Beginning the search for core principles underpinning literacy development in the early years

Providing opportunities for all people to become literate is now a global imperative (World Bank 2008). There are many and varied reasons underlying this emphasis including global, national, community and personal perspectives (Friere & Macedo 2000) and countries world-wide are investing more money into their early childhood programs and the development of associated policies (Oberhuemer 2005). From a socio-cultural view, literacy development is emergent, ongoing (Cook-Gumperz 2006) and multifaceted (New London Group 1999). Literacy involves far more than reading and writing and encompasses listening, speaking and critical thinking (Department of Education, Science and Training 2005, Luke & Freebody 1997). Literacy is not merely a curricular area, but an important empowering life skill (Harrison 2012, Friere & Macedo 2000). It seems logical then, to search for and identify if there are core principles underpinning early years literacy development.In seeking to identify core principles for emergent literacy development, the study reported here adopted Wiersma & Jurs' (2005) 'Four Step' Historical Research methodological approach involving the identification of a research problem, collection and evaluation of source materials, synthesis of information from the source materials and finally, the analysis, interpretation and the formulation of conclusions. The historical research approach requires creative interpretation (Keastle 1988) and is valued for its effectiveness in sourcing ideas, enlightening current debates, empowering decision-making (Stricker 1992) and influencing policy formation (Wiersma & Jurs 2005).This study involved analysis of Early Years Language and Emergent Literacy Research from the past decade, sourced via education and social sciences databases, as well as information gathered from correspondence with Australian government departments, their websites and policies. The findings from a synthesis of these data sources led to the identification of nine core principles viewed as underpinning children's emergent literacy development. Interested in exploring the relevance and application of these principles to the field of early childhood in Australia, additionally, the researcher has embarked upon a mapping exercise that reveals how the recently introduced Early Years Learning Frameworks align with these principles. Furthermore, in recognition of the importance of the early years as a crucial time in a child's literacy development (Cook-Gumperz 2006, Raban & Nolan 2005, Hall, Larson & Marsh 2003), it is argued that these literacy principles will be valuable to the development of a range of educational tools to be used by Pre-service and practicing Early years educators.

Incorporating the aesthetic dimension into pedagogy

One of the dimensions of learning experiences, which is not often given much attention outside of the creative arts, is the aesthetic dimension. In this paper we report on a study we conducted which explores the importance of learning through aesthetic experiences as identified by Dewey. While there is literature available which engages with the significance of such experiences (Hinchliffe, 2011; Nakamura, 2009) there is little which explores the nexus between this and specific practices in classrooms. Through examining pedagogical practices and beliefs of some exemplary teachers (as identified by their community), our study uncovered some approaches which offer alternate considerations for pedagogy. These have the potential to further enrich the sometimes static nature of the ‘official’ curriculum (Apple, 2000) as often assumed by pre-service teachers who attempt to deliver it through experiences.

Short-term intensified cycle training alters acute and chronic responses of PGC1α and cytochrome C oxidase IV to exercise in human skeletal muscle

Reduced activation of exercise responsive signalling pathways have been reported in response to acute exercise after training; however little is known about the adaptive responses of the mitochondria. Accordingly, we investigated changes in mitochondrial gene expression and protein abundance in response to the same acute exercise before and after 10-d of intensive cycle training.

Nine untrained, healthy participants (mean±SD; VO2peak 44.1±17.6 ml/kg/min) performed a 60 min bout of cycling exercise at 164±18 W (72% of pre-training VO2peak). Muscle biopsies were obtained from the vastus lateralis muscle at rest, immediately and 3 h after exercise. The participants then underwent 10-d of cycle training which included four high-intensity interval training sessions (6×5 min; 90–100% VO2peak) and six prolonged moderate-intensity sessions (45–90 min; 75% VO2peak). Participants repeated the pre-training exercise trial at the same absolute work load (64% of pre-training VO2peak). Muscle PGC1-α mRNA expression was attenuated as it increased by 11- and 4- fold (P<0.001) after exercise pre- and post-training, respectively. PGC1-α protein expression increased 1.5 fold (P<0.05) in response to exercise pre-training with no further increases after the post-training exercise bout. RIP140 protein abundance was responsive to acute exercise only (P<0.01). COXIV mRNA (1.6 fold; P<0.01) and COXIV protein expression (1.5 fold; P<0.05) were increased by training but COXIV protein expression was decreased (20%; P<0.01) by acute exercise pre- and post-training.

These findings demonstrate that short-term intensified training promotes increased mitochondrial gene expression and protein abundance. Furthermore, acute indicators of exercise-induced mitochondrial adaptation appear to be blunted in response to exercise at the same absolute intensity following short-term training.

Developing teachers of inquiry: an emerging humanities model of inquiry (HMI)

Inquiry pedagogies have been an integral mode by which understandings connected to the Humanities have been developed in primary classrooms. For the purposes of this paper, the Humanities incorporates areas of learning associated with Civics and Citizenship, History, Geography and Economics. In primary classrooms, these discipline areas have often been taught in interdisciplinary ways through other iterations such as Social Studies and Studies of Society and Environment. This paper is a reflection on the work with pre-service teachers in a quest to disrupt more traditional and transmissive pedagogies for teaching and learning in this area. It proposes a new way of conceptualising inquiry for rigorous and disciplinary learning.

Using online video-recorded interviews to connect the theory and practice of inclusive education in a course for student teachers

This article reports on a study into university preservice teachers’ perceptions of online video-recorded interviews as an alternative to the traditional lecture format in a course on inclusive education. With the aim of assisting preservice teachers to link theory and practice, the series of video-recorded interviews focused on key concepts around educating students with diverse needs and abilities. The interviews were conducted between the course coordinator and a number of professionals with relevant field experience in special education and inclusion, and were then made available to preservice teachers online. Survey data indicated that this type of delivery model was perceived as effective in promoting engagement and learning, and in facilitating an understanding of the connection between theory and practice. Implications for teacher education are discussed.

Exploration of the Australian Early Development Index for children with language backgrounds other than English

The Australian Early Development Index (AEDI) is a teacher-administered measure that indicates if children are starting school with the developmental capacity to take advantage of the school learning environment. A key question that arises for schools, communities, and policy makers is how valid the AEDI is for children from a Language Background Other Than English (LBOTE). This study investigated how adequately the AEDI captures the cultural variety of different behaviours and different ways of learning. The study also examined the cultural inclusivity and relevance of the AEDI materials (e.g., teacher training guidelines; administration manual). Ten focus groups (n=84) and various community consultations were conducted with early childhood education and development professionals, representing key service providers, and school personnel. The findings from these studies led to the following recommendations: For LBOTE children, the AEDI should ideally be completed in collaboration, for example, between the child’s teacher and a multicultural consultant. The teacher guidelines for the AEDI need to be enhanced with respect to issues pertaining to LBOTE children, and the AEDI should include additional domains, such as cultural competence and home based/first language skills. Finally, teacher preparation and the AEDI administration guidelines need to clarify and emphasize the intent of the AEDI.

Building academic resilience: A longitudinal study of Master of Teaching students’ perceptions of written feedback on high stakes assessment

This paper reports on a two-year study of tertiary education students’ perceptions of written feedback on assessment. Contextualised in a regional Australian university and drawing on a cohort of Master of Teaching pre-service teachers, a survey approach was used to collect data from participants in both years of their graduate-level entry program. The paper contributes to the emerging body of literature on students’ perceptions of written feedback on assessment by discussing four themes that emerged from the study. It concludes with a number of recommendations for teacher educators to enhance current feedback practices.

Opportunities to promote mathematical content knowledge for primary teaching

Understanding the development of pre-service teachers’ mathematical content knowledge (MCK) is important for improving primary mathematics’ teacher education. This paper reports on a case study, Rose , and her opportunities to develop MCK during the four years of her program. Program opportunities to promote MCK when planning and practicing primary teaching included: coursework experiences and responding to assessment requirements. Discussion includes the Knowledge Quartet: foundation knowledge, transformation, connection and contingency. By fourth-year, Rose demonstrated development of different categories of MCK when practicing her teaching because of her program experiences.

Disassociation of muscle triglyceride content and insulin sensitivity after exercise training in patients with Type 2 diabetes

Aim/hypothesis. We determined the effect of exercise training on insulin sensitivity and muscle lipids (triglyceride [TGm] and long-chain fatty acyl CoA [LCACoA] concentration) in patients with Type 2 diabetes. Methods. Seven patients with Type 2 diabetes and six healthy control subjects who were matched for age, BMI, % body fat and VO2peak participated in a 3 days per week training program for 8 weeks. Insulin sensitivity was determined pre- and post-training during a 120 min euglycaemic- hyperinsulinaemic clamp and muscle biopsies were obtained before and after each clamp. Oxidative enzyme activities [citrate synthase (CS), β-hydroxy-acyl- CoA (β-HAD)] and TGm were determined from basal muscle samples pre- and post training, while total LCACoA content was measured in samples obtained before and after insulin-stimulation, pre- and post training. Results. The training-induced increase in VO2peak (∼20%, p<0.01) was similar in both groups. Compared with control subjects, insulin sensitivity was lower in the diabetic patients before and after training (∼60%; p<0.05), but was increased to the same extent in both groups with training (∼30%; p<0.01). TGm was increased in patients with Type 2 diabetes (170%; p<0.05) before, but was normalized to levels observed in control subjects after training. Basal LCACoA content was similar between groups and was unaltered by training. Insulin-stimulation had no detectable effect on LCACoA content. CS and β-HAD activity were increased to the same extent in both groups in response to training (p<0.001). Conclusion/interpretation. We conclude that the enhanced insulin sensitivity observed after short-term exercise training was associated with a marked decrease in TGm content in patients with Type 2 diabetes. However, despite the normalization of TGm to levels observed in healthy individuals, insulin resistance was not completely reversed in the diabetic patients.

Australian primary in-service teachers’ conceptions of geography

This paper reports on the second part of a two pronged qualitative investigation that examines the ways in which Australian primary teachers conceptualise geography and geography teaching. In the first part of the project, 47 pre-service primary teachers were surveyed. In this paper, I draw on interviews with six in-service primary teachers to explore their experiences, conceptions and perceptions of geography. The findings indicate a noticeable difference between the conceptions of geography held by experienced teachers and those of early career, in-service teachers. Similar to the pre-service teachers studied in part one of this study, the early career teachers had a narrow, information-oriented conception of geography and geography education. Conversely, the experienced teachers portrayed more complex, relational and process-oriented perspectives. The paper concludes by exploring some of the implications for the implementation of the new National geography curriculum in Australia.

New directions in education? A critique of contemporary policy reforms

This paper draws on facets of Foucault's theoretical resources to critique current education policy reform from within the Australian State of Victoria, namely the Department of Education and Early Childhood Development's (DEECD) discussion paper New directions for school leadership and the teaching profession. Implicit in the reform effort is decentralization, including penalties for “underperforming” classroom teachers and “ineffective” teacher education courses. Principals will hold a pre-eminent rank in the reforms proposed as they are charged with their oversight and implementation, including intervening in the education and preparation of pre-service teachers.

Mental health first aid training by e-learning: a randomized controlled trial.

OBJECTIVE: Mental Health First Aid training is a course for the public that teaches how to give initial help to a person developing a mental health problem or in a mental health crisis. The present study evaluated the effects of Mental Health First Aid training delivered by e-learning on knowledge about mental disorders, stigmatizing attitudes and helping behaviour. METHOD: A randomized controlled trial was carried out with 262 members of the Australian public. Participants were randomly assigned to complete an e-learning CD, read a Mental Health First Aid manual or be in a waiting list control group. The effects of the interventions were evaluated using online questionnaires pre- and post-training and at 6-months follow up. The questionnaires covered mental health knowledge, stigmatizing attitudes, confidence in providing help to others, actions taken to implement mental health first aid and participant mental health. RESULTS: Both e-learning and the printed manual increased aspects of knowledge, reduced stigma and increased confidence compared to waiting list. E-learning also improved first aid actions taken more than waiting list, and was superior to the printed manual in reducing stigma and disability due to mental ill health. CONCLUSIONS: Mental Health First Aid information received by either e-learning or printed manual had positive effects, but e-learning was better at reducing stigma.

Space, place and race: Ethics in practice for educational research in ethnically diverse rural Australia

Research in Australia’s ethnically diverse rural and regional communities requires an approach that is informed by notions of space, place and culture, and which recognises race as a relational social construct mediated by social and political discourse and context, and prone to change overtime. This critical review examines how teacher education researchers connect culturally competent research and rural ethics with the view to improving education systems, addressing rural teacher workforce issues, informing the preparation of pre-service teachers, and, most importantly, ensuring that rural students have access to educational opportunities that are engaging and meet their needs. It focuses specifically on researcher positionality on the insider-outsider continuum and how this informs ethical research in diverse rural communities, particularly those in which visible new migrants reside. Peer-reviewed journal articles that discuss how education researchers negotiate working in rural space are examined and considered in relation to discourse about ethics in practice and the insider/outsider continuum. Scholarship reflected in the literature spanned the fields of rural/research ethics, inclusive education, education research methodology and research with new migrants, minority and marginalised groups.