The psychology of containment : mis/representing emotional and behavioural difficulties in Australian schools

The number of students in special schools has increased at a rapid rate in some Australian states, due in part to increased enrolment under the categories of emotional disturbance (ED) and behaviour disorder (BD). Nonetheless, diagnostic distinctions between ED and BD are unclear. Moreover, despite international findings that students with particular backgrounds are over-represented in special schools, little is known about the backgrounds of students entering such settings in Australia. This study examined the government school enrolment data from New South Wales, the most populous of the Australian states. Linear and quadratic trends were used to describe the numbers and ages of students enrolled in special schools in the ED and BD categories. Changes between 1997 and 2007 were observed. Results showed an over-representation of boys that increased across the decade and a different pattern across age for boys and girls. Consistent with international findings, these results indicate that trends in special school placements are unrelated to disability prevalence in the population. Rather, it is suggested that schools act to preserve time and resources for others by removing their more challenging students: most typically, boys.

Honouring the incomparable: Honours in Australian universities

The Honours undergraduate degree in Australia is unlike that in most other countries. It has taken on a particular significance as a qualification, as a pathway to and a pre-requisite for direct entry into doctoral programs. This paper explores the outcomes of a study that suggests that the aims, outcomes, curriculum, pedagogical practices, purposes and enrolment patterns of Honours vary substantially across disciplines and university types. It addresses the questions about the diverse nature of Honours programs and questions what this diversity means for Australian higher education in the context where global standardisation of awards is rapidly occurring. Honours is seen variously as a qualification, an experience, or a program. These variations are discussed and it is demonstrated that Honours globally has not one, but many meanings. These meanings are often poorly understood within, and outside the academy. These multiple meanings create confusion about what Honours stands for and inhibit communication about the role and purpose of Honours both within Australia and in a global context. © 2011 UK Crown: The Australian National University.

Motivational differences in science course enrolment shown by males and females in grades 9 through OAC

A sample of 1,345 students enrolled in advanced-level science courses from Grades 9 through OAe was surveyed in order to gain perspective into the existence of motivational differences attributing to science course enrolment by gender. Records of enrolment were examined in order to detect patterns and trends. A questionnaire was devised and piloted. It measured five motivational variables - demographics, science and science-related experiences, science ability and attitudes, impressions about women in science, and importance of science and science-related skills. The students also provided some impressions about the image of scientists. Results of the questionnaire were analyzed for frequency of responses and for significant gender differences using the chi-square. Differences were found to exist in the areas of science anxiety as it relates to testing and oral participation; in motivation generated by the performance of extra-curricular science and science-related activities, and by the classroom environment; in impressions of women in science; in the importance of science skills, and in the area of teacher influence. The study also showed a differential enrolment of females, with an emphasis on biology and chemistry. The males were enrolled in courses of physics and chemistry. The findings lead to numerous suggested strategies and programs for encouraging the participation of females in science education and careers.

Patterns for Active E-Learning in CMS Environments

The proliferation of course management systems (CMS) in the last decade stimulated educators in establishing novel active e-learning practices. Only a few of these practices, however, have been systematically described and published as pedagogic patterns. The lack of formal patterns is an obstacle to the systematic reuse of beneficial active e-learning experiences. This paper aims to partially fill the void by offering a collection of active e-learning patterns that are derived from our continuous course design experience in standard CMS environments, such as Moodle and Black-board. Our technical focus is on active e-learning patterns that can boost student interest in computing-related fields and increase student enrolment in computing-related courses. Members of the international e-learning community can benefit from active e-learning patterns by applying them in the design of new CMS-based courses – in computing and other technical fields.

Quantitative electroencephalographic comodulation : an investigation of patterns in chronic fatigue syndrome

Introduction. This is a pilot study of quantitative electro-encephalographic (QEEG) comodulation analysis, which is used to assist in identifying regional brain differences in those people suffering from chronic fatigue syndrome (CFS) compared to a normative database. The QEEG comodulation analysis examines spatial-temporal cross-correlation of spectral estimates in the resting dominant frequency band. A pattern shown by Sterman and Kaiser (2001) and referred to as the anterior posterior dissociation (APD) discloses a significant reduction in shared functional modulation between frontal and centro-parietal areas of the cortex. This research attempts to examine whether this pattern is evident in CFS. Method. Eleven adult participants, diagnosed by a physician as having CFS, were involved in QEEG data collection. Nineteen-channel cap recordings were made in five conditions: eyes-closed baseline, eyes-open, reading task one, math computations task two, and a second eyes-closed baseline. Results. Four of the 11 participants showed an anterior posterior dissociation pattern for the eyes-closed resting dominant frequency. However, seven of the 11 participants did not show this pattern. Examination of the mean 8-12 Hz amplitudes across three cortical regions (frontal, central and parietal) indicated a trend of higher overall alpha levels in the parietal region in CFS patients who showed the APD pattern compared to those who did not have this pattern. All patients showing the pattern were free of medication, while 71% of those absent of the pattern were using antidepressant medications. Conclusions. Although the sample is small, it is suggested that this method of evaluating the disorder holds promise. The fact that this pattern was not consistently represented in the CFS sample could be explained by the possibility of subtypes of CFS, or perhaps co-morbid conditions. Further, the use of antidepressant medications may mask the pattern by altering the temporal characteristics of the EEG. The results of this pilot study indicate that further research is warranted to verify that the pattern holds across the wider population of CFS sufferers.