Thinking about thinking : innovative pedagogy designed to foster thinking skills in junior primary classrooms

This article reports on the collaborative initiative of two primary school teachers who created and implemented innovative pedagogy in order to foster a culture of thinking in their classrooms. The paper outlines teaching strategies that were used with the intent of making students mindful of themselves as learners and thinkers. A 'Toolbox', inspired by 'Habits of Mind' and the Visible Thinking approach to teaching and learning, is described in narrative form by one of the teachers. The Toolbox aims to equip students with the thinking tools to make their thinking visible to themselves, their peers and their teachers.

Developing student transferable skills through reflective porfolios

The development of transferable skills in students, ie those relevant to any future employment, is a common goal of degree programmes. Reflection is a mechanism frequently used in the training of medical and teaching professionals to develop self-awareness of personal skills levels that enable participants to become self-reflective practitioners. The intention in this research was to trial reflection for construction management and architecture students through a series of interventions to engage students in the explicit development of transferable skills and self-awareness. Students were required to keep a ‘diary’ or journal under specific skills headings: communication (involving active listening, conflict resolution, negotiation), team building, problem solving, report writing and presentation skills based on their experiences at university, work and in social situations. A range of learning resources were made available to assist students. The journals were analysed according to a recognised coding for the depth of their reflection . At the end of the semester, students were required to “apply” for a job description that required explication of the knowledge and skills that were intended to be further developed during the unit. In practice, few students appreciated the journaling and some were even hostile to the process, but all students demonstrated good appreciation of their abilities and skills in the job application – essentially a mechanism that required reflection. In conclusion, explicit reflection through journaling is not a universally popular practice, but tasks that appear to have some foundation in practicality that require reflection are more likely to be appreciated. Students depth of reflection was found to improve through practice.

Responding to rural skills shortages : innovations using vocational education and training

Aims & Rationale/Objectives
To locate, analyse and make accessible innovative models of health training and service delivery that have been developed in response to a shortage of skills.

Methods
Drawing on a synthesis of Australian and international literature on innovative and effective models for addressing health skill shortages, 50 models were selected for further study. Models were also identified from nominations by key health sector stakeholders. Selected models represent diversity in terms of the nature of skill shortage addressed, barriers overcome in developing the model, health care specialisations, and customer groups.

Principal Findings
Rural and remote areas have become home to a set of innovative service delivery models. Models identified encompass local, regional and state/national responses. Local responses are usually single health service-training provider partnerships. Regional responses, the most numerous, tend to have a specific focus, such as training young people. A small number of holistic state or national responses, eg the skills ecosystem approach, address multiple barriers to health service provision. Typical barriers include unwillingness to risk-take, stakeholder differences, and entrenched workplace cultures. Enhancers include stakeholder commitment, community acceptance, and cultural fit.

Discussion
Of particular interest is increasing numbers of therapy assistants to help address shortages of allied health professionals, and work to formalise their training, and develop standards of practice and policy. Other models likely to help address skill shortage amongst VET health workers focus on recruiting, supporting and training employees from a range of disadvantaged target groups, and on providing career paths with opportunities for staff to expand their skills. Such models are underpinned by nationally recognised qualifications, but each solution is targeted to a particular context in terms of the potential workforce and local need.

Maturing school-community partnerships : developing learning communities in rural Australia

This paper reports findings from a project that examined the extent and nature of the contribution of rural schools to their communities’ development beyond traditional forms of education of young people. Case study communities in five Australian States participated in the project, funded by the Rural Industries Research and Development Corporation. Communities and schools that share the belief that education is the responsibility of the whole community and work together, drawing on skills and knowledge of the community as a whole, experience benefits that extend far beyond producing a well-educated group of young people. The level of maturity of the school– community partnership dictates how schools and communities go about developing and sustaining new linkages, or joint projects. Twelve characteristics central to the success of school–community partnerships were identified. The characteristics are largely sequential in that later characteristics build on earlier ones. Underscoring these characteristics is the importance of collective learning activities including teamwork and network building, which have been identified elsewhere as key social capital building activities. A generic model of the relationship between the indicators of effective school–community partnerships and the level of maturity of those partnerships is forwarded.

Skills, strategies, sport and social responsibility : reconnecting physical education

Physical education is one of the more difficult subjects in the curriculum for generalist classroom teachers in primary schools to incorporate confidently into their teaching. In many primary schools, the generalist classroom teacher defers to a physical education specialist. This situation has both positive and negative features. In this context, this study brings together several prominent models of physical education teaching in an approach that enables the curriculum to be encountered through the interests of the children. This approach offers a generalist teacher, through appropriate professional development, a means for delivering a high-quality physical education programme, and also complements the repertoire of the specialist physical education teacher at both primary and secondary school levels.

An exploration of the staffing choices, recruitment, skills shortages and retention issues of Australian based multinational corporations in China

The purpose of this paper is to explore the staffing choices, recruitment, skills shortages and retention issues that Australian based multinational corporations (MNCs) in China face. A qualitative research methodology was utilised, where 20 case study organisations were investigated. The firms investigated were all Australian owned and headquartered, and utilised Foreign Direct Investment and Joint Venture modes. It was found that Australian MNCs used an ethnocentric staffing model; they had issues with recruiting willing expatriate staff, and difficulties in finding skilled, qualified local nationals. They experienced significant skills shortages problems, and also reported retention issues. A number of strategies to improve these issues were articulated throughout the paper.

Primary school teacher perceived self-efficacy to teach fundamental motor skills

Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.

Bridging the gap : competencies students should focus on during their cooperative experience to enhance employability

Cooperative education programmes aim to prepare students for the workplace by developing both generic and specific competencies that will enhance  employability. Researchers have investigated the competencies relevant to business, science and technology graduates (Coll & Zegward, 2006; Hodges & Burchell, 2003). However, there is little published research on the perceptions of the skills or graduate competencies that employers desire of sport and recreation graduates entering the workforce.

The aims of the study were to identify key competencies needed by third year sport and recreation degree students entering their cooperative placement as well as to identify the difference between student and graduate competencies. An online survey of sport and recreation industry supervisors was conducted. For comparison the survey was also completed by academic supervisors from AUT University. Supervisors were asked to rate the importance of specific competencies (adapted from Coll & Zegward, 2006) for the cooperative student and for the graduate.

To enhance employability in the sport and recreation industry, academic programmes within a university need to ensure that students are provided with opportunities to facilitate the development of competencies including the ability and willingness to learn, the use of initiative and personal organisational skills. Cooperative education experiences should be designed to provide opportunities for students to develop in the areas of relationship building as well as teamwork and cooperation in order to increase their likelihood of employment as graduates. It is important to identify and communicate to the tertiary education providers the needs of the industry in order to create successful cooperative education partnerships.

Internal and external imagery perspective measurement and use in imagining open and closed sport skills: an exploratory study

This study explored the measurement and use of internal and external imagery perspectives during imagery of open and closed sports skills. Participants  (N=41; male=23; female = 18), ages 14 to 28 (M=19.4 yr.; sD=3.1), who were recruited from undergraduate classes in human movement and physical education, and local sporting teams, completed the Imagery Use Questionnaire and then imagined performing eight common sports skills, four open skills and four closed skills, in a random order. Participants provided concurrent verbalisation during their imagery. Immediately after imagining each skill, participants completed a rating scale and retrospective verbalisation of imagery perspective use. Analysis indicated that the questionnaire gave a general imagery perspective preference but was not a strong predictor of imagery used on specific occasions. The three measures of imagery perspective were equivalent in imagining performing particular skills. Participants experienced more internal imagery than external imagery while imagining the eight sports skills, but there was no significant difference between perspective use on the open and closed skills.

Chapter excerpts from Handbook of student skills 2e

Excerpts from 'Handbook of Student Skills 2e' by Neil Burdess. 

The business skills of graduate surveyors

The research examines the role of lifelong learning and the increasing emphasis on the development of transferable key skills, which formed part of the background to the educational debate emanating from the Royal Institution of Chartered Surveyors “Agenda for Change” vision to elevate the status of the RICS qualification.

Extensive research and consultation by the RICS culminated in a series of initiatives to “reinforce the integrity and expertise of the RICS qualification” (RICS, 2003) including a proposal to introduce a mandatory postgraduate business qualification for newly qualified surveyors. The detailed proposal met with opposition from a range of stakeholders. However there appeared to be significant support for the concept of improving the management skills of graduate surveyors. The controversial aspects appeared to be the delivery methods and the definition of the appropriate content in a ‘one size fits all’ package.

The paper is drawn from the findings of a dissertation that examined by means of questionnaires to the differing stakeholder perspectives of employers, educators and students in one UK location, across a range of surveying professional disciplines. The paper provides an opportunity to explore and debate the difficulties in meeting the needs of a complex and wide ranging profession, whilst illustrating the importance of the vision of the RICS.

Skills and qualities and the effective project manager in the UK construction industry

The professional project manager is a sought after commodity (McManus, 1995:12). Many companies face increasing demands to complete projects faster, at lower costs and to higher specifications and as Lock (1996;50) comments; “This work, far from requiring specialisation, demands a sufficient general understanding of the work carried out by those participants for the project manager to be able to discuss the work sensibly”. Though for some the term project manager can be clearly identified, others believe the terms project manager and project management, as used in the construction industry, mean all things to all men and lead to confusion (The Chartered Institute of Building, 1982;12). The lack of clarity surrounding the role of project manager made this area worthy of investigation.

This research sought a deeper understanding of the project management role and an identification of the skills and professionals associated with it. The desk top study revealed definitions of the role and perceptions of the skills involved. The literature showed that authors believed in the need for a balance between knowledge, experience and training and the types of professions involved. The research methodology comprised a qualitative approach, with a questionnaire sent out to a non-random sample of practices specialising in project management. The data analysis adopted uni and bi-variant methods, using SPSS. The research found that the role of the project manager is very broad. Furthermore it is adopted by many construction professions as the background of the project manager is largely perceived as irrelevant to the role. A definition is proposed and relevant skills are identified, finally the importance of experience and training is highlighted.