Partnerships in action : what’s in it for us?

This paper presents an analysis of the role and experiences of the teacher practitioner within the partnership arrangement in the Bachelor of Learning Management (BLM) degree at the Rockhampton campus of Central Queensland University (CQU). The paper begins by discussing the concept of partnerships and the background to current pre-service teacher education programs in Australia. It then introduces the BLM, documenting the experiences of partner-teachers involved in the program and analysing this model of partnership. The paper concludes with some suggestions for improving teacher-lecturer partnerships.

Health and disability : partnerships in action

Matthew is a 15-year-old adolescent boy who lives with his parents, Boon Hock and Guek, and brother Benjamin in Melaka Malaysia. Matthew loves exercising in the park, going to school and dressing smartly like his brother. Matthew has an intellectual disability and autism, and attends a special school. In this story, Matthew's parents reflect on the time around the diagnoses of his disabilities, and their experiences with health care professionals. They describe the changes in Matthew as he has grown from child to adolescent. The impact of Matthew's developmental disabilities on his likfe and that of his brother and parents are explored, and their hopes and plans for the future are discussed

Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education

The STEPS Project responds to international concern about primary teachers’ lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education. The project reviews and builds on established, innovative and successful practices at five universities, to develop and promote a framework supporting school‐based approaches to pre‐service teacher education. This paper will outline the processes involved in developing an Interpretive Framework, which will be a key outcome of the project. The Interpretive Framework identifies key elements to assist teacher educators in planning, implementing and sustaining school-based approaches to teacher education.

Developing effective school and university partnerships for teacher education

The use of school-university partnerships to address the theory-practice divide in teacher education has recently come to attention in international teacher education studies (e.g. Darling-Hammond, 2005; Jones & Ryan, in press). School-university partnerships are particularly important in primary science teacher education as a means to overcome limited opportunities primary pre-service teachers have to observe and practice science teaching during their Practicum. Their opportunities are limited due to a lack of practising teachers who include science in their classroom teaching or who do not feel sufficiently competent to act as science mentors. This is generally attributable to low teacher confidence and knowledge of how to teach science (Jones & Carter, 2007).

This workshop will report on a study which is exploring existing approaches to school-university partnerships in science teacher education at 5 Australian universities. Utilising a multiple case study methodology (Yin, 2009), the project has examined the experiences of establishing, maintaining and developing these partnership and explored the benefits of the partnerships for pre-service teachers, practising teachers and schools.

A key outcome of the project is the development of an “Interpretive Framework” in which partnership practices were exemplified, contextualized and summarized, documenting key phases in the development of partnership arrangements. The Framework is currently undergoing validation with Australian universities. In this paper, the authors present the Framework to an braoder audience for comment and seek to explore its relevance and transferability to school-university partnerships in an international context.

Determinants and economic consequences of voluntary disclosure of internal control weaknesses in China

This paper investigates the determinants and economic consequences of disclosure of internal control weaknesses (ICWs) by Chinese listed firms under the voluntary disclosure regime over 2010-2011. We find that the probability of firms disclosing ICWs is not only associated with firm characteristics such as profitability, age and business complexity, but is also strongly related to the unique attributes of corporate governance and ownership structure in Chinese listed firms, e.g. the independence of the supervisory board, political connections, concentration of the top 3 shareholders' ownership and tradability of shares.Our results show that the severity of the ICWs disclosed is negatively and significantly associated with earnings response coefficients (ERCs), and audit assurance of ICRs has a significant moderating effect on the relationship between ICWs and ERCs. Our research adds further evidence to support the implementation of SOX-type regulations globally.

Science teacher education partnerships with schools (STEPS): partnerships in science teacher education

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas.

An empirical study on accountability for promoting healthy food environments in England through the public health responsibility deal food network

Objective: In 2011, the United Kingdom launched five Public Health Responsibility Deal Networks inspired by ‘nudge theory’ to facilitate healthy-lifestyle behaviors. This study used Q methodology to examine stakeholders’ views about responsibility and accountability for healthy food environments to reduce obesity and diet-related chronic diseases. Design: A purposive sample of policy elites (n=31) from government, academia, food industry and civil society sorted 48 statements grounded in three theoretical perspectives (i.e., legitimacy, nudge and public health law). Factor analysis identified intra-individual statement sorting differences. Results: A three-factor solution explained 64 percent of the variance across three distinct viewpoints: food environment protectors (n=17) underscored government responsibility to address unhealthy food environments; partnership pioneers (n=12) recognized government-industry partnerships as legitimate; and the commercial market defenders (n=1) emphasized individual responsibility for food choices and rejected any government intervention. Conclusions: Building trust and strengthening accountability structures may help stakeholders navigate differences to engage in constructive actions. This research may inform efforts in other countries where voluntary industry partnerships are pursued to address unhealthy food environments.