Tertiary literacy on the cusp

This paper outlines some of the recent concerns regarding a perceived decline in literacy standards in Australia, with reference to changing literacy abilities and standards in tertiary education. It presents a summary and critique of the current discussions on changes in literacy expectations and contemporary notions of literacy. It concludes with a summary of three important 'agents of change': economic rationalism, multiculturalism and computerisation.

Case study of e-learning experts in Malaysia : impact of social capital and social networks

This paper examines the experiences of selected academics pioneering e-learning in Malaysian tertiary institutions. It begins with an overview of the broad factors shaping the Malaysian educational environment and then proceeds to examine the experience of individual teachers and e-learning programs. It takes an in-depth qualitative approach to engaging with this case study material drawing heavily on semi-structured interviews with key actors.
Conversations with several respondents suggested that the social networks of mentor relations found in the Malaysian case studies might be aptly described as ‘bamboo networks’. Bamboo, which happens to be plentiful in the Malaysian peninsula where these case studies are based, spreads from clump to clump through a series of underground connections involving a mature clump of bamboo sending out a subterranean runner, often over very long distances that then emerge into the open as a new bamboo clump.
All of those interviewed reported that they have found it difficult to find a support base in their first years of pioneering online developments. Consequently, they tended to fall back on their peer networks linked to the institutions at which they had studied. Prominent individuals championing e-learning in the institutions where they teach tend to form small groups for information sharing and networking. They do look to their management for tacit ‘permission’ rather than direct encouragement. Consequently, the active promotion of e-learning in Malaysia can be described as being ‘middle-down’ rather than ‘top-down’ in nature. That is to say, it is mid-level teachers that inspire those below them to join in the development of e-learning programs. They are internally driven and strongly motivated. In time, their activity should produce new generations of locally developed e-learning experts but this has yet to take place in a substantial fashion. This study shows that both men and women ‘academic guanxi’, or peer networks, play a key role in the adoption of online technologies. Key early adopters become change-agents by inspiring a small network of their peers and via their guanxi networks. It was also discovered that motivation is not simply an individual matter but is also about groups and peer networks or communities of exchange and encouragement. In the development of e-learning in Malaysia, there is very little activity that is not linked to small clusters of developers who are tied into wider networks through personal contacts.
Like clumping bamboo, whilst the local clusters tend to be easily seen, the longer-range ‘subterranean’ personal connections are generally not nearly so immediately obvious. These connections are often the product of previous mentoring relationships, including the relationships between influential teachers and their former postgraduate students. These relationships tend to work like bamboo runners: they run off in multiple directions, subterranean and unseen and then throw up new clumps that then send out fresh runners of their own.

Deepening the mathematical knowledge of secondary mathematics teachers who lack tertiary mathematics qualifications

A professional learning program for unqualified practising secondary mathematics teachers regarding senior secondary mathematics teaching is described in this paper. The VCE (Victorian Certificate of Education) mathematics professional learning program for senior secondary mathematics was designed for practising secondary teachers of mathematics who had no experience of teaching advanced senior secondary mathematics and who had not completed the recommended qualifications. Professional learning episodes, artefacts and reflections of three teachers who participated in the program are analysed to identify the development of these teachers' mathematical and pedagogical content knowledge (PCK). The PCK framework developed by Chick et al. was used to analyse teachers' knowledge, and the cases of teachers' knowledge presented in the paper illustrate the entwining of knowledge of mathematics and knowledge of teaching and learning The findings indicate that a program designed for senior secondary mathematics can enable practising teachers to deepen and broaden their understanding of junior secondary mathematical pedagogy.

Manualized treatment programs for FSD : research challenges and recommendations

The use of manualized treatment programs offers a useful research framework for assessing psychotherapeutic interventions for female sexual dysfunctions (FSDs), but it does not address all issues related to methodological rigor and replication, and raises new research issues in need of discussion. Aims. The goals of this manuscript are to review the literature on treatment trials utilizing manualized psychotherapy treatments for FSD and to explore the benefits and research issues associated with the flexible use of treatment manuals. Methods. The method used was the review of the relevant literature. Results. While the use of manualized treatments for FSDs can address certain methodological issues inherent in psychotherapy research, flexibility in manual administration is necessary in order to allow tailoring for individual needs that can be beneficial to both the participant and the research. The flexible use of manuals, as opposed to strict manual adherence, may also be more relevant for clinical utility. Conclusions. In order to administer manualized treatments for FSDs with appropriate flexibility, while also maximizing internal validity and replicability, the authors recommend that predetermined decision rules be utilized to guide individual tailoring, that potential gaps in the manual be identified and addressed, and that differing levels of motivation and readiness for treatment be taken into consideration in the treatment protocol. Hucker A and McCabe MP. Manualized treatment programs for FSD: Research challenges and recommendations.

Effectiveness of pain management in hospital in the home programs

Objectives: The objective of the study was to examine patients’ experiences of pain in Hospital in the Home (HITH) programs and
identify the issues related to providing optimal pain management for acute care patients in the home environment.
Methods: A descriptive survey of patients’ experience of pain and pain management in 3 HITH programs in metropolitan Melbourne,
Australia (n=359). Data were collected by telephone interview using a modified version of The American Pain Society’s Patient Outcome Questionnaire. Patients were interviewed 48 to 72 hours after admission to the HITH program. Consecutive, adult, acute care patients were invited to participate in the study. Patients who had previously participated or had communication difficulties unable to be overcome with the assistance of an interpreter were excluded.
Results: Sixty-nine percent of patients interviewed experienced pain at home and 86% of these patients had experienced pain in the 24 hours before the interview. Over half (56%) of the patients had experienced moderate-to-severe worst pain in the previous 24 hours and 33% reported moderate-to-severe pain as their average pain experience. Two hundred thirty-two (93.2%) of the 250 patients who experienced pain had pain in hospital before being transferred to HITH. Of these patients, 52.2% (n=132) were prescribed analgesics to take home with them; the remaining 118 patients experiencing pain were not prescribed analgesics and either sourced analgesics once home (n=81, 68.1%) or did not take any analgesics (n=38, 31.9%).
Discussion: Treatment of pain at home was suboptimal with patients experiencing moderate-to-severe pain and discomfort during the treatment phase of their illness. Lack of appropriate discharge planning strategies meant that patients went home without adequate analgesia and use of non prescribed pain medication was common. The number of patients transferred home without analgesics indicates a worrying under recognition of the need for analgesia in this care context and poses a risk to patient safety that is no less significant because patients are at home.

So much more than just the music : Australian pre-service music teacher education students’ attitudes to artists-in-schools

Contemporary Australia is a country of ongoing migration and increasing cultural diversity which is reflected in its arts practices. This article considers the views held by Australian pre-service music education student teachers and their tertiary music educators about their perceptions concerning artists-in-schools programs in school music. This discussion reports on data collected for a study undertaken in Melbourne, Victoria, Intercultural Understandings of Pre-Service Music Education Students (2005–2009). Fifty-three interviews were analyzed using interpretative phenomenological analysis. The findings provide insight into teachers’ recognition of the need for artists-in-schools programs. In particular the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings, and heighten student understandings of multicultural musics. The promotion and provision of multicultural music education is essential at all levels of education. This can be achieved by the inclusion of diverse culture bearers, artists-in-schools, and community engagement to work with both teachers and their students.

The development of Australian tertiary education to 1939

Some accounts of Australian education have suggested that the growth of mass public education has been the result of two factors. First, mass public demand, in the wake of the development of an industrial society which gave the working man more leisure, a rising standard of living, and an appreciation of the benefits of education. Second, the concern of more enlightened sections of the upper class for the welfare of the working class. The development of education is seen as linked with the development of the liberal democratic state. Other accounts have linked educational development with the development of capitalism in a more direct way. They suggest that schools developed with factories, wage labour and work dependence as agents of socialization, and for basic skill transmission, in the face of the declining influence of the church, family and artisan.