The rural practicum : preparing a quality teacher workforce for rural and regional Australia

Communities play a critical role in supporting pre-service teachers during rural and regional professional experience. This support, coupled with access to teacher educators and university resources, appears to positively influence graduate attitudes toward taking up a rural appointment. These are among the key findings to emerge from open-ended responses within 263 surveys completed for the Rethinking Teacher Education for Rural and Regional Sustainability—Renewing Teacher Education for Rural and Regional Australia project (TERRAnova). The national surveys, collected annually from 2008-2010, monitored the impact of state-based financial incentives designed to promote rural and regional professional experience. Findings discussed in this article have implications for teacher educators and rural school leaders as they work in partnership with communities to support pre-service teachers on rural and regional practicum.

A critical pedagogy of embodied education : learning to become an activist

Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.

A nurse managed kidney disease program in regional and remote Australia

Health services that aim to prevent and manage chronic kidney disease (CKD) in rural and remote Aboriginal communities in Australia, including the Goldfields region of Western Australia (WA), require innovative approaches. Nursing roles can significantly improve access to renal services in rural and remote areas as they are able to address a range of renal health promotion and prevention activities, and provide renal clinical education and support to Aboriginal people. The Goldfields Kidney Disease Nursing Management Program (GKDNMP), funded through the Council of Australian Governments (COAG) National Partnership Agreements, was developed to provide a comprehensive approach to primary health care that incorporates a range of health promotion and disease management activities. In the first year, the program increased home dialysis rates and decreased patient travel due to expanded access to renal care within the region. Context-specific health programs generated in response to local needs can be successful in addressing specific health care challenges in rural and remote health.

Material world: learning and teaching chemistry

 In the Australian National Curriculum, the science understanding of overarching ideas of matter and energy covers science topics in the conceptual area of chemistry, such as the properties, forms and uses of different materials, the states of matter (solid, liquid and gas), and energy, such as forces, movement and electricity. This chapter focusses on explaining the abstract science ideas related to matter and energy through the use of appropriate vocabulary, examining ways of organising knowledge and linking scientific models and theories to observations and experiences. The particle model of matter is used to explain common observations, demonstrating the value of scientific inquiry and the role of models and representations in scientific thinking. A directed inquiry teaching approach in which there is a focus on the use of representations is recommended for these abstract topics. Representations are a vital component of communicating the abstract ideas of matter and energy. The use of the pedagogical approach in which students construct and evaluate representations of scientific ideas is used in the negotiation and development of their understandings.

Does the shortage of diabetes specialists in regional and rural Australia matter? Results from Diabetes MILES – Australia.

Aim: To investigate differences in access to services and health outcomes between people living with Type 1 (T1DM) and Type 2 (T2DM) diabetes in rural/regional and metropolitan areas.

Methods: Diabetes MILES—Australia was a national postal/online survey of persons registered with the National Diabetes Services Scheme. Selected variables, including utilisation of health care services and self-care indicators, were analysed for 3338 respondents with T1DM (41%) or T2DM (59%).

Results: Respondents from rural/regional (n=1574, 48%) and metropolitan areas were represented equally (n=1700, 52%). After adjusting for diabetes duration, demographic and socioeconomic variables, rural/regional respondents with T1DM (RR 0.90, 95% CI 0.83–0.97) and T2DM (RR 0.69, 95% CI 0.59–0.81) were less likely to report consulting an endocrinologist during the past 12 months. Rural/regional respondents with T1DM were more than twice as likely to have accessed a community/practice nurse for diabetes care (RR 2.22, 95% CI 1.25–3.93) while those with T2DM were more likely to have accessed a diabetes educator (RR 1.21, 95% CI 1.07–1.36) or dietician (RR 1.17, 95% CI 1.07–1.36). For the T1DM and T2DM groups were no differences between rural/regional and metropolitan respondents in self-reported hypoglycaemic events during past week and the majority of self-care indicators.

Conclusions: Despite a lack of access to medical specialists, respondents with T1DM and T2DM living in rural/regional areas did not report worse health or self-care indicators. The results suggest that multidisciplinary primary services in rural areas may be providing additional care for people with diabetes, compensating for poor access to specialists.

Code-switching and teaching Chinese as a second language

This book aims to explore the nature of code-switching. The purpose is to find out how this works and thereby inform language-teaching strategies. It focuses on Chinese / English bilinguals with special emphasis on younger students living in two linguistic worlds (Chinese and English). The book examines code-switching in relation to several aspects: grammatical structures, tonal facilitation, contextual factors, speakers' social background aspects and their participation in school language programs.