Food intake patterns among Australian adolescents

Objectives: This study aimed 10 evaluate the food intake pattens of adolescents with respect to the Australian Guide to Healthy Eating, and to examine variations in food intake patterns by age, gender and region of residence.
Design: Cross-sectional online food survey administered through schools. Participants and setting: In 2004-2005,3841 secondary students in years seven (12-13 years) and nine (14-15 years) drawn from 37 secondary schools in Victoria, Australia completed an online food intake patterns survey.
Outcome measures: Food intake was measured by a Food Frequency Questionnaire (FFQ), and categorized according to the five basic food groups (fruit, vegetables, meat, daily, cereal) and the 'extra' food group as defined by the Australian Guide to Healthy Eating (AGHE). The foods groups were examined in the study population and compared across age, gender and region.
Results: Many adolescents in this sample reported food intakes that deviated substantially from recommendations of the AGHE. For example, two-thirds of participants failed to consume foods from the five recommended food groups daily; over a third reported eating fruit 'rarely or never'; and 22% reported eating fast foods every day. Food intakes were generally more in line with dietary guidelines among girls than boys.
Regional differences were less consistent, and there were few differences by age.
Conclusion: A significant proportion of adolescents have food intakes that fall short of the recommendations outlined in the Australian Guide to Healthy Eating. This highlights the need for public health initiatives to promote healthier food intake pattens among adolescents.

Making sense of difference? Teaching identities in postmodern contexts

How do teachers make sense of ethnic and classed differences? Frequently students from non-mainstream cultures and of lower socio-economic status are constructed in the literature and through practice as ‘deficit’ and consequently become marginalised. A range of short-term, ‘quick fix’ policy and curriculum approaches have aimed to address the ‘problems’ of those ‘othered’ from the mainstream due to their perceived difference. These have had little effect on improving educational results for students of specific ethnic and/or class backgrounds whose outcomes remain below the national average.

Poststructural theories offer opportunities to think about how teachers are positioned within discourses of identity. Our research (and others’) suggests the need for teachers to interrogate their assumptions about class and culture and how these are played out in their pedagogical relationships with students.

In this paper we report on a small research project that investigates the professional practices and personal beliefs of teachers. Empirical data from this study will build knowledge about how difference is constructed and diversity is ‘taken up’ by teachers as they engage with secondary students who have Language Backgrounds Other Than English and who are economically disadvantaged.

Learning 'through' or learning 'about'? The ridiculous and extravagant medium of opera: Gardner's multiple intelligences in pre-service teacher education

In recent years, pre-service teacher education has attempted to incorporate into programs an understanding of Gardner's theory of multiple intelligences as it applies to schools. In this paper the tension between 'learning about' multiple intelligences and 'learning through' multiple intelligences supports Gardner's (1993) distinction between 'understanding' and 'coverage'. This paper examines the use of the performing arts in the professional studies component of our teacher education program. During 2002 at The University of Melbourne, a group of primary and secondary students were offered the opportunity to develop an opera in order to learn about assessment and curriculum. Thirty-seven of the students volunteered to be involved and over a period of six months met this challenge. Our action research study asked two critical questions. To what extent is the understanding of multiple intelligences by pre-service teachers improved by 'learning through'? Can pre-service teachers address fundamental issues in curriculum and assessment through the development of a performance? This experience would be of value to other teacher educators.

'Girls talking about girls' issues' : the importance of girls-only health and physical education in promoting well-being

Recognition of the important role schools play in the promotion of student well-being can be seen in the growing number of policies and programs being implemented in schools across Australia. This paper reports on some initial data from focus group interviews with Year 9 and 10 girls involved in the pilot of a health and physical activity intervention designed to connect them to their local community and reconnect them with their school and their peers. The aim of the program was to build connectedness and resilience by engaging young women in non-traditional physical activities whilst providing them with a sound understanding of health issues relevant to adolescent girls. Situated in a relatively isolated rural community 200 kilometres south-east of Melbourne the program was overwhelmingly delivered by regional and local agencies in conjunction with the local secondary school. The intervention was built on a partnerships model designed with the purpose of increasing participation and access for young women whilst building a sustainable program run in partnership between the school and local agencies and services. The initial data from this pilot indicates the program is having a positive impact on the young women's sense of self and their bodies, their relationships with their peers and in reducing bullying behaviour amongst the girls. However, the data raises some important questions around the adequacy of school-based health education, and the sustainability of approaches designed to be delivered by outside agencies rather than classroom teachers.

Improving English language teaching in Thailand

The teaching of English in Thailand is a matter of national concern. The national government believes that the ability of Thai people to use English for effective communication is very important for the continuing economic development of Thailand. However many students who have had primary, secondary and university exposure to English find it difficult to conduct a conversation with a native speaker of English. The reasons for this include lack of student motivation and contextual support, large classes, the dominating effects of assessment on what is taught, and the English language competency of the teachers. The research in this thesis focuses on the teaching of English as a foreign language in secondary schools in Khon Kaen. The research reported here consists of one major and three minor studies. In the major study some of the principles of action research were used to explore strategies that would improve the teaching of English in a number of secondary schools in Khon Kaen in Thailand. In the first phase of the major study I worked with two teachers to design and implement a series of classroom activities that encouraged lower secondary students to use English. In the second phase I worked with a group of teachers to design and deliver a professional development program for twenty school teachers interested in improving their English language teaching. In the third phase I used data from the first two phases to design five new activities that were used in classrooms by two teachers. Findings from the three phases indicated that working collaboratively with school teachers can be a mutually beneficial professional experience and can improve student interest and learning. In the first minor study I used interview-conversations to investigate the perceptions that subject co-ordinators and teachers have towards English language teaching. The conversations covered the merits of detailed curricula and curricula frameworks, professional development, assessment, resources, and integration of English language with other subjects. It was clear that the teachers were aware of the national government s policies for the improving English language teaching and accepted the need for change. It was equally clear that the preparation of teachers and the resources available were major limiting factors in schools to teacher effectiveness. In the second minor study I examined the teaching of Mandarin in an Australian school that suffered from some of the same resource problems as Thai schools. Although there was only one teacher available for all of the Mandarin classes in the school she was extremely effective. Her teaching was an example of best practice. It included thorough preparation, the ability to manage lessons at the pace of the learners, active classes and individual attention, detailed assessment records, and the integration of language and culture. Some or all of these could be used in Thai schools. The third minor study was an investigation of the professional development experiences of English language teachers in Thai schools. In most schools there are consultative and administrative mechanisms, acceptable to principals and teachers, in place to support professional development. Access to native speakers was seen as very important. However, the schools in Khon Kaen province have little or no access to native speakers of English. Even if they were available, the schools do not have the funds to employ them. Findings from the four studies indicate that it is quite possible to use interactive, participatory or student-centred pedagogies to teach English as a foreign language in Thai classrooms. However, one cannot expect teachers to adopt such pedagogies unless they are convinced of their value. This can be achieved most effectively through a systematic and sustained program of professional development.

School-based materials for critical reading in English

This research aims to examine Thai students' critical thinking ability in reading English by using materials developed by a research team using a collaborative action research methodology. Initially, a survey of self-percpetions of Thai secondary students on their critical thinking ability was conducted. Then, two Thai teachers were interviewed about their materials and methodology in teaching students to read critically. Lastly, a literature of critical literacy was reviewed to introduce the notions to Thai teachers and Thai students.

Predicting time trade-off health state valuations of adolescents in four Pacific countries using the assessment of quality-of-life (AQoL-6D) instrument

Objectives: Pacific Obesity Prevention in Communities (OPIC) is a community-based intervention project targeting adolescent obesity in Australia, New Zealand, Fiji, and Tonga. The Assessment of Quality of Life Mark 2 (AQoL-6D) instrument was completed by 15,481 adolescents to obtain a description of the quality of life associated with adolescent overweight and obesity, and a corresponding utility score for use in a cost–utility analysis of the interventions. This article describes the recalibration of this utility instrument for adolescents in each country.

Methods: The recalibration was based on country-specific time trade-off (TTO) data for 30 multiattribute health states constructed from the AQoL-6D descriptive system. Senior secondary students, in a classroom setting, responded to 10 health state scenarios each. These TTO interviews were conducted for 24 groups, comprising 279 students in the four countries resulting in 2790 completed TTO scores. The TTO scores were econometrically transformed by regressing the TTO scores upon predicted scores from the AQoL-6D to produce country-specific algorithms. The latter incorporated country-specific “corrections” to the Australian adult utility weights in the original AQoL.

Results: This article reports two methodological elements not previously reported. The first is the econometric modification of an extant multi-attribute utility instrument to accommodate cultural and other group-specific differences in preferences. The second is the use of the TTO technique with adolescents in a classroom group setting. Significant differences in utility scores were found between the four countries.

Conclusion: Statistical results indicate that the AQoL-6D can be validly used in the economic evaluation of both the OPIC interventions and other adolescent programs.

The epidemiology of ecstasy use and harms in New South Wales, Australia

Aims:This paper examines the epidemiology of ecstasy use and harm in Australia using multiple data sources.

Design: The data included (1) Australian Customs Service 3,4-methylenedioxymethamphetamine (MDMA) detections; (2) the National Drug Strategy Household and Australian Secondary Student Alcohol and Drug Surveys; (3) data from Australia's ecstasy and Related Drugs Reporting System; (4) the number of recorded police incidents for ecstasy possession and distribution collated by the N.S.W. Bureau of Crime Statistics and Research; (5) the number of calls to the Alcohol and Drug Information Service and Family Drug Support relating to ecstasy; (6) the Alcohol and Other Drug Treatment Services National Minimum Dataset on number of treatment episodes for ecstasy, and (7) N.S.W. Division of Analytical Laboratories toxicology data on number of deaths where MDMA was detected.

Findings: Recent ecstasy use among adults in the general population has increased, whereas among secondary students it has remained low and stable. The patterns of ecstasy consumption among regular ecstasy users have changed over time. Polydrug use and use for extended periods of time (>48 h) remain common among this group. Frequent ecstasy use is associated with a range of risk behaviours and other problems, which tend to be attributed to a number of drugs along with ecstasy. Few ecstasy users present for treatment for problems related to their ecstasy consumption.

Conclusions: Messages and interventions to reduce the risks associated with polydrug use and patterns of extended periods of use are clearly warranted. These messages should be delivered outside of traditional health care settings, as few of these users are engaged with such services.

Association between food marketing exposure and adolescents' food choices and eating behaviors

The present study examined associations between food marketing exposure and adolescents’ food choices and reported consumption of energy-dense and nutrient-poor (EDNP) foods. A cross-sectional survey of 12,188 Australian secondary students aged 12–17 years was conducted, using a web-based self-report questionnaire. Measures included students’ level of exposure to commercial television and non-broadcast types of food marketing, whether they had tried a new product or requested a product they had seen advertised, and their reported consumption of fast food, sugary drinks and sweet and salty snacks. Results indicated greater exposure to commercial television, print/transport/school food marketing and digital food marketing were all independently associated with students’ food choices. High commercial television viewers (>2 h/day) were more likely to report higher consumption of EDNP foods (ORs ranged from 1.31 for fast food to 1.91 for sweet snacks). Some associations between digital food marketing exposure and students’ eating behaviors were found; however, print/transport/school food marketing was only related to sweet snack consumption. These study results suggest that cumulative exposure to television food advertising and other food marketing sources are positively linked to adolescents’ food choices and eating behaviors. Policy changes to restrict food marketing to young people should include both television and non-broadcast media.

Cross-curriculum priorities and the ethics of interpreting Indigenous texts

Deakin University’s first-year unit, ‘Reading Children’s Texts’, is mandatory for the B.Ed. (Primary). Newly revised, it addresses the cross- curriculum priorities, Indigenous histories and cultures, and Australia’s engagements with Asia. The unit introduces the study of narrative, genre, and ideology. But how should the political topics embedded in the English curriculum be framed for pre-service teachers, and how relevant are literary texts to the teaching of ethical interpretation of texts to both primary and secondary students?

Teaching history in Australian museums: pedagogy and praxis

This research examines the work of museum educators who teach history to secondary students in ‘formal’ education programs in Australian museums. It challenges the dominant constructivist paradigm and proposes that educators use a history pedagogy model to actively engage students in the dynamic process of learning history in museums.

The dissection of paraprofessional support in inclusive education: ‘you're in mainstream with a chaperone’

The experiences of young people with disabilities of inclusive schooling are largely underresearched. This paper reports recent findings of a small-scale Australian qualitative study, in which secondary students with vision impairment spoke about their experiences of receiving paraprofessional support. Two overarching themes emerged from this study: ‘light’ and ‘heavy’ paraprofessional support. The results presented here demonstrate that participants described that support personnel upheld the strong arm of the special education tradition, which was manifestly detrimental to their inclusion. Raw data is presented to elucidate the emergent themes, and to explain the various pedagogical and general support roles of class and special educators in eliminating the need for direct paraprofessional presence in lessons. The light and heavy model of support is also examined in terms of how it fits into the complexity of the education discourse and the young people’s own aspirations for full inclusion.

Socio-economic disparities in Australian adolescents' eating behaviours

Objective: To assess the association between socio-economic position (SEP) and poor eating behaviours in a large representative sample of Australian secondary school students.
Design: Cross-sectional survey of students’ vegetable, fruit, sugar-sweetened beverage and fast-food consumption assessed using validated instruments and collected via a web-based self-report format.
Setting: Secondary schools across all Australian states and territories.
Subjects: Secondary-school students (n 12 188; response rate: 54 %) aged 12–17 years participating in the 2009–10 National Secondary Students’ Diet and Activity (NaSSDA) survey.
Results: Overall, 25% of students reported consuming <1 serving of vegetables/d and 29% reported eating <1 serving of fruit/d. Fourteen per cent of students reported drinking at least 1–2 cups of sugar-sweetened beverages/d while 9% reported eating fast food <3 times/week. After adjusting for other demographic factors, students of lower-SEP areas were more likely to report low intake of vegetables (F (4, 231) = 3.61, P = 0.007) and high frequency of consumption of sugar-sweetened beverages (F (4, 231) =8.41, P < 0.001) and fast food (F (4, 231) = 4.59, P =0.001) compared with students of high-SEP neighbourhoods. A positive SEP association was found for fruit consumption among female students only (F (4, 231) = 4.20, P = 0.003). Those from lower-SEP areas were also more likely to engage in multiple poor eating behaviours (F (4, 231) = 5.80, P, < 0.001).
Conclusions: Results suggest that socio-economic disparities in Australian adolescents’ eating behaviours do exist, with students residing in lower-SEP neighbourhoods faring less well than those from high-SEP neighbourhoods. Reducing social inequalities in eating behaviours among young people should be a key consideration of future preventive strategies.

Introducing linear functions: an alternative statistical approach

The introduction of linear functions is the turning point where many students decide if mathematics is useful or not. This means the role of parameters and variables in linear functions could be considered to be ‘threshold concepts’. There is recognition that linear functions can be taught in context through the exploration of linear modelling examples, but this has its limitations. Currently, statistical data is easily attainable, and graphics or computer algebra system (CAS) calculators are common in many classrooms. The use of this technology provides ease of access to different representations of linear functions as well as the ability to fit a least-squares line for real-life data. This means these calculators could support a possible alternative approach to the introduction of linear functions. This study compares the results of an end-oftopic test for two classes of Australian middle secondary students at a regional school to determine if such an alternative approach is feasible. In this study, test questions were grouped by concept and subjected to concept by concept analysis of the means of test results of the two classes. This analysis revealed that the students following the alternative approach demonstrated greater competence with non-standard questions.