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An estimated 42% of Australians who consult complementary medicine (CM) practitioners have a mental health diagnosis. Preparedness of CM practitioners in managing such diagnoses is currently unknown. A cross-sectional survey of 257 CM practitioners who reported caring for people with a mental health diagnosis. Practitioners' mental health literacy, educational needs, and confidence in the assessment, management, and treatment of mental health--including suicide risk--were analysed. Most (59.1%) participants had no formal qualifications in mental health and 44.3% indicated they had not completed any training in psychological therapies. Only 20% were trained in mindfulness-based techniques or goal setting. Over 50% reported their undergraduate qualification contained insufficient mental health content to prepare them for clinical practice. Over one-half had attended continuing professional education on mental health. Practitioners reported greater confidence in assessing, managing, and treating mental wellbeing over complex mental health disorders and suicide risk. These findings uncovered a deficit in the CM practitioner's surveyed mental health education. As these CM practitioners are a primary point of contact for patients with mental health diagnoses, there is a critical need to expedite skills development in this workforce to support the delivery of safe and effective primary mental health care.

The management of human fetal and embryological collections presents an ethical challenge that can be explored from different perspectives, particularly when considering informed consent. The "micro ethics" level focuses on parties engaged in giving and receiving human tissue while the "macro ethics" level focusses on the collective responsibility of the discipline and society. Additionally, adopting a framework, where ways of working are designed with relevant communities, requires understanding the perspectives of individuals, communities, and organizations. The aim of this study therefore was to assess the perceptions of education-focused Australian stakeholders. A survey collected the perspectives of 198 participants. The majority of participants (61.6%; n = 122/198) indicated that human fetal and embryological remains obtained prior to era of informed consent should be retained for use in education/research. It is likely that their perspective is based on the notion that if human fetal and embryological collections are used for good, then disposing of them would deny this benefit. Women (p < 0.001) indicated a preference for obtaining fetuses and embryos with informed consent for education and research (38.4%; n = 76/198). Majority were in favor of recording both maternal (MI) (59.6%; n = 118/198) and paternal information (PI) (58.1%; n = 115/198) with each donation. Majority (56.1%; n = 111/198) expressed that donations should be accepted from both parental sources. Consideration of stakeholder perspectives is important in developing guidelines regarding these collections. The results from this study demonstrate a level of discomfort with respect to collections without informed consent, which should be considered at the macro ethical and micro ethical level.

This paper applies Information and Communication Technologies (ICT) as well as data analysis to gain a better understanding of the existing perception on the education system. 45,278 tweets were downloaded and processed. Using a lexicon-based approach, examining the most frequently used words, and estimating similarities between terms, we detected that a predominantly negative perception of the education system exists in most of the analysed countries. A positive perception is identified in certain low-income nations. Men exhibit a more positive sentiment than women as well as a higher subjectivity in some countries. The countries that exhibit the most positive perceptions India, Canada, Pakistan, Australia, South Africa and Kenya are also those that manifest the highest subjectivity.

Health science students frequently experience ethical dilemmas on clinical placements, yet ethics education rarely prepares students with the ethical leadership skills required. The Leadership in Ethical Practice (LEP) program is an ethics education resource designed to enhance health science students' knowledge and skills in ethical leadership to prepare them for clinical placements and future professional practice. This qualitative study aimed: to explore the nature of students' ethical leadership goals; determine whether a specific, measurable, achievable, relevant, and time-bound (SMART) format was an effective tool for students to create ethical leadership goals; and identify any changes in students' pre- and post-self-ratings of ethical leadership knowledge following the LEP program. Eighty-two diagnostic radiography students from the University of Sydney participated in the study. Inductive and deductive qualitative content analysis (Elo & Kyngas, 2008) were used to explore students' goals. Descriptive statistics were used to investigate students' pre- and post-self-ratings. Four themes emerged from students' goals: initiative, competence, and courage in ethical reasoning; communicating ethical stories through listening, questioning, and connecting; reflecting and growing as an ethical leader; and safe practice and person-centred outcomes. SMART goal format elements were evident in 61% of students' goals. Students' ethical leadership self-ratings showed positive changes after participating in the LEP program. Findings indicated students planned to further develop ethical leadership skills during clinical placements and future professional practice. This study demonstrated the ethics education approaches used within the LEP could assist health science students to apply ethical leadership in future clinical practice.

The role of interdisciplinarity in achieving authentic and transformative learning outcomes is both contested and complex. At the same time, traditional disciplinary ways of being, doing and knowing have been further tested by the impact of COVID-19 on students, schools and communities. In Tasmania, already experiencing amongst the lowest levels of educational attainment in Australia, the educational implications of COVID-19 have been polarising. Preliminary reports have employed interdisciplinary perspectives to understand how the situation is unfolding. Extremes of privilege and poverty have intensified, with accentuated disadvantage experienced by already vulnerable groups, whilst ingenuity, adaptability and innovation have flourished elsewhere. The spectrum and range of this polarisation yield compelling evidence for the inadequate address of complex societal problems through singular disciplines or institutions. This article explores storied data generated from the intersections of interdisciplinary strategy enacted across three settings: education, creative industries and community-based arts practice. The data derive from two Tasmanian case studies where interdisciplinary collaboration between the education sector, creative industries and community is well established. In subsequent discussion, the multidisciplinary authorship team make and offer meaning from participatory lived experiences of pursuing social justice outcomes prior to and during the COVID-19 pandemic. From this, we posit how lived experiences of interdisciplinarity impact social justice enterprise in times of increasingly complex socio-economic challenge. In addressing these concerns, we elucidate the role interdisciplinarity plays in both enabling and inhibiting social justice imperatives shared across education, creative industry and community-based arts practice immediately prior to and during a global pandemic. In so doing, we elicit the ways interdisciplinary practices, partnerships and priorities recalibrate in response to global challenges.

Ten Australians and one New Zealander provide reflections on the influence of Julie Thompson Klein's work on and in inter- and trans- disciplinarity. Even taking into account that this article is based on a small number of contributions from only one corner of the world, the reflections demonstrate the influence of a diverse array of Klein's academic work, the ground-breaking nature of her book "Interdisciplinarity: History, Theory, and Practice," the meticulousness of her scholarship that makes her voice authoritative, and the added benefits of personal connections. The contributions also demonstrate the value of reflective narratives in providing a more rounded and richer picture of an academic's influence than traditional metrics, including -- in Julie Thompson Klein's case -- non-citable enhancement of thinking and orientation, catalytic effects when her ideas are combined with others, and practical value in making sense of events and circumstances. Most importantly, assembling reflective narratives provides a window onto the unique attributes and contributions of individual researchers, educators and practitioners, illustrating and affirming the richness of differences and the importance of valuing and capitalising on them. Recognition of such diversity is not only essential to help individuals identify the strongest contributions they can make, but also critical for good inter- and trans- disciplinary research, education and practice.

One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, & Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university's graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society.

Background: There are growing expectations internationally that schools and systems will use research evidence to inform their improvement efforts. Such developments raise important questions about what it means to use research evidence "well" in education. Purpose: To date, there has been wide-ranging debate about what counts as quality evidence, but very little dialogue about what counts as "quality use." In response, this article presents a conceptual framework to define and elaborate what "quality use of research evidence" might mean in relation to education. Method: The framework is informed by a cross-sector systematic review and narrative synthesis of 112 relevant publications from four sectors--health, social care, education and policy. The review explored if, and how, quality of evidence use had been defined and described within each of these sectors in order to inform a quality use framework for education. Findings: Based on the cross-sector review, quality use of research evidence is framed in terms of two core components--(1) appropriate research evidence; and (2) thoughtful engagement and implementation, supported by three individual enabling components (skillsets, mindsets and relationships) and three organisational enabling components (leadership, culture and infrastructure), as well as system-level influences. Conclusions: There is potential for this framework to inform current approaches to the use of research in education. There is also an important need to test and refine its components through further empirical investigation, theoretical inquiry and intervention development.

The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (M[subscript age] = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.

This study explored what helped and constrained children and young people with disability and high support needs, in feeling and being safe in institutional settings. Through adapted qualitative methods, 22 children and young people aged 7-25 years shared their conceptualizations of safety, along with facilitators and barriers to interpersonal safety in their everyday lives. Key themes were feeling safe and known in relationships, minimizing risk, having strategies and the opportunity to practice these, opportunities to learn about safety and supported transitions. The living patterns and environments of children and young people were different to their non-disabled peers, and they faced systemic barriers to activating safety strategies. Building meaningful prevention strategies for children and young people with disability requires specific skill in design and implementation. Without focused attention to their specific circumstances, measures promoting child safety may overlook the experiences of children and young people with intellectual disability.

Background: Continued evolution of knowledge-to-action (KTA) theories requires increased attention to dynamics of power and ways to integrate multiple forms of knowledge. Peer learning -- a process through which knowledge users interact with other learners -- is a valuable but largely unexamined strategy for integrating practice-based knowledge in the KTA process. Aims and objectives: This study undertakes a scoping review to examine how peer-learning strategies have been used to advance knowledge users' capacity for implementing evidence-based practices. Methods: A search of ten online databases and a manual search of five journals was conducted to identify studies published between 2001 and 2018. Selected publications included 26 studies conducted in Canada, the US, the UK, Australia, and the Netherlands. Studies utilised peer learning as a capacity-building strategy to advance the uptake or implementation of evidence-based practices among professionals in social services, education, or health/mental health sectors. Findings: Links between peer-learning strategies and multiple individual and/or collective capacities for implementing evidence-based practices were identified from selected studies. Individual capacities linked to peer learning include knowledge of the practice, attitudes (for example, motivation and 'buy-in'), and practical skills. Collective capacities supported through peer learning included knowledge exchange, knowledge generation, relationship development, networking, and resource/tool sharing. Peer learning was often paired with didactic or expert-led activities. Discussion and conclusions: This scoping review identifies how peer learning has been used as a capacity-building strategy in implementation initiatives. Peer-learning activities provide a means to help integrate multiple forms of knowledge in the KTA process.

Background: The study reported here investigated the views of staff who worked with adults with intellectual disability regarding the likely future of such adults. Method: Staff were provided with a short vignette portraying an adult with intellectual disability and asked to describe that individual's future in five years and then to indicate the likelihood of the individual's participation in aspects of adult life reflecting life as typically experienced by age peers in the general population. Results: Responses suggested that staff did not expect the adults with intellectual disability to have the same experiences as their peers, although responses to direct questions about participation were more positive than those to the vignette. Conclusions: While choice was seen to be an important determinant of future activity by some staff, others did not see the individual with intellectual disability having a great deal of agency in determining the direction of their life.

In this conceptual paper we discuss the value of doubt in teacher education for ourselves and, by implication, more broadly. We develop an argument for the value of doubt in teacher education that grows out of the recognition of the complexity of teaching. We interrogate meanings of doubt in this context and debate the value of doubt and certainty. We also indicate the challenges of fostering and nurturing doubt in teaching and teacher education. We suggest that doubt is a necessary element of teacher education as its presence helps to prepare our students for their careers as teachers in a complex and uncertain world. It is also more fundamentally honest than a professed certainty on the part of the teacher educator.

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change. (Contains 1 table.) [This article was originally published in "ALT-J: Research in Learning Technology," v18, n3, p251-263, Nov 2010.]

A "slow pedagogy of place" in (environmental/outdoor) education has been enacted by the two authors over the past three years in a third year undergraduate semester-long unit named Experiencing the Australian Landscape. An integrated practical and theoretical, de- and reconstruction of fast pedagogies is now needed, we believe, if education is to make a positive contribution to overcoming the ecologically problematic human condition. Experiencing the Australian Landscape fosters an embodied sensory-perceptual and conceptual-theoretical "sense" or "possibility" of place while assisting its participants to understand the relations of their body and nature, in time and space, as they are experienced phenomenologically. We hope the notion of a slow ecopedagogy prompts a reversal of the precarious prospects for experiential education in schooling and acts as a critique of the "take-away" pedagogies proliferating in education.

In moving toward adulthood, young people make formative choices about their social and economic engagement while developmentally seeking autonomy from parents. Who else then contributes to guiding young people during this formative life-stage? This article explores one contributing relationship: relationships with trusted adults. Past research has shown that these adults provide motivational, emotional, and instrumental support to young people, but less is known about how and why their support is appropriate particularly during young adulthood. Using qualitative data from an Australian Research Council-funded study, the article explores how and why trusted adults are important and influential, detailing how they talk, what they offer, and how their role differs according to young people's level of engagement or disengagement from education/employment. The article explores how the trusted adult relationship is developmentally appropriate for young people and outlines implications for policy and future research.

This paper examines how two Britons, working in Western Australia and Natal, respectively, engaged with ideas about the civilisation and education of Indigenous people. It is argued that concepts of civilisation were debated by missionaries, researchers and members of the public. Using the correspondence, publications and private journals of two educators, Dr. Henry Callaway, Church of England missionary in Natal, and Ann Camfield, teacher in Western Australia, the paper draws attention to their respective approaches to education. Each contributed to broader imperial debates concerning the meaning of race in relation to educability. Education in both places, while connected to these global ideas, was also profoundly influenced by local context. 'Civilisation' and the 'civilising mission' may have been unifying goals for missionaries in different sites of Empire, but understandings of what civilisation should inculcate, or do, varied according to particular circumstances. These histories are best understood in transnational and comparative perspective.

The discussion in this paper is based on the assumption that international education is equated to recruiting and educating international students, even though its true concept goes far beyond this narrow understanding. The purpose of this research is to look at the key factors that influence recruiting young Chinese students, and make sure all who work in this field understand how their business will achieve success. This is done through an analysis of the Chinese education system, the history of young Chinese students studying abroad, China's economic outlook, the Australian and Chinese governments' attitudes and international education policies, and the expectations of the students and their families. The article concludes with some constructive recommendations and suggestions. (Contains 1 table and 8 footnotes.)

There are important issues for rural communities in Australia in relation to the provision of education for their young people (HREOC, 2000). This is particularly so in an era when successful completion of education is becoming increasingly vital as the pressures of a globalised economy mean that many rural and farming businesses are struggling to prosper. The term "place-based education" is used by educators and researchers who have a focus on the well-being and effective learning of students. This paper explores what is meant by "place-based education" and how this concept of education is being implemented in some rural schools in Australia, although usually without using this term. A review of literature about effective literacy learning will demonstrate why teaching that is place-based is important for rural students. What the implementation of place-based education might look like in rural schools is also explored. (Contains 9 footnotes.)

Media constructions of schooling provide suggestions about what should be expected of the school experience. Studies on discourses of schooling have examined how the school is framed in media discourses, but few have examined how it is formed mundanely and repeatedly in advertisements promoting products that are not directly educational. This paper examines how the school is constructed in a range of television advertisements that sell products that are not directly educational such as cereal and broadband Internet, focusing on how schools come to be framed negatively in advertising narratives. The television advertisements often use the technique of governmentality, whereby they attempt to direct the conduct of viewers by suggesting that self-improvement is achievable through personal enterprise. These advertisements position parents as agentive consumers of education, whose consumption habits are central to their children's scholarly success within problematic educational spaces.

In practice and process PhD examination is distinctive, reflecting the high expectations of students whose learning has been directed to their becoming researchers. This article builds on previous research on the examination of Australian theses that revealed that examiners in Science (n?=?542) and Education (n?=?241) provide a substantial proportion of formative comment in their reports, much of which is constructed in a way that anticipates reflective engagement by the student. Detailed examination of the formative text identified nine categories of comment directed at three collective groupings of weaknesses or flaws related to less favourable recommendation. The flaws are related to "fundamentals", "project" and "argument". There were discipline differences, including significantly more comment in Science, indicating that the candidate should attend further to the data and analysis in their project and the fundamentals of presentation. In Education there was more emphasis on improving argument.

At a time when political leaders and media pundits seek to narrow the English curriculum and reduce its knowledge structure to the "basics," it is helpful to revisit the potential of different approaches to learning in English that have evolved over time. In this paper I reflect on the semantic features of personal growth, cultural heritage, skills and cultural analysis models of English and exemplify their uses for engaging students with challenging texts like "Macbeth". Following this, I return to case study material collected during the classroom work of one teacher and his Year 9 students, and reinterpret their texts in the light of these four models of the discipline. The development of students' work over time reveals how this teacher drew on the meaning potential of each model and demonstrates the power of a principled and recursive use of these in classroom teaching.

This paper presents the findings from a project investigating the circumstances, experiences, perspectives and service needs of young people caring for a family member with a disability or long-term illness. Using qualitative methods, our research explored the experiences of two cohorts of young carers--younger carers aged 7 to 17 years and young adult carers aged 18 to 25 years. The concept of "bounded agency" offers an explanation for the way that younger carers' and young adult carers' decisions and aspirations can be shaped by the barriers and contexts in which they find themselves. The study compares the impacts of caring on the participants' education, employment, health and social life. Important differences are identified, particularly relating to young adult carers' future aspirations as they approach key normative transitions into young adulthood. The paper concludes with implications for services and policy for young carers. (Contains 1 table.)

Purpose: The purpose of this study is to identify student and staff experiences with online learning at higher education (HE) using the software Elluminate Live! Design/methodology/approach: This paper adopts a qualitative approach, focusing on the reflections of participants (student and teacher) collated over a 12 month period of piloting online classes with Elluminate Live! Findings: A number of insightful themes and issues emerged from the data collected from the journal reflections as well as other source documents such as meetings and emails. The themes considered in the paper include: increased flexibility and cost reductions, technical challenges, resistance to online learning, extension of online facilities and student engagement, and visual literacy skills. Research limitations/implications: The school's virtual classroom strategies need to address staff and student concerns. Staff training and the establishment of effective support structures for embedding safe, secure, and rewarding virtual classrooms are required. Once these issues have been addressed, online classes can be expanded across numerous discipline areas within the school. Originality/value: Currently, Australian scholarly papers focussing on the use of Elluminate Live! as a teaching tool to help develop curriculum at tertiary level are scarce. The significance of this study is to share the important knowledge garnered through reflective insights (via feedback and journal writing) which can act as a guide to other higher education universities looking at undertaking online learning. (Contains 1 figure.)

As schools increasingly move towards 1:1 computing, research is required to inform the design and provision of this access. Utilising the Activity Theory (AT) notion of contradictions and expansion as a theoretical underpinning, this article suggests netbooks as a viable option to provide 1:1 computing for primary school students. Decisions regarding the appropriateness of the netbooks were made using a modified version of Keegan's (2005) functionality/mobility and eLearning/mLearning continuum which categories mobile computing devices. Based on data collected from 119 Year Seven students and their four classroom teachers, the study revealed that the netbooks were considered an appropriate computing device providing an ideal balance between functionality and mobility in meeting the computing needs of primary school students. (Contains 3 figures and 1 table.)

Currently in Australia there is much activity and expenditure in a field broadly defined as "Indigenous education". However, there is little by way of rigorous research that has compared and evaluated different approaches. This article draws together the existing international evidence to develop a set of best-practice components for Indigenous education. The author intends for these components to provide practical guidance for program developers who may currently be developing programs without the benefit of an existing evidence base, while also acknowledging the need to expand the evidence base and continue to refine this set of components to maximise their utility.

In this paper four final-year education students describe one aspect of their science pathway course, a place-based experience in an urban ecological setting. The aim of the place-based experience was to combine community service and science knowledge to focus on critical, reflective thinking and civic responsibility. The assessment task required the students to construct a digital narrative of their experience. (Contains 5 figures.)

It is interesting to reflect upon past conversations and to explore their implications for current practice. That is the point of the current paper, which looks back at our progress towards adopting a rural lens to drive policy--to develop initiatives for rural education based upon rural needs, rather than apparent metro-centric political decision making and policy development.

This paper reflects on some changing contexts of the discussion of curriculum and pedagogy since the late 1960s, and it draws on three research projects in which the author has been involved to illustrate why pedagogy and curriculum have again become issues of evident public and political concern and to show some particular points of tension in moving forward today. Issues of curriculum and pedagogy came under challenge in association with new social movements of the 1960s and beyond, and the new emphasis on whose knowledge was being privileged in schooling, and what identities and social patterns were being perpetuated through schooling. Today, in the context of global auditing and benchmarking, and of competitive economic policies and anxieties about migration and citizenship, education is seen by governments as a prominent part of their economic and social policy. But keeping strong attention to both curriculum (or "the what") and the pedagogical relationships (or the process) is rarely attained simultaneously. (Contains 2 notes.)

A pilot study was undertaken to test the journal diffusion factor (JDF) as an alternative to journal impact factors (JIFs) for ranking journals. Bibliometric research methods were applied to rank Australian architecture, communications and education journals by the JDF; this was with the total number of citations they attract in ISI indexed journals, the proportion of articles published that attracted citations, and publishing characteristics. It was found that JDF does not provide a comparable alternative journal ranking method to JIF, although it may contribute to our understanding of the nature of a journal. Until further research is conducted, a JDF ranking should be considered as an independent measure of journal rank. (Contains 4 tables, 2 figures and 26 notes.)

Many contemporary sociologists suggest that a feature of modern life is that the practices and identities associated with "place" are eroded. The local no longer matters in everyday life as it once did. Some national governments are persuaded of the possibility of an urban dystopia of Orwellian dimensions, and have found a response in theories and rhetorics of social capital, citizenship and communitarianism. They have instituted strategies to address an imaginary of harmonious local communities. This paper examines one such government intervention and shows how four schools in Tasmania, Australia, took up the invitation to strengthen ties with their local communities. The projects reveal that the local still exists and matters, but they also hint at other possibilities. It is argued that by working with a "place-based" curriculum to assist young people in building local networks and engaging productively with their local neighbourhoods, schools might provide important resources for identity-building and learning.

A study of the career development of men and women who began lectureships in Australian colleges and universities in behavioral sciences, education, humanities, and the social sciences in 1962-64 or 1975-76 revealed similar attrition and mobility rates for men and women, but more early promotion for men than women. (MSE)