Introducing creative language learning in Japan through educational drama

Educational Drama as a teaching and learning methodology is already widely in use and well accepted by Australian teachers and students. This paper reports on a study in which the author investigated Japanese primary school students' and teachers' responses to educational drama as a pedagogical tool in their English language classes. The participants had no prior experience of drama in education. Along with the participants' responses, the applicability of educational drama as a teaching method for the Japanese teachers is also discussed. The author, as a teacher-researcher, used action research methods for this study. It became evident that educational drama tended to motivate the Japanese students' foreign language learning of English, by providing them with an opportunity for a higher level of engagement and participation in learning. In the study, the students showed enhancement of the skills necessary for learning, including social, communication, linguistic, non-linguistic and problem-solving skills.

The waterhole : using educational drama as a pedagogical tool in a foreign language class at a public primary school in Japan

This study investigates Japanese primary school students’ and teachers’ responses to educational drama as a pedagogical tool in their English language classes. Along with the participants’ responses, the applicability of educational drama as a teaching method for the Japanese teachers is also discussed. The study was conducted in Japan as ateacher-researcher using participatory action research methods. The participants of the study are three Year Six classes and their teachers in a public primary school in Japan. Educational drama is introduced as an alternative teaching and learning method to these participants who have had no experience of drama in education.

Can the Severity of Dependence Scale be usefully applied for 'ecstasy'?

Background/Aims: Although use of 'ecstasy' (drugs sold as containing 3,4-methylenedioxymethamphetamine) is prevalent, it is typically infrequent, and treatment presentations involving ecstasy as a principal problem drug are relatively rare. Human case reports and animal literature suggest dependence potential, although there may be some unique aspects to this syndrome for ecstasy in comparison to other substances. The Severity of Dependence Scale (SDS) was examined to determine whether this could usefully identify 'dependent' ecstasy consumers.

Methods: We conducted a cross-sectional survey of 1,658 frequent (at least monthly) ecstasy consumers across Australia, assessing drug use, associated harms and risk behaviours. Dependence was evaluated with the SDS, using a cut-off of ≥4 to identify potential 'dependence'. Results: One fifth of the participants were screened as potentially dependent. These individuals used ecstasy more frequently, in greater amounts, engaged more extensively in risk behaviours and reported greater role interference than other participants. These findings were independent of methamphetamine use or dependence. The underlying structure of the ecstasy SDS was bifactorial.

Conclusions: The SDS has demonstrated construct validity as a screening tool to identify ecstasy users at elevated risk of experiencing adverse consequences, including features of dependence. The underlying structure of dependence symptoms differs for ecstasy compared to other drug classes, and some dependent consumers use the drug infrequently. The unique neurotoxic potential and entactogenic effects of ecstasy may require a distinct nosological classification for the experience of dependence associated with the drug.

Professional training in applied psychology : towards a signature pedagogy for forensic psychology training

Forensic Psychology is a recognised and important sub-specialty of the Psychology discipline. However, after an expansion in the number of training places that were offered when programmes were first developed, recent years have seen these diminish in response to changes in university policies, resulting from reformulated Federal government funding models. In this article, we argue that it is important for the future of specialist areas of professional psychology to not only articulate the core skills and competencies that are associated with specialist practice but also to develop unique and distinctive approaches to teaching and learning signature pedagogies. Based on the premise that forensic psychological practice is, indeed, a distinctive activity that requires different skills and, importantly, different ways of thinking about the work from other areas of professional psychology, it is suggested that professional training in this area should aim to develop a signature pedagogy which combines methods of teaching and learning that have been developed in legal training programmes with principles of problem-based learning.

Sustaining Victorian certificate of applied learning (VCAL) educators

This paper draws on emerging data from in-progress analysis of interviews with 22 teachers/educators who teach the Victorian Certificate of Applied Learning (VCAL) in the settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE). The development and implementation of VCAL occurred in 2002 as a response to Victorian government policy initiatives resulting from the Kirby (2000) Report. The VCAL is offered alongside the Victorian Certificate of Education (VCE), in years 11 and 12 of school, as another pathway into employment or further education and training. VCAL is also offered in the settings of TAFE and ACE. The VCAL curriculum uses applied learning as a pedagogical foundation to engage students in relevant, meaningful and authentic learning. In schools VCAL is delivered by qualified and registered teachers. In the TAFE and ACE sectors VCAL is taught by staff who are not necessarily teacher trained. Many pre-service teaching courses (including Certificate IV in Workplace Training and Assessment) do not include applied learning pedagogy in the curriculum. Since VCALʼs implementation there have been calls for greater consultation with, and support given to, VCAL teachers and organisations (Knipe, Ling, Bottrell and Keamy, 2003, p. 6; Harrison, 2006). Additionally VCAL teachers are frequently ill prepared professionally to manage a cohort which includes a high concentration of disengaged young people demonstrating challenging behaviours and attitudes (Pritchard & Anderson, 2006, p.1). Emerging data from the interviews with VCAL educators indicates these issues have not been addressed and many educators and teachers continue to feel unprepared and poorly supported. This is particularly significant in the light of a recent Victorian government announcement that, despite rising VCAL enrolments, VCAL coordination funding to schools is to be cut in 2012. (VALA, 2011, para. 4). To compensate for a lack of structured support and preparation, VCAL educators are frequently sustaining professional practice by their own agency in adapting already held life-skills and knowledge.

Investigating ionic effects applied to water based organocatalysed aldol reactions

Saturated aqueous solutions of various common salts were examined for their effect on aqueous aldol reactions catalysted by a highly active C₂-symmetric diprolinamide organocatalyst developed in our laboratory. With respect to the aldol reaction between cyclohexanone and 4-nitrobenzaldehyde, deionised water was always a superior medium to salt solutions though some correlation to increasing anion size and depression in enantiomeric excess could be observed. Additionally, the complete inhibition of catalyst activity observed when employing tap water could be alleviated by the inclusion of ethylenediaminetetraacetate (EDTA) into the aqueous media prior to reaction initiation. Extension of these reaction conditions demonstrated that these ionic effects vary on a case-to-case basis depending on the ketone/aldehyde combination.

Youth literacy development through applied learning and the national curriculum

The introduction of a national curriculum into Australian schools coincides with an increasing body of research emphasising the importance of completing Year 12 or its equivalent if young people are to achieve successful transitions beyond school. This research is reflected in Australian government policy targets to achieve secondary school completion rates to at least 90% by 2015. State governments across the country have also embraced these targets, with some states already achieving above this level thanks to innovative curriculum and pedagogical initiatives that are more attuned to applied ways of learning.

In this chapter we examine the challenges faced by school leaders and teachers as they re-conceptualise approaches to youth literacy development through applied learning pedagogy. We begin by exploring definitions and applications of applied learning and examining the relatively recent growth of applied learning in secondary schools. We discuss the impetus for using applied learning approaches to literacy development and consider the challenges manifest in the day-to-day professional practices of secondary school teachers who use applied learning to engage young people who may otherwise leave school early. We conclude by exploring tensions emerging from the use of applied learning approaches to youth literacy development in Australia and the new demands created by a national curriculum.