Section of Television Laboratory at the New York Trade School

Several students are shown working in a section of the Television Laboratory at the New York Trade School. Black and white photograph with some damage due to writing in red ink along the long edges.

A review of strategic issues in using the internet for teaching and learning

In 1998 the author published a paper entitled ‘Current Issues and limitations in using the Internet for Teaching and Learning’ [1] that acknowledged the new educational possibilities provided by the Internet, while at the same time sought to identify the limitations and related issues of going on-line in education. As predicted, the passage of time and the advancement of technology have ameliorated many of the identified limitations, and, have brought new issues to the fore. This paper re-visits the area of important strategic issues in using the Internet for education, giving an overview of equity and access, infrastructure and costs, copyright and plagiarism, content development, libraries and on-line information access, and other strategic issues. As in the earlier paper, this paper draws on the experiences of the author in conventional and off-campus university teaching in engineering.

Association of family environment with children's television viewing and with low level of physical activity

Objective: This study examined associations between the family environment and children's television (TV) viewing and likelihood of being low-active.
Research Methods and Procedures: In 2001, children were recruited from 19 primary schools in Melbourne, Australia. Parents completed a questionnaire about their child's TV viewing and the family environment. Children also completed a questionnaire and wore an accelerometer for 8 days. Movement counts were used to identify low-active children (lowest quartile). Data were analyzed in May 2004.
Results: The sample consisted of 878 children (mean age = 11.5 0.6 yrs). Multiple logistic regression revealed that socioeconomic status [adjusted odds ratios (AOR) = 0.4 boys], frequency families watched TV together (AOR = 2.0 boys), mothers' (AOR = 1.8 boys; AOR = 2.5 girls) and fathers' (AOR = 2.6 boys; AOR = 2.8 girls) TV viewing, and rules prohibiting TV during mealtimes (AOR = 0.6 boys; AOR = 0.6 girls) related to children watching TV 2 h/d. Variables associated with low-level physical activity included self-reported enjoyment of Internet use (AOR = 1.7 boys) and preference for watching TV (AOR = 2.3 girls), perception that mother uses computer a lot (AOR = 1.9 boys) and likes using the computer (AOR = 0.6 girls), fathers' reported computer/electronic games use (AOR = 1.7 girls), frequency families used computer together (AOR = 0.4 girls), rules that TV viewing must be supervised (AOR = 1.9 boys; AOR = 0.6 girls), and having pay TV (AOR = 0.6 boys) and electronic games at home (AOR = 2.6 boys).
Discussion: These findings suggest that the relationships between the family environment and TV viewing and low-level activity are complex and that these behaviors are distinct.

Children's television viewing and objectively measured physical activity: associations with family circumstances

Background: The contribution of family circumstance to physical activity and television viewing has not been widely investigated in pre-adolescents, and available information is inconsistent. This study examines whether television viewing and objectively measured physical activity vary by different indicators of family circumstance.
Methods: Data from the 2001 Children's Leisure Activity Study and the 2002/3 Health, Eating and Play Study, involving Australian children in Grades Prep (mean age 6y) and 5–6 (mean age 11y), were combined. Children wore accelerometers for six consecutive 24 hour periods. Average min/day in low-intensity activity (1.0–1.9 METs) and moderate-to-vigorous-intensity activity (≥3 METs) were calculated. Parents reported children's television viewing and family circumstance. Linear regression analyses were conducted separately for young girls, young boys, older girls and older boys. Results: Complete data were available for 2458 children. Parental education and, to a lesser extent, employment level were inversely associated with television viewing. Children in single-parent families, those whose fathers were not in paid employment, and those without siblings tended to spend more time in low-intensity activity than their peers. Children with siblings spent more time in moderate-to-vigorous-intensity activity; associations were stronger for girls. Maternal education was positively associated with moderate-to-vigorous-intensity activity for younger children. Maternal employment was positively associated with moderate-to-vigorous-intensity activity for older children. Multivariable models did not demonstrate a cumulative explanatory effect.
Conclusion:  Individual measures of family circumstance were differentially associated with television, low-intensity activity and moderate-to-vigorous-intensity activity and associations were often not consistent across age-by-gender groups. Interventions may need to be tailored accordingly.

Family structure and children's television viewing and physical activity

Objectives: This study aimed to examine how physical activity (PA) and television (TV) viewing time of children varied according to family structure.

Methods: In 2001, 5- to 6-yr-old (N = 296) and 10- to 12-yr-old (N = 919) children and their parents were recruited from 19 state elementary schools in Melbourne, Australia. Children's PA was objectively assessed using accelerometers worn for 8 d. Sociodemographic and family structure information and time spent watching TV was collected via questionnaire completed by parents.

Results: ANCOVA revealed that, after controlling for socioeconomic status and age of child, boys without any siblings spent more minutes per day watching TV (153.2 +/- 71.3) compared with those who have siblings (129.0 +/- 64.4, P < 0.05). There were also significant differences in TV viewing time between boys with one sibling (125.5 +/- 59.9), two siblings (141.9 +/- 70.1), or three or more siblings (111.6 +/- 62.6, P < 0.001). Girls from single-parent families (145.7 +/- 85.1) spent significantly more minutes per day watching TV compared with girls from two-parent families (125.1 +/- 67.7, P < 0.05). Girls with siblings spent more minutes per day in PA (148.3 +/- 67.7) compared with those who were an only child (131.0 +/- 58.9, P < 0.05). There were significant interactions between parental status and having a sibling, with PA, and also with TV viewing for girls and between parental status and having a brother with PA for boys. There were also significant interactions between having an older sibling and child's sex with PA and between number of siblings and sex with TV viewing.

Conclusions: Family structure may be an important source of influence on children's PA and TV viewing time. Aspects of family structure interact differently with PA and TV viewing, suggesting interventions may need to be tailored with consideration of the family structure of children.

Social justice and the study and practice of leadership in education : a feminist history

This historical sociology deconstructs the interrelationship between the theory and practice of the troublesome notions of leadership, social justice and feminism. First, it tracks marginalised groups' relationship to the field of educational administration and their claims upon the state. Mainstream approaches have been informed by theories, practices and politics that do not focus on the core educational work of teaching and learning, therefore sidelining social justice issues. Second, it maps feminist and critical theorists' alternative conceptualisations, for example, of democratic leadership, which dissolve artificial binaries between formal and informal leadership. Finally, it considers what this means for re-theorising leadership for social justice.

Teaching building services to architecture and building students

Building environmental services can often be categorised as ‘one of the least desirable courses’ in the curriculum of architecture and building. Nevertheless, it is also one of the most important and confronting subjects in the procurement of real building projects. The principal message to designers is that of spatial requirements while to the builders it may become one of capital cost, installation specifications and maintenance of equipment. Getting these concepts across in a creative, yet project oriented, manner can be challenging to the students and to the lecturer. This paper presents the developments of ten years of teaching the subject, as well as the methods of delivery which have proven to be successful.

Studio - learning and teaching environment for multimedia

This paper is a case study of the introduction of a studio environment for the teaching of multimedia practice. This change is in the context of multimedia being placed within an information technology degree program, where the conventions and traditions of computer science prevail. The studio based teaching was accepted and now new studios are being built at the university and a research project is proposed with the Queensland University of Technology to explore further teaching and learning issues using studio
teaching methods.

Language and learning : an introduction for teaching

This revised and updated edition provides a practical and readable explanation of how language can be understood and significant implications for classroom and teaching practices.

Teaching about the Holocaust : essays by college and university teachers

This collection of fourteen essays by renowned scholars in the field of Holocaust studies seeks to reflect on the experience of teaching and researching this complicated and emotional topic. Contained within are the pioneering stories of those presently engaged in the work of Holocaust education. Separately, they represent a variety of disciplines and orientations. Collectively, they give evidence of the strong commitment to continue this important work, and the moral and ethical demands such teaching, writing, and research place upon all who engage in it. Different perspectives from historical, philosophical, and religious frameworks come together to create a unique contribution to the literature on the Holocaust. Educators discuss what they teach, their methodologies and theoretical orientations and reflect on their own journeys that brought them to this field. The unique nature of these stories bring needed background to the field of Holocaust studies and also serve to inspire others to enlarge their thinking and understanding of previous work on this topic. The stories of these committed Holocaust educators will serve to inspire a new generation of thinkers, writers, and activists to engage in such work. In reading their stories, their collective commitment to make a difference today and tomorrow shines through. This volume will be a valuable resource for courses in the Holocaust, contemporary post-Holocaust realities, as well as courses in genocide. Scholars and anyone with an interest in enriching their understanding of the Holocaust will find much within to inspire them and provoke new ideas.

Exploring our nation's capital: exploring the role of cultural institutions in the teaching of history and social education in the primary classroom

Explores the role of cultural institutions in the teaching of history and social education in the primary classroom in Australia. Keys to effective teaching and learning of history; Potential of cultural institutions to foster historical interest, relevance, importance and significance; Practicalities of accessing cultural institutions.

Television time and continuous metabolic risk in physically active adults

Purpose: Among Australian adults who met the public health guideline for the minimum health-enhancing levels of physical activity, we examined the dose-response associations of television-viewing time with continuous metabolic risk variables.

Methods: Data were analyzed on 2031 men and 2033 women aged >= 25 yr from the 1999-2000 Australian Diabetes, Obesity and Lifestyle study without clinically diagnosed diabetes or heart disease, who reported at least 2.5 h·wk-1 of moderate- to vigorous-intensity physical activity. Waist circumference, resting blood pressure, and fasting and 2-h plasma glucose, triglycerides, and high-density-lipoprotein cholesterol (HDL-C) were measured. The cross-sectional associations of these metabolic variables with quartiles and hours per day of self-reported television-viewing time were examined separately for men and for women. Analyses were adjusted for age, education, income, smoking, diet quality, alcohol intake, parental history of diabetes, and total physical activity time, as well as menopausal status and current use of postmenopausal hormones for women.

Results: Significant, detrimental dose-response associations of television-viewing time were observed with waist circumference, systolic blood pressure, and 2-h plasma glucose in men and women, and with fasting plasma glucose, triglycerides, and HDL-C in women. The associations were stronger in women than in men, with significant gender interactions observed for triglycerides and HDL-C. Though waist circumference attenuated the associations, they remained statistically significant for 2-h plasma glucose in men and women, and for triglycerides and HDL-C in women.

Conclusions: In a population of healthy Australian adults who met the public health guideline for physical activity, television-viewing time was positively associated with a number of metabolic risk variables. These findings support the case for a concurrent sedentary behavior and health guideline for adults, which is in addition to the public health guideline on physical activity.

Television viewing and abdominal obesity in young adults : is the association mediated by food and beverage consumption during viewing time or reduced leisure-time physical activity?

BACKGROUND:The behavioral pathways through which television (TV) viewing leads to increased adiposity in adults are unclear.

OBJECTIVE:We wanted to determine whether the association between TV viewing and abdominal obesity in young adults is mediated by food and beverage consumption during TV viewing time or by a reduction in overall leisure-time physical activity (LTPA).

DESIGN:This study involved a cross-sectional analysis of data from 2001 Australian adults aged 26–36 y. Waist circumference (WC) was measured at study clinics, and TV viewing time, frequency of food and beverage consumption during TV viewing, LTPA, and demographic characteristics were self-reported.

RESULTS:Women watching TV >3 h/d had a higher prevalence of severe abdominal obesity (WC: =88 cm) compared with women watching =1 h/d [prevalence ratio (PR): 1.89; 95% CI: 1.32, 2.71]. Moderate abdominal obesity (WC: 94–101.9 cm) was more prevalent in men watching TV >3 h/d than in men watching =1 h/d (PR: 2.16; 95% CI: 1.37, 3.41). Adjustment for LTPA made little difference, but adjustment for food and beverage consumption during TV viewing attenuated the associations (PR: 1.48; 95% CI: 1.01, 2.17 for women; PR: 1.73; 95% CI: 1.06, 2.83 for men).

CONCLUSIONS:The association between TV viewing and WC in young adults may be partially explained by food and beverage consumption during TV viewing but was not explained by a reduction in overall LTPA. Other behaviors likely contribute to the association between TV viewing and obesity.

Calculators, mathematics and young children : a study of six children using calculators as part of the mathematics curriculum during their first two years of school

The thesis investigates the role a calculator can play in the developing number knowledge of three girls and three boys as part of their mathematics program, during their first two years at primary school. Random sampling was used initially to select six girls and six boys from the twenty-four children entering a 1993 prep class. These twelve children were interviewed on entrance to school and based on the performance of the twelve children on the initial interview, a girl and a boy were chosen from the higher, middle and lower achievers to take part in the full study. The class teachers involved were previously participants in the ‘Calculators in Primary Mathematics’ research program and were committed to the use of calculators in their mathematics program. A case study approach using qualitative methods within the activity theory framework is used to collect relevant data and information, an analysis of five interviews with each child and observations of the children in forty-one classroom lessons provides comprehensive data on the children's developing number knowledge during the two years. The analysis questionnaires establishes each teacher's perceptions of the children's number learning at the beginning and end of each year, compares teacher expectations with children's actual performance for the year and compares curriculum expectations with children's actual performance. A teacher interview established reasons for changes in teaching style; teacher expectations; children's number learning; and was used to confirm my research findings. An activity theory framework provides an appropriate means of co-coordinating perspectives within this research to enable a description of the child's number learning within a social environment. This framework allows for highlighting the mediation offered by the calculator supporting the children's number learning in the classroom. Levels of children's developing number knowledge reached when working with a calculator and as a result of calculator use are mapped against the levels recommended in ‘Mathematics in the National Curriculum’ (National Curriculum Council, December 1988), and the Curriculum and Standards Framework: Mathematics (Board of Studies 2000). Findings from this comparison illustrate that the six children's performance in number was enhanced when using a calculator and indicate that on-going development and understanding of number concepts occurred at levels of performance at least two years in advance of curriculum recommendations for the first two years of school.

Studentship and oppositional behaviour within physical education teacher education : a case study ; and, Between the rings and under the gym mat : a narrative

This thesis represents a part of a program of study that is reaching a closure. The broadest brush that could be applied to my work is that it concerns Physical Education Teacher Education (PETE), that it focuses on aspects of professional socialisation, and that it involves various case studies utilising naturalistic inquiry. Whilst it would be impossible and naive to believe that the reading of these texts will produce the meanings that I encourage, or have internalised, nevertheless the order of reading is at least something that I can argue for. Read in the order I suggest throughout the thesis I am hopeful that my subjectivities, and the learning and understandings I have reached may become clear. The purpose of this two part thesis is an exploration of the interplay or dialectic that exists between PETE students, academic staff and the subject matter within PETE. I have had to come to understand the limitations and advantages of insider research as the work has been completed at my University in the School of Human Movement and Sports Science where I have worked for twenty years. This thesis examines the extent to which studentship and oppositional behaviour underlies the dialectic that exists between the students and the various discourses within the program. I have written the study in two very different formats, one, a collection of stories about PETE and the other, an interpretative case study conducted during 1993 and 1994. Within the case study, studentship and oppositional behaviour were viewed as a measure of the extent to which students react and push against the forces of socialisation within their PETE program that is seen to represent dominant discourses, The following broad research questions were considered to enable the above analysis. 1. What is the nature of studentship and oppositional behaviour in a high status subject within PETE compared to a subject that is seen by students to be of little relevance and of low status? 2. How are studentship and oppositional behaviour related to students subjective warrants? 3. How are the studentship and oppositional behaviours exhibited by students related to the pedagogy and discourses reflected in the knowledge, beliefs and practices within the two sites. The starting point for this research was a study conducted as a totally separate research task (Swan, 1992) that investigated the hierarchies of subject knowledge within a PETE site and investigated the influence of such hierarchies upon student intention. A great deal of meta analysis exists about the manner in which a technocratic rationality pervades PETE but very little case study material of what this means to students and academic staff within such institutions is available. The stories in Between The Rings And Under The Gym Mat, which is the second part of this thesis, represent ‘the data’ differently from the case study, but they speak their own truth. At times the nature of the story is indistinguishable from the reality of the case study. Wexler (1992) undertook an ethnographic study about identity formation in three very different high schools, and published the findings in a book entitled Becoming Somebody. His introductory words about the nature of the social story he tells, are significant to this study and story. Social history is recounted by creative intervention that can only be made from culturally accessible materials. Ethnography is neither an objective realist, nor subjective imaginist account. Rather, it is an historical artefact that is mediated by elaborated distancing of culturally embedded and internally contradictory (but seemingly independent and coherent) concepts that take on a life of their own as theory. So, this is not ‘news from nowhere,’ but a theoretically structured story where both the story and its structure are part of my times. (p.6) The case study before you is organised with an analysis of studentship and oppositional behaviour detailed in chapter one. The following chapter conceptualises studentship and oppositional behaviour in relation to particular themes of professional socialisation, resistance to oppression and youth culture. Chapter three locates the case study to the major paradigmatic debates about the value and nature of the subject matter content within PETE, Chapter four outlines the case site, the research process and the research dilemma’s confronted in this study. The remaining three chapters are the case record as I can best understand it. In Between the Rings and under the Gym Mat (part B) the story most directly concerned with studentship and oppositional behaviour, is called Tale of Two Classes’. It takes on a very different reality to the case study (part A) and much can be said about the reality of lived experience which can be portrayed in narrative form as opposed to a clinical case study. Many of the other stories pose similar images that are contradictory and never quite complete. I have written a separate methodological section for the narrative stories. It is my intention that the case study and the series of stories should be viewed as essentially complementary, but also a discrete representation of a part of PETE. As part of the Ed D program I have undertaken four discrete research tasks as the starting point for this research I have referred to the first one (Hierarchies of Subject knowledge within PETE). I also undertook an action research project about ‘Teaching Poorly by Choice.’ A further piece of research was a somewhat reflective effort to draw together what this has all meant to me from a subjective and reflexive perspective. Such efforts are often seen as being self indulgent, as subjectivity in the form of lived experience sits uneasily in academia. A final paper involved an evaluation of Between the Rings and Under the Gym Mat from a pedagogical perspective by PETE professionals around the world. And that's the way things turned out.