Assessment for learning in the accountability era : Queensland, Australia

Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers' assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government’s implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent.

Which older women could benefit from interventions to decrease sitting time and increase physical activity?

In addition to the well-known health risks associated with lack of physical activity (PA), evidence is emerging about the health risks of sedentary behaviour (sitting). Research about patterns and correlates of sitting and PA in older women is scarce. METHODS: Self-report data from 6,116 women aged 76-81 years were collected as part of the Australian Longitudinal Study on Woman’s Health. Linear regression models were computed to examine whether demographic, social and health factors were associated with sitting and PA. RESULTS: Women who did no PA sat more than women who did any PA (p<0.001). Seven correlates were associated with sitting and PA (p<0.05). Five of these were associated with more sitting and less PA: three health-related (BMI, chronic conditions, anxiety/depression) and two social correlates (caring duties, volunteering). One demographic (being from another English-speaking country) and one social correlate (more social interaction) were associated with more sitting and more PA. Four correlates, two demographic (living in a city; post-high school education), one social (being single), and one health-related correlate (dizziness/loss of balance) were associated with more sitting only. Two other health-related correlates (stiff/painful joints; feet problems) were associated with less PA only. CONCLUSION: Sedentary behaviour and PA are distinct behaviours in older Australian women. Information about the correlates of both behaviours can be used to identify population groups who might benefit from interventions to reduce sedentary behaviour and/or increase PA.

“More tick-the-box”: the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum

The Australian Curriculum marks national reforms in social science education, first with the return to the disciplines of history and geography and second, through a new approach to interdisciplinary learning. This paper raises the question of whether the promise of interdisciplinary learning can be realised in the middle years of schooling if teachers have to teach history as a discipline rather than within an over-arching integrated curriculum framework. The paper explores the national blueprints and considers the national history curriculum in light of theories of teachers’ knowledge and middle school education. Evidence from teacher interviews indicates that historical understanding can be achieved through integrated frameworks to meet the goals of middle schooling.

The moderator effect of cognitive modifiability on a traditional undergraduate admissions test for disadvantaged Black students in South Africa

Contends that South African universities must find admissions criteria, other than high school grades, that are both fair and valid for Black applicants severely disadvantaged by an inferior school education. The use of traditional intellectual assessments and aptitude tests for disadvantaged and minority students remains controversial as a fair assessment; they do not take account of potential for change. In this study, therefore, a measure of students' cognitive modifiability, assessed by means of an interactive assessment model, was added as a moderator of traditional intellectual assessment in predicting 1st-yr university success. Cognitive modifiability significantly moderated the predictive validity of the traditional intellectual assessment for 52 disadvantaged Black students. The higher the level of cognitive modifiability, the less effective were traditional methods for predicting academic success and vice versa.

"More tick-the-box": the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum

The Australian Curriculum marks national reforms in social science education, first with the return to the disciplines of history and geography and second, through a new approach to interdisciplinary learning. This paper raises the question of whether the promise of interdisciplinary learning can be realised in the middle years of schooling if teachers have to teach history as a discipline rather than within an over-arching integrated curriculum framework. The paper explores the national blueprints and considers the national history curriculum in light of theories of teachers’ knowledge and middle school education. Evidence from teacher interviews indicates that historical understanding can be achieved through integrated frameworks to meet the goals of middle schooling.

Child rearing Inc : On the perils of political paralysis Down Under

In his 2007 PESA keynote address, Paul Smeyers discussed the increasing regulation of child-rearing through government intervention and the generation of “experts,” citing particular examples from Europe where cases of childhood obesity and parental neglect have stirred public opinion and political debate. In his paper (this issue), Smeyers touches on a number of tensions before concluding that child rearing qualifies as a practice in which liberal governments should be reluctant to intervene. In response, I draw on recent experiences in Australia and argue that certain tragic events of late are the result of an ethical, moral and social vacuum in which these tensions coalesce. While I agree with Smeyers that governments should be reluctant to “intervene” in the private domain of the family, I argue that there is a difference between intervention and support. In concluding, I maintain that if certain Western liberal democracies did a more comprehensive job of supporting children and their families through active social investment in primary school education, then both families and schools would be better equipped to deal with the challenges they now face.

Multiliteracies pedagogy : creating claymations with adolescent, post-beginner English language learners

In addressing literacy in high school education, it is important to foreground the particular issues faced by growing numbers of English Language Learners (ELLs). In our increasingly culturally and linguistically diverse classrooms, this is a matter for all literacy teachers, as well as ELL specialists. In Australia, teachers of ELLs are experimenting with Multiliteracies pedagogy which provides rich opportunities to explore language learning experiences and outcomes that stretch beyond exercises in reproduction in written and oral modes only. This paper documents the practice of a high school teacher who uses a claymation project, producing a movie by stop-motion filming of clay figures, with a class of low-level English literacy learners. Drawing on observations of three particular students, the paper outlines a number of possibilities of this approach for English language learners. These include increased individual agency; enhanced engagement through collaboration; and the opportunity to explore various elements of multimodal text design.

Alcohol use in South Africa : findings from the first demographic and health survey (1998)

Objective This study formed part of the 1998 South African Demographic and Health Survey, which included questions assessing the extent of alcohol use, risky drinking and alcohol problems among South Africans to obtain up-to-date baseline estimates of consumption and risky drinking and to inform intervention efforts. Method A two-stage random sample of 13,826 persons ages 15 or older (59% women) was included in the survey. Alcohol use was assessed through eight questions, including the CAGE questionnaire. Frequency analyses for different age groups, geographic setting, education level, population group and gender were calculated, as were odds ratios for these variables in relation to symptoms of alcohol problems. Results Current alcohol consumption was reported by 45% of the men and 17% of the women. White men (71%) were most likely and Asian women (9%) least likely to be current drinkers. Urban residents were more likely than nonurban dwellers to report current drinking. One third of the current drinkers reported risky drinking over weekends, and 28% of the men and 10% of the women scored above the cutoff level on the CAGE questionnaire. Symptoms of alcohol problems were significantly associated with lower socioeconomic status, no school education in women and being older than 25 years of age. Conclusions A comprehensive strategy is required to address the high levels of risky drinking and reported symptoms of alcohol problems.

She’s done alright for a girl : strategies for teaching women artists

While evidence suggests that up to 65% of visual arts graduates in Australia are women, women artists are still dramatically under-represented in most sectors of the industry, from institutional exhibitions through to commercial gallery representation. Gender awareness in art school education was a prominent aspect of second wave feminist activism in this country, however the outcomes for women artists, particularly as their careers proceed, often remain discouraging. Over approximately the past ten years, the Visual Arts discipline at Queensland University of Technology has integrated a range of gender awareness strategies into its teaching program across both studio practice and history/theory areas, with relatively strong outcomes amongst female graduates, both as artists and arts workers. Employing practitioner reflection and praxis-based research, this paper takes stock of the approaches that have been trialled over this period and reflects on the combination of both explicit and implicit strategies employed, as well as student responses to them.

Television content for the 21st century classroom

This thesis examines the confluence of digital technology, evolving classroom pedagogy and young people's screen use, demonstrating how screen content can be deployed, curated, and developed for effective use in contemporary classrooms. Based on four detailed case studies drawn from the candidate's professional creative practice, the research presents a set of design considerations for educational media that distill the relevance of the research for screen producers seeking to develop a more productive understanding of and engagement with the school education sector.

Design: Our future

'Design: Our Future', was an important and exciting call to arms for Queensland Design and Technology teachers at the INTAD State Conference 2015 held at Harristown State High School Toowoomba on the 25 June. As the Australian Government increasingly recognises design thinking as “a ubiquitous capability for innovation” (Commonwealth of Australia, 2013:90) to support a viable manufacturing sector in the Asian century, this represents an opportunity for Design and Technology teachers to provide leadership in the cultivation of these generic skills, behaviours and mindsets through secondary school education in Australia. This article, based on the conference keynote speech, outlines the value of design in education for the creative knowledge economy, the implications for Australian design and technology teachers, and the challenges ahead to ensure our future workforce is not superseded by robots.

Montessorivälineet esiopetuksessa : Montessoriohjaajakoulutuksen saaneiden lastentarhanopettajien käsityksiä montessorivälineiden soveltuvuudesta esiopetuksessa

Tutkimuksessa selvitettiin montessorivälineiden soveltuvuutta suomalaiseen esiopetukseen montessoriohjaajakoulutuksen saaneiden lastentarhanopettajien arvioimina. Tutkimuksen ensimmäisenä tehtävänä oli selvittää, missä määrin montessorivälineitä käytettiin esiopetuksessa. Tutkimuksessa kartoitettiin montessorivälineiden osuutta vastaajien lapsiryhmien toimintamateriaaleista sekä mahdollisia esteitä niiden määrän lisäämiselle. Samoin selvitettiin, kuinka tärkeäksi montessorivälineiden merkitys koettiin opetussuunnitelman tavoitteiden toteutumisessa. Lisäksi kartoitettiin montessorivälineiden käytön laajuutta vastaajien työyhteisössä sekä mahdollisia esteitä välineiden laajemmalle käytölle. Tutkimuksen toisena tehtävänä oli selvittää, miten montessorivälineet tukevat lapsikeskeiselle esiopetukselle asetettuja tavoitteita yksilöllisyyden, sosiaalisten taitojen kehittymisen, omatoimisuuden ja aktiivisuuden, leikin merkityksen sekä välineistön monipuolisuuden suhteen. Tutkimuksen kohderyhmäksi valittiin mahdollisimman kattavasti ne montessoriohjaajat, jotka olivat saaneet myös lastentarhanopettajakoulutuksen. Kohderyhmä käsitti 74 henkilöä. Tutkimus suoritettiin postikyselynä joulukuussa 1996 ja tammikuussa 1997. Tutkimuksen vastausprosentiksi muodostui 79,3 %. Tutkimuksen tulokset osoittivat, että montessorivälineiden osuus vastaajien lapsiryhmien käytössä olevista toimintamateriaaleista oli merkittävä. Tämä korostui erityisesti montessoripäiväkodeissa, -leikkikouluissa ja päiväkodin montessoriryhmissä. Kaikissa toimipaikoissa montessorivälineitä ei ollut riittävästi, vaikka kiinnostus niitä kohtaan oli suuri. Montessorivälineiden osuuden lisäämistä vaikeuttivat mm. taloudelliset esteet. Montessorivälineiden merkitys opetussuunnitelman tavoitteiden toteutumisenkannalta osoittautui tärkeäksi. Tulosten perusteella suppeammallakin montessorivälinemäärällä oli opetussuunnitelman tavoitteiden kannalta suuri merkitys. Montessorivälineiden käytön laajuus vastaajientyöyhteisössä vaihteli toimipaikoittain. Koulutuksen puute ilmeni merkittävimmäksi esteeksi montessorivälineiden laajemmalle käytölle vastaajien työyhteisössä. Tutkimuksen tulosten perusteella montessorivälineillä työskentely tukee vahvasti lapsikeskeisen esiopetuksen kannalta tärkeitä tavoitteita yksilöllisyyden, omatoimisuuden ja aktiivisuuden sekä sosiaalisten taitojen kehittymisen suhteen. Montessorivälineiden katsottiin soveltuvan hyvin esiopetukseen myös monipuolisuutensa ansiosta. Leikin merkitys ei montessorivälineillä työskentelyssä ollut keskeisessä asemassa. Sen sijaan montessorivälineillä työskentelyssä painottuivat leikki, työ ja oppiminen. Avainsanat: Montessori-pedagogiikka, montessorivälineet, lapsikeskeinen esiopetus, toimintamateriaalit Keywords: Montessori-pedagogy, Montessori materials, child-centered pre-school education, activity mater

Kadonneet pojat : Monitapaustutkimus ESY-poikien kompleksisesta koulu-urasta ja elämänkulusta

Lost boys. A multiple case study of the complex school career and life-course of male students who have attended special classes for the emotionally and behaviourally maladjusted The purpose of this thesis is to describe the school career and the life-course of eight former special-class students from the comprehensive school to their further education and into adulthood. The members of the target group have been students of special classes for pupils with emotional and behavioural difficulties in southern Finland. The interviews were made 1994-1997 at school and for follow-up interviews 2002-2003, when the participants were already adults. Six mothers were also interviewed. The qualitative data was gathered using individual interviews and Adult Attachment Interview. The aim was to explore the life-histories of subjects from early childhood to early adulthood. Information was gathered also from the documents concerning the students´ school attendance. Every single life-history is illustrated as a life-course graphic. The data has been analysed using different frames of reference and combining different theories. In addition to theories considering developmental risk factors and protective factors, the data is considered using theories of control over life, attribution, self-efficacy and identity and attitudes towards education. The experiential living mode of the students has been studied, as well. The results of this study show that the frames of references which are used complement each other. The target students clustered identically in spite of the frames of reference. As a result, the study has illustrated the same phenomenon from different points of view. The results of the study consist of three types of school careers: The winding career, the vicious circle career and the straight career. The three careers differ from each other in developmental risk and protective factors and post-school life-courses of the students. The type of childhood families and especially the fathers´ attention to the school education as well as the free time of their sons was important. Keywords: Pupils with emotional and behavioural difficulties, maladjustment to school, life-course, identity

Monikulttuurisuuskasvatus päiväkodin monikulttuurisessa esiopetusryhmässä

This study reports on the realisation of multicultural education in a multicultural pre-school group of one kindergarten. The research questions were: 1) what multicultural goals and contents did the kindergarten´s own pre-school curriculum contain? and 2) how did the pre-school educators´ views on multicultural education appear in their actions in a multicultural pre-school group? The research was conducted by analysing the curricula, interviewing the educators, and observing of the preschool groups. Pre-school education is seen as part of institutionalised education which is defined through culture. Education is considered from the point of view of critical multicultural education, paying special attention to the role of society in the definition of education. The research is a case study, and it concentrates on the interpretation of the working philosophy of one preschool group with respect to its implementation. The target group consisted of 20 6-year-old pre-school pupils in a kindergarten and their four pre-school educators. The research results showed that the kindergarten´s own pre-school curriculum (1997) was in structure and form consistent with the structure and form of the National Core Curriculum for Pre-School Education from 1996. The only difference was in the classification of the various subject fields and objectives. The contents of the two curricula showed hardly any variation, and both of them contained only few goals and contents for multicultural education. According to the interviews, the educational views and learning philosophy of the pre-school educators represented a child-centred point of view that takes into consideration the individual pupil´s needs and skills. This is also one of the basic principles of multicultural education. The principle was not, however, realised in the directed activities of the pre-school group. The heterogeneity of the pre-school group was dealt with by dividing the children into smaller groups, but the contents of the tuition were not differentiated. All children were provided with the same goals and contents. Multicultural education was seen as remote and separate from the overall educational philosophy. The contents of multicultural education were interpreted by the educators as teaching Finnish as a second language and teaching the children their own mother tongue and religion. After the evaluation of the state of the kindergarten´s multicultural education using four different models, I determined that the kindergarten emerged as a representative of the model where multicultural education is seen as something meant for immigrants only. The aim of the model is a rapid integration of the immigrant children with the majority population. Keywords: education, pre-school education, multicultural education, critical multicultural education, language, culture

Rakkaat vanhemmat? : Perheen merkityksestä erityisluokan oppilaalle

The aim of this study was to find out the meaning family has for a pupil who studies in a special class, or how important family is for the pupil s emotional life, the development of his self-confidence, freetime activities, attitudes on school, plans for further studies and his general social development. The theoretical base of this study was formed by social scientists' theories on postmodern family, which is due to urbanization and urban life style, and theories on family pluralism, the powerful effects that changes in family life have on pupils in special education, the weak self-confidence and low sosioeconomic background among those pupils and the effects of family's sosioeconomic status on pupil's willingness to get education or the theory on the accumulation of education. Study problems were set in the direction determined by these theories and in order to study the accurateness of the theories. The method used in the study was theme interview, which is sometimes also called half-structured interview. The material for the study was collected in October 1998 in a special school in Helsinki. The material contains answers given by pupils in theme interviews and background information about pupils' families, which where collected from the pupils' parents by mail. Content analysis was used to analyze the material. The study showed that it is very important to pupils' attitudes on school and their self-confidence that their families are entire and that the families give them support. The children, whose parents are interested in school education and discuss a lot about things, seem to have positive attitudes on school and good self-confidence, too. The parental support also has an effect on how the pupils spend their free time and on their hobbies, too. Obviously the families have quite an important meaning for pupils in special class, but if the families don t support them, the consequence is problems particularly for the development of self-confidence. The theory on the low sosioeconomic background among students in special education gets support from this study, but nothing can be said about it's effect on further studies. On account of the results it can be suggested that special schools must arrange occasions where the pupils' parents are clearly informed about the important meaning of their support for the pupils studies and the development of the pupils' self-confidence. The most important sources for the theoretical background were the books written by Jallinoja, Kivinenand Rinne, Moberg, Scanzoni and P. Takala. The most important sources for the method were the books written by Hirsjärvi and Hurme and Pietilä. Keywords: family, special class, pupil in special education, support, self-confidence, postmodern family