Play to learn : building literacy in the early years

Features a range of activities that will help teachers use pretend play in the classroom.

What does it mean to be a Catholic? Has this changed since Vatican II?

What constitutes a Catholic sensibility? Is this unchanging, or are there differing definitions pre- and post-Vatican II? Is the Catholicism expressed in the writings of Gerard Manley Hopkins, John Henry Newman, Hilaire Belloc, and others before Vatican II, the Catholicism of today?

Engaged to learn pedagogy : theoretically identified optimism-building situations

Associations between resilience or optimism (Seligman, 1995) and the inclination to explore unfamiliar challenging problems in mathematics have been identified (Williams, 2005, 2008). This raised questions about how to build optimism to enhance mathematical performance. In this study, a theoretical framework was formulated to study optimism-building situations (Seligman, 1995; Csikszentmihalyi, 1992). By interrogating ‘Engaged to Learn’ pedagogy (Williams, 2000) through a video-stimulated interview study, situations theoretically expected to be optimism building were identified.

International collaboration for women in IT : how to avoid reinventing the wheel

This paper uses information contributed by ACM-W Ambassadors from nine countries to build a picture of women working to improve the gender balance in IT around the world. The focus on women’s participation in education, the workforce and the political arena is presented using Hofstede and Hofstede’s (2005) dimensions of cultural masculinity, power distribution and individuality for each of the ACM-W Ambassador countries to set the scene. It is apparent from this compilation of information that different social and cultural climates in many parts of the world will necessitate different actions by ACM-W Ambassadors in their respective countries. While the ACM-W Ambassador program provides a forum for ideas, support and strategies to deal with the under-representation of women in IT, many of the current Ambassadors have more pressing issues to deal with, and indeed a ‘one size for all’ model for programs to promote IT to women will not be suitable. Exploring the network from an Australian perspective this work demonstrates that much is to be gained from increasing international networks to share the strategies and support required to encourage more women into IT.

When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia

Preschool directors, teachers, and assistants from regional and rural eastern Australia were interviewed in the autumn of 2008 to discover their knowledge and beliefs concerning whether young children had the capacity to solve mathematical problems, when young children begin to think mathematically, and their observations of children’s mathematics learning. Respondents overwhelmingly agreed that preschool children were capable of mathematical activity and thought. Fifty eight (88%) respondents believed that children had begun to exhibit mathematical thinking by age 3; 30 (46%) by their first birthday. Practitioners interviewed were able to provide examples of both incidental and planned mathematical activities across a breadth of content, including number and operations, measurement, geometry, and fundamental classifying and ordering activities. The practitioners also demonstrated a creditable awareness of children who seemed to have a good grasp of mathematics. Many practitioners realized that mathematical proclivity could be shown in the processes children use as they engaged in mathematical activity and solved mathematical problems.

Motivating children to learn : the role of technology education

Design and technology education provides children with opportunities to create solutions to specific needs in innovative ways. This paper reports on research that focused on the language that the children used when they were involved in a design and technology activity. In accessing the results of the language study, the findings suggest that the children’s motivation was high and played a significant role in children’s task engagement and persistence. Analysis revealed that there were several key ideas that the children focused on, namely: the fun experienced by participating in the activity, the difficulty of doing the task, the satisfaction of completing the task, the importance of social interaction and the frustrations surrounding aspects of the task. These affective factors that are related directly to motivation will be demonstrated through the children’s language responses to their participation in design and technology education.

Identifying capabilities for the IT function to create agility in information systems

In this paper, we identify the necessary capabilities of the IT function to create agility in existing information systems. Agility is the ability to quickly sense and respond to environment perturbations. We contrast the agility perspective from a widely used industry framework with research perspectives on agility in the IS literature. We suggest Beer’s Viable System Model (VSM) is a useful meta-level theory to house agility elements from IS research literature, and apply VSM principles to identify the capabilities required of the IT function. Indeed, by means of a survey of 34 organisations, we confirm that the meta-level theory better correlates with reported agility measures than existing practice measures do on their own. From a research perspective, the incorporation of the VSM mechanism helps to explain ‘why’ the IT function is capable of creating agility. From a practical perspective of ‘how’, the findings point to a new set of capabilities of the IT function for future versions of the industry frameworks to enable agility.

Health literacy : what is it and why is it important to measure?

This report summarizes the proceedings of the first Outcome Measures in Rheumatology Clinical Trials (OMERACT) Health Literacy Special Interest Group workshop at the OMERACT 10 conference. Health literacy refers to an individual’s capacity to seek, understand, and use health information. Discussion centered on the relevance of health literacy to the rheumatology field; whether measures of health literacy were important in the context of clinical trials and routine care; and, if so, whether disease-specific measures were required. A nominal group process involving 27 workshop participants, comprising a patient group (n = 12) and a healthcare professional and researcher group (n = 15), confirmed that health literacy encompasses a broad range of concepts and skills that existing scales do not measure. It identified the importance and relevance of patient abilities and characteristics, but also health professional factors and broader contextual factors. Sixteen themes were identified: access to information; cognitive capacity; disease; expression/communication; finances; health professionals; health system; information; literacy/numeracy; management skills; medication; patient approach; dealing with problems; psychological characteristics; social supports; and time. Each of these was divided further into subthemes of one or more of the following: knowledge, attitude, attribute, relationship, skill, action, or context. There were virtually no musculoskeletal-specific statements, suggesting that a generic health literacy tool in rheumatology is justified. The detailed concepts across themes provided new and systematic insight into what needs to be done to improve health literacy and consequently reduce health inequalities. These data will be used to derive a more comprehensive measure of health literacy.

Drawing to learn in science

Should science learners be challenged to draw more? Certainly making visualizations is integral to scientific thinking. Scientists do not use words only but rely on diagrams, graphs, videos, photographs, and other images to make discoveries, explain findings, and excite public interest. From the notebooks of Faraday and Maxwell (1) to current professional practices of chemists (2), scientists imagine new relations, test ideas, and elaborate knowledge through visual representations (3–5).