explains 7,5 % of variation in dropout risk. Among girls, dropping out is predicted by a poor average grade, a lack of beliefs supporting learning, and an unrealistic primary choice in joint application system compared to one’s success in school. Among boys, a poor average grade, unrealistic choices in joint application system, and the belief of parent’s low appreciation of education were related to dropout risk. Keywords educational exclusion, school dropout, success in school, comprehensive school, learning to learn

Harold Silver papers, undated, 1922-1977.

The collection contains personal correspondence, manuscript and printed copies of articles and speeches, photographs and newspaper clippings pertaining to the education and social welfare activities of Silver.

New Frontiers or old certainties: The pre-service teacher internship

Teacher education in Australia has a rich history of evolution from apprenticeships to university education. In this chapter the teacher education internship is examined. More specifically, the chapter outlines the Western Australian Combined Universities Training School (WACUTS) project, with its focus on reducing the gap between theory and practice through a collaborative and reflective approach. The successes and challenges faced in the first six months of implementation are presented

Tracking students through senior schooling: A successful case study

With society now recognizing that senior schooling is about flexibility in credentialing rather than a one-size-fits-all academic education, it has become necessary to track students through numerous pathways. This case study describes how Nambour State High School put into place a senior schooling tracking program which brought about cultural change throughout the school. Using the Tracking and Academic Management Index as a cohort tracking tool, the school has been able to monitor its senior schooling academic and non-academic performance over the past four years. By focusing on the four measures which make up the Index, Nambour State High School was able to demonstrate improved outcomes for all students in their senior school cohort.

Leyendo el género: Mariasun Landa

[ES] Este artículo aborda los resultados de un estudio sobre la obra de Mariasun Landa, llevado a cabo en la Escuela Universitaria de Vitoria-Gasteiz, con el objetivo de detectar la presencia del género en la obra de la autora vasca a través de los estudiantes de la asignatura de Didáctica de la Lengua y la Literatura y profesores expertos en dicha autora. Nuestra investigación trata de determinar hasta qué punto se subsume en las lecturas realizadas por los estudiantes investigados, la presencia de la autora y su imaginario femenino.

A pesquisa docente: sobre o conceito de professor pesquisador na formação inicial de agentes de letramento

Esta dissertação é um estudo de natureza teóricoconceitual que se debruça sobre a construção do conceito de professor pesquisador. Seu objetivo é definir a pesquisa na prática docente nas séries iniciais do ensino fundamental e caracterizar essa pesquisa como processo de busca do sujeito real. Por sujeito real, nesse estudo, entendese um sujeito que possui modos de ser, pensar e agir fora dos parâmetros hegemônicos impostos pela cultura científica moderna. Estes parâmetros delinearam um tipo ideal de sujeito de conhecimento caracterizado como ahistórico e atemporal que se impõe nas práticas escolares resultando no fracasso escolar relacionado, sobretudo, ao custo de alfabetização que os sujeitos reais apresentam. Com este trabalho busca-se definir a pesquisa docente e contribuir para a elaboração de um conceito que leve em conta os sujeitos reais para os quais são aplicados os processos de ensino-aprendizagem. Este conceito visa a informar às práticas de formação de professores sobre a necessidade de formar um professor pesquisador. Este professor, precisa ser aquele que procura enxergar seu aluno e, então, elabora formas de atuações para ele. Para o cumprimento do objetivo acima expresso, problematiza-se a relação entre a produção científica do conhecimento e a pesquisa; define-se o sujeito real em oposição ao sujeito ideal; analisa-se o tipo de conhecimento que se produz na formação do professor para a sala de aula dos anos iniciais do ensino fundamental; discute-se o que se entende por pesquisa docente nas áreas acadêmicas e do conhecimento científico; confronta-se o conhecimento que se produz na formação do professor à noção de aluno e as demandas do ensino público. Esta dissertação foi desenvolvida considerando a urgência de se pensar a formação e a atuação do professor em contextos de educação inclusiva. Com os resultados desse trabalho, espera-se contribuir, também, para tornar mais frágeis os processos de exclusão e banimento social na busca por garantir o direito à educação, que é um direito que muitos ainda não têm.

Programa de Reflexões e Debates para a Consciência Negra uma experiência d implementação da Lei n. 10.639 de 2003

O Programa de Reflexões e Debates para a Consciência Negra é um projeto político-pedagógico que desenvolveu uma metodologia de implementação da Lei n. 10.639 de 2003 em todas as disciplinas que compõem o currículo escolar do ensino médio. Esse projeto é realizado em uma unidade escolar de formação de ensino médio, situada no bairro de Quintino Bocaiúva, zona norte, da cidade do Rio de Janeiro, entre os anos de 2004 e 2008, especificamente no turno da noite. A promulgação dessa lei criou a obrigatoriedade de inserção dos conteúdos de História Africana e Cultura Afro-brasileira, nos currículos escolares em âmbito nacional. A partir da metodologia desenvolvida pelo Programa de Reflexões e Debates para a Consciência Negra, investigam-se, no presente trabalho, os sujeitos educativos, as práticas pedagógicas, a cultura escolar e as tensões e negociações cotidianas que ocorreram no processo de realização dessa nova proposta curricular. Para a realização desta análise foram utilizadas como aporte teórico-metodológicos teorias de Análise de Discurso (AD), estudos culturais sobre currículo e estudos etnográficos dos espaços educativos, para se compreender o contexto escolar e suas (re)configurações. As análises revelaram que a implementação da lei provocou a construção e reconstrução interna de estratégias e metodologias de trabalho. E que estas ações institucionalizaram internamente esta prposta curricular como missão institucional escolar, e ao mesmo tempo, a projetou para fora dos muros escolares criando diálogos e parcerias com demais setores da sociedade.

Noções para persuadir e educar: os discursos médico-higiênicos na formação e ofício do professorado primário (1914-1928)

O projeto de higienização, com efeitos sentidos ainda no século XIX, atravessou as primeiras décadas dos novecentos propondo intervenções cada vez mais incisivas na população brasileira, porém pautadas no princípio da educação higiênica. O pressuposto de que era necessário conscientizar e educar higienicamente a população, ao invés de impor apenas a obediência a medidas legislativas, tornou a escola primária um dos principais escopos das iniciativas em proveito da formação de hábitos sadios. Este olhar sobre a escola primária exigiu do professorado o preparo para lidar com tais desafios. Esta dissertação situa- se no âmbito da proposta de refletir acerca da interferência dos discursos e conhecimentos médico-higiênicos na formação e ofício da docência primária. Para tal efeito, tomamos como algumas das principais fontes os compêndios escolares de higiene, endereçados às escolas normais, bem como os programas da disciplina, produzidos para conduzir o ensino na Escola Normal do Distrito Federal. Tendo em vista que este aparato didático-pedagógico, composto pelos compêndios e pela disciplina de Higiene, manteve forte relação com o que se difundiu acerca do professorado primário a respeito de seu papel na campanha higiênica , também fez parte da perspectiva deste estudo o exame dos discursos proferidos nos congressos médicos e educacionais. Tais discursos nos auxiliaram no sentido de perceber a retórica que requisitava o alargamento do papel do professorado primário, no contexto das primeiras décadas do século XX, impulsionando uma suposta adequação do plano de formação docente às emergências da saúde pública. Ademais, as iniciativas voltadas para o aperfeiçoamento dos professores primários, fora das escolas normais, também se expressaram como discursos destas novas atribuições: tratamos dos cursos de aperfeiçoamento em higiene, promovidos por instituições distintas. Tornava-se necessário disciplinar a infância e suscitar nela novos hábitos. Portanto, os professores primários foram convocados a se constituírem braços direitos dos higienistas.