Cultural diversity in Australia : promoting the teaching and learning of South African music

Australian society is increasingly multicultural, and this article provides some theoretical perspectives on multiculturalism, cultural diversity and the teaching and learning of African music. It identifies the need for teachers, practitioners and artists to jointly work together to create a community of practitioners where pedagogy meets practice. Through reflection and interview data of an artist in schools, a primary music specialist and a tertiary music educator, the 'how' and 'why' about teaching South African music and culture is discussed through pedagogy. Whilst this article discusses a particular culture and music, it has implications for education within a wider sphere and calls for further investigation when using different music from diverse cultures.

How different is it really? – rural and urban primary students’ use of ICT in mathematics

Information and Communication Technology (ICT) offers the potential for changing mathematics education for both teachers and students. However, how ICT is used, and by whom, is critical to realizing this potential. This paper reports on an investigation of the use of ICT in the learning and teaching of mathematics in rural and urban primary schools in Victoria, Australia. Thirty-six teachers and almost 700 students were surveyed regarding their use of ICT for mathematics at home and at school, with a small number of selected teachers and students taking part in interviews. This paper focuses on students’ perceptions of ICT use. A comparison of rural and urban students’ responses shows little difference across most aspects of ICT use, and where there was a difference, the frequency of rural use almost always exceeded that in urban schools.

Developing a culturally-specific peace curriculum for Vietnamese primary schools : a case study of participatory action research in cross-cultural design

In 2003 the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam in consultation with ASP schoolteachers and principals. The finished manual included lessons plans and materials for a five year, 50 lesson peace education course. The Manual is one of the first examples of a systematic core national curriculum in peace education worldwide.

Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a Participatory Action Research approach was central in the project’s development and curriculum design. This case study is offered as a model for effective cross-cultural curriculum development of peace education materials. In particular, the creation of a systematic core course in peace education and the use of UNESCO’s peace keys are outlined as innovative aspects of the project.

Factors influencing teachers' ICT literacy : a snapshot from Australia

This paper presents the findings of a survey that examined factors influencing teachers’ ICT literacy. The survey was part of a larger study exploring teachers’ readiness to transform their traditional role and engage primary school students in 21st century learning experiences. The survey was conducted with teachers from a simple random sample of 350 Victorian government primary schools in Australia. A recently developed framework of ICT literacy for primary school teachers was utilized to examine factors that influence the development of teachers’ skills and knowledge in integrating new technologies into student learning. In this paper the authors report on teachers’ perceptions about factors influencing the development of their ICT literacy and interpret the impact of independent variables such as age, gender, teaching experience, and teachers’ use of computers in the contemporary primary school. Drawing on the findings of the study they identify important leads for future professional development.

What do education students value in primary mathematics curriculum?

In this paper the priorities that second year education students hold for primary mathematics content and student learning are presented. Data were collected from students who participated in a tutorial task that was used to engage students in discussion about primary mathematics curriculum. The data were collected annually for four years. Reflections about the mathematics subjects in the course are made within the context of current research and mathematics curriculum policy. Inferences are drawn about education students’ beliefs.

Teaching and learning history in primary schools : pedagogical shifts, complexities and opportunities

From 2011 the teaching and learning of History will be expanded into all primary schools (Kindergarten – Year 6) throughout Australia under a National Curriculum, including the formal preschool/kindergarten year. History as one of four core subjects will replace current studies of society and environment curriculum taught in primary schools across. The curriculum implementation process will involve a cultural and pedagogical shift as primary teachers make adjustments to the discipline of History. This article begins with an outline of the current curriculum context. An analysis of the New South Wales Human Society and Its Environment and the Australian Curriculum: History Draft Consultation documents follows. The findings indicate that the History Draft Consultation lacks clear guidance for teachers and has a number of shortcomings compared to the NSW HSIE syllabus. There are opportunities, however, for primary teachers because of the broad similarities of content knowledge in both documents and the embedded historical concepts in the NSW syllabus document.

Extending the paramedic role in rural Australia : a story of flexibility and innovation

Introduction: This article identifies trends in the evolving practice of rural paramedics and describes key characteristics, roles and expected outcomes for a Rural Expanded Scope of Practice (RESP) model.

Methods: A multiple case study methodology was employed to examine the evolution of rural paramedic practice. Paramedics, volunteer ambulance officers and other health professionals were interviewed in four rural regions of south-eastern Australia where innovative models of rural paramedic practice were claimed to exist. The research team collected and thematically analysed the data using the filter of a sociological framework throughout 2005 and 2006.

Results: The study found that paramedics are increasingly becoming first line primary healthcare providers in small rural communities and developing additional professional responsibilities throughout the cycle of care.

Conclusions: Adoption of the RESP model would mean that paramedics undertake four broad activities as core components of their new role: (1) rural community engagement; (2) emergency response; (3) situated practice; and (4) primary health care. The model’s key feature is a capacity to integrate existing paramedic models with other health agencies and health professionals to ensure that paramedic care is part of a seamless system that provides patients with well-organized and high quality care. This expansion of paramedics’ scope of practice offers the potential to improve patient care and the general health of rural communities.

Utilisation of primary total knee joint replacements across socioeconomic status in the Barwon Statistical Division, Australia 2006-7 : a cross-sectional study

Objectives There are few Australian data that examine the association between total knee joint replacement (TKR) utilisation and socioeconomic status (SES). This study examined TKR surgeries with a diagnosis of osteoarthritis (OA) performed for residents of Barwon Statistical Division (BSD) for 2006–2007.

Design Cross-sectional.

Setting BSD, South-eastern Victoria, Australia

Participants All patients who underwent a TKR for OA, 2006–2007, and whose residential postcode was identified as within the BSD of Australia, and for whom SES data were available, were eligible for inclusion.

Primary outcome measure Primary TKR data ascertained from the Australian Orthopaedic Association National Joint Replacement Registry. Residential addresses were matched with the Australian Bureau of Statistics census data, and the Index of Relative Socioeconomic Disadvantage was used to determine SES, categorised into quintiles whereby quintile 1 indicated the most disadvantaged and quintile 5 the least disadvantaged. Age-specific and sex-specific rates of TKR utilisation per 1000 person-years were reported for 10-year age bands.

Results Females accounted for 62.7% of the 691 primary TKR surgeries performed during 2006–2007. The greatest utilisation rates of TKR in males was 7.6 observed in those aged >79 years, and in 10.2 in females observed in those aged 70–79 years. An increase in TKR was observed for males in SES quintile four compared to quintile 1 in which the lowest utilisation which was observed (p=0.04). No differences were observed in females across SES quintiles.

Conclusions Further investigation is warranted on a larger scale to examine the role that SES may play in TKR utilisation, and to determine whether any social disparities in TKR utilisation reflect health system biases or geographic differences.

Work and study in construction education : practices of undergraduate students in Australia

Purpose of this paper The aim of this paper is to determine the amount of time construction management students spend engaged in paid work and study during semester time. Past research has shown that working long hours has a negative effect on the study patterns of undergraduate students.

Design/methodology/approach Students responded to a questionnaire on the nature of their paid work while enrolled in full-time study in a sample of universities across Australia.

Findings The results showed that students are working on average 18 hours per week during semester time. The results indicate that students in their first two years tend to undertake casual work that is not related to their degree. However, this pattern changes in the later two years of the course, where students switch to roles in construction that do relate to their coursework. The students start working on average 15 hours in the first year of their degree, and the time spent rises to 23 hours in their fourth year.

Practical implications Past research suggests that students may be working to an extent beyond what is considered beneficial to their studies. The implications of the amount of time working and the type of work are discussed.

Originality/value of paper The long-term impact of high levels of work and study on construction students are unknown. The paper concludes by suggesting that universities need a greater awareness of the impact of paid employment on engagement with their learning.

Literacy in early childhood and primary education : issues, challenges and solutions

Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices. The book covers important topics such as assessment, multiliteracies, reading difficulties and diverse classrooms. Each chapter includes learning objectives, reflective questions and definitions of key terms to engage and assist readers. Written by an expert author team and featuring real-world examples from literacy teachers and learners, the book will help pre-service teachers feel confident teaching literacy to diverse age groups and abilities.

Constructions of education and resistance within popular feminist commentary on girls and sexualisation

We are currently witnessing a renewed vigour to ongoing concerns about the sexualisation of young women and girls in western popular culture. This paper takes up Angela McRobbie’s concerns that the commercial sphere has become a primary site for talking about, and educating, girls and young women (McRobbie, 2008). I first explore the growth in ‘expert’ commentary, on girls and sexualisation, drawing on the work of a number of commentators and authors from the USA, the UK and Australia, who have become ubiquitous media commentators on issues facing girls, including sexualisation. I then draw on feminist and education theory to explore the possible limitations of how education is conceived within this cultural site, particularly with respect to constructions of girls’ resistance. In the final part of the paper I show how girls’ resistance is complicated in postfeminist, neoliberal societies and I propose that education scholarship and practice must confront the ways in which girls’ resistance is bound up in their developing classed and raced identities.