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The relationship between schools and parents has evolved over recent years and is now recognized as a valuable and bi-directional partnership in the educative process. This partnership is of particular significance for parents with a dyslexic child, playing a vital role in ensuring success within the school and beyond. Using a unique conceptual lens of parental allyship, this paper reports on an investigation that employed semi-structured interviews to investigate the experiences of ten Australian parents of dyslexic children and the actions they undertook to meet their child's needs within the school. Using qualitative content analysis, we explored the nature and impact of these experiences on both the parents and the parent--school partnership. Findings indicate that parents develop a level of expertise in their allyship to their child and this expertise is not always welcomed by the school. In addition, parents perceived interpersonal and systemic barriers that hindered both the parent--school partnership and the support provided to their dyslexic child. The paper contributes unique insights into the perspectives of parents on how parent--school policy is enacted at a school level, and raises consideration for a greater focus on parent--school partnerships for the future educational success of dyslexic children. more...

Current teacher attrition in Australia and globally has created an untenable situation for many schools, teachers and the profession. This paper reports on research that examined the critical issue of teacher attrition from the perspective of former classroom teachers and school leaders. Although there is extensive national and global research related to teacher shortages and intentions to leave the teaching profession, minimal research has sought insights from those who have left the profession in Australia, including ascertaining what they are doing now. Using an online survey, data were collected from 256 former teachers from all states and territories, sectors and career stages who had left the profession between 2016 and 2022. Using descriptive statistical and thematic analysis, this study highlights the potential loss to teaching and the education profession more broadly due to teacher attrition. For these participants, the reasons for leaving were often multifaceted and the process of leaving was often protracted. Many of these former teachers have maintained links to the education profession occupying various associated roles and positions. We call for a reconsideration of the ways that strategies to ameliorate teacher attrition are conceptualised and implemented. more...

The COVID-19 pandemic forced universities worldwide to move their teaching online within an unprecedentedly short timeframe. Whilst the move online learning has increased the reach of tertiary educational delivery it has also raised significant issues of equity, accessibility and student engagement. This includes concerns around access to technology and reliable internet connectivity, academic and digital literacy, and other factors such as mental health and work-life balance. This paper examines two studies of student engagement with online learning during 2020 when then pandemic began. One study was conducted in South Africa the other in a small regional university in South-Eastern Australia. A mixed method approach was used in both studies and then student responses were analysed using the student engagement framework presented by Kahu and Nelson (2018). A key focus in this analysis is the critical importance the educational interface and shared mutually formative experience of learning between students and universities. Findings show that despite the two different contexts, student concerns around digital literacy and engagement in an online learning environment share many similarities. more...

Teacher educators face many challenges related to workload and government-mandated reforms in Initial Teacher Education programs. Evidence suggests that COVID-19 has exacerbated these challenges as universities must become more costeffective and improve research outcomes and impact, often resulting in heavier workloads. While these challenges may be faced in other disciplines, teacher educator wellbeing, stress and burnout is an under-researched field, and little is known about if and how teacher educators maintain their wellbeing during times of uncertainty. This collaborative autoethnographic study applied an arts-based research method to explore the wellbeing challenges faced by four Australian teacher educators through the lens of the PERMA wellbeing framework. Data was collected through conversations, written reflections and field texts. While tensions often emerged, opportunities for success and positive changes also became known. The importance of agency and self-determination of teacher educator wellbeing became an important foundation for continuation in teacher education. more...

The COVID-19 pandemic brought global disruptions to the way universities operate. Online learning abruptly took priority, as the physical campuses in Australian universities became deserted. Staff had to instantly adapt to major changes in work practices, whilst continuing to support students' engagement and maintain quality teaching and learning. This article discusses how change fatigue during the pandemic impacted the wellbeing of staff working in the enabling education sector. As staff and student wellbeing is interdependent, gaining a better understanding of the influences on staff wellbeing in the post-pandemic era is worth exploring in the context of discussions around student wellbeing and success. Autoethnographical reflections of eight practitioners at six Australian universities working in teaching, leadership and professional practice in enabling education, were thematically analysed. Emergent data reveals the superordinate theme of change fatigue and sub-themes of time, online fatigue, and emotional labour. This article highlights the impact of workload intensification and change fatigue in educators. Our findings demonstrated that practitioners prioritise their workload and students, to the detriment of their own wellbeing. These findings hold relevance for institutions as they look to address student wellbeing and success, and highlights the value of embedding cultures of care and compassion across all levels of the university. more...

Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors' differing perspectives on their role, we take a unique approach to this issue. In this paper, we explore the ways in which both mentors and ECTs understand the mentor role. We argue that where mentor and ECT understandings are in tension, the productive outcomes of mentoring for both the mentor and ECT are undermined. Drawing on Positioning Theory we report findings from the thematic analysis of 31 online interviews with 16 mentors and 15 ECTs in Australia. We found that while ECTs and mentors hold some common positionings, some significant differences were noted. These findings highlight the need to extend opportunities to learn about the mentoring role to include ECTs. more...

Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers' beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers' beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brainbased knowledge, were still prone to endorsing common neuromyths regardless of the school's teaching and learning framework, years at the school, overall teaching experience or level of qualification, with beliefs influencing classroom practice whether correct or misinformed. Further, school professional learning and universities were listed as primary sources of information for these teachers. This study underscores the importance of schools and universities providing opportunities for timely and up-to-date professional learning. more...

Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this paper explores the ways in which the term allyship may be well placed to represent the complex primary adjacent and vicarious disability experiences parents of dyslexic children have within schools. Drawing on interviews with 10 Australian parents, this study found that parents of dyslexic children felt they took on additional responsibilities to support their children within the school context and externally. This paper contributes a conceptual lens for viewing these activities as a form of allyship, rather than traditional understandings of advocacy. Findings highlight the need for greater recognition and understanding of the extensive responsibilities assumed by parents of dyslexic children and the ways in which their allyship roles within school settings can impact them. more...

This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers' cultural capital is contemporaneously defined in school settings, with educators with doctorates perceiving their knowledge and skills to be largely underutilised or ignored in their workplace. more...

Global pressure on universities to compete for research rankings has escalated research expectations and intensified a performativity culture for early career researchers (ECRs). However, there are limited examples in the literature of ECRs advocating for their career and research trajectories. In response to this issue, ECRs in one Australian regional university initiated the Teacher Education ECR Action and Advocacy Group (TEECRAA). This research, reported in this paper, aimed to understand how TEECRAA contributed to the career and research trajectories of these ECRs and their advocacy regarding ECR-specific policy in their higher education context. Framed by tenets of policy network theory and policy communities, this study draws on documents developed by the TEECRAA group using content and thematic analysis to investigate their activities and experiences. Findings highlighted that ECRs were able to set research and career goals, prioritise opportunities for professional learning, create resources to support their research profiles, and develop a network of support. ECRs also increased their contributions to policy and practice by engaging in strategic action that promotes ECR visibility and advocates for their needs. This contribution, however, requires the development of a network-like interaction between ECRs and university leaders with a commitment from the university to work in partnership with ECRs for mutual benefit. more...

With recent massification policies and reforms, Australia's widening participation agenda has been instrumental in increasing participation of marginalised students in higher education. This paper considers how a sense of belonging can be instilled in marginalised students, improving retention and success and ultimately widening participation in higher education. It is recognised that one of the most important contributors to student engagement is the educator. Unfortunately, in academia today, educators are increasingly time-poor for several reasons including the neo-liberal nature of higher education, the COVID-19 pandemic and an emergency move to remote teaching. This article applies Bandura's concept of self-efficacy to highlight how, when nurtured effectively, the student-educator relationship can contribute to improving students' self-efficacy and their sense of belonging. Self-efficacy has been shown to affect aspirations, behavioural choices, maintenance of effort and affective reactions (Bandura, 1997), all of which can contribute to, or inhibit, students' academic success. Self-efficacy can be increased via four sources: mastery experiences, verbal persuasion, vicarious experiences, and emotional and physiological states (Bandura, 1997). Central to this discussion is the value of vicarious experiences as a conduit between the educator and student in developing a student's self-efficacy. This article provides practical advice for educators so they may focus their efforts and build strong student relationships in the most effective manner. more...

Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data was collected from nine ECRs using online focus groups and analysed using a hybrid thematic approach. Key findings indicate that ECRs transition into the Academy post-doctorate with varying experiences of identity liminality that impact their capacity to manage research expectations. ECRs experiencing shorter periods of liminality are best positioned to manage the intensified expectations of academic life while ECRs experiencing persistent liminality and identity 'struggle' are more likely to perceive a diminished sense of achievement and support. These findings have significant implications for university leadership and research supervisors, in Australia and globally, regarding the ways they support ECRs to productively navigate the hyper-invigilated audit cultures of what we have termed the neo-academy. more...

A 'quantum leap' (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in 'underprepared' students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long 'foundation' or 'bridging' programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention. more...

A higher proportion of students are privately educated in Australia, compared with many other nations. In this paper, we tested the assumption that private schools offer better quality education than public schools. We examined differences in student achievement on the National Assessment Programme: Literacy and Numeracy (NAPLAN) between public, independent, and catholic schools. Cross-sectional regressions using large samples of students (n = 1583-1810) at Years 3, 5, 7 and 9 showed few sector differences in NAPLAN scores in any domain. No differences were evident after controlling for socioeconomic status and prior NAPLAN achievement. Using longitudinal modelling, we also found no sector differences in the rate of growth for reading and numeracy between Year 3 and Year 9. Results indicate that already higher achieving students are more likely to attend private schools, but private school attendance does not alter academic trajectories, thus undermining conceptions of private schools adding value to student outcomes. more...

Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-situ experience is recognized as important in the development of professional identities, knowledge and skills. However, many pre-service teachers lament the limited amount of classroom time encountered prior to beginning teaching. This paper reports on a university-schools partnership programme that affords pre-service teachers opportunities for non-assessed school-based experience in addition to, but not part of, their formal Initial Teacher Education programme requirements. Preliminary findings from a questionnaire completed by programme participants suggest that participants particularly value in-situ professional experiences unencumbered by time pressures and assessment regimes, and that these experiences are significant to developing notions of self and emerging professional identities in ways that differ from formally assessed classroom placements. more...

Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career teachers' engagement and growth in professional learning and erode the possibility of positive professional learner identity development. Through the lens of identity construction and attribution theory, we report on the ways 16 beginning teachers positioned themselves as professional learners while working in diverse school contexts across one large Australian educational jurisdiction. Findings from the analysis of semi-structured interviews highlight how important balanced and measured attributions of causality are to professional learner identity development. Implications for policy and practice are discussed. more...

In this paper, we draw on policy sociology and democratic theory to illustrate how evidence-based practice not only limits teachers' capacities to exercise professional discretion and authority, but also jeopardises the democratic project of schooling more broadly. Using theoretical concepts from Foucault's discipline with Connolly's pluralisation, we argue that evidence-based practice disciplines teachers to comply with a prescribed set of criteria, which constrains their capacity to respond to the evolving and emergent needs of their students and communities. Our argument is built from two projects conducted separately, but concurrently, in Australia and Denmark. The projects involved in-depth interviews with teachers, extensive observations within schools, and the collection and analysis of policy documents and artefacts. Using illustrative excerpts from both studies, we show how teacher participants expressed and embodied inclinations to do (or be) differently, but nonetheless felt the need to adhere to what the evidence established as the right way to do or be. In our view, this points to an increasingly rigid ontological space through which teachers can do, be and become, which raises questions about the extent to which an 'ethos of pluralisation' is possible within these schools. more...

Political appetite for neoliberal education policy has problematised teacher education in a number of countries, including Australia, the US and England. In Australia, dominant policy discourses of quality normalise the regulation and standardisation of teacher education and position teacher educators within a deficit model of education reform. Such positioning has been shown to have a deleterious impact on professional status, dismantling complex conceptualisations of teacher educators' work. Framed by key tenets of positioning theory and conceptualisations of policy enactment, this study investigated, using online semi-structured interviews, the ways in which 16 teacher educators in one Australian university positioned policy as "other", and the ways in which they felt they could or should respond. It found that teacher educators position policy, and engage in the policy process, in complex and varied ways. While many positioned policy as an intruder, with the potential to do harm to the profession, others had made choices that positioned policy as a tool for innovative imagining for programme renewal. Findings also highlight the potential appetite for collaborative positioning between policy makers and teacher educators as partners. These findings have significant implications for future approaches to re-shaping the teacher education policy space both in Australia and beyond. more...

A great deal has been achieved in recent years in understanding how universities can best support the transition to higher education of an increasingly diverse student body (Kift, 2015). Numerous studies have identified transition program elements that correlate with improved success and retention for commencing students. Lizzio's 'five senses' model (2006) rationalises these diverse features into a framework consisting of five affective domains that need to be developed in students to ensure successful transition. To assess how well a program based on the Lizzio model supports transition in practice, we evaluate our Get Ready transition program, developed for a large-enrolment first year Human Physiology subject with a highly diverse student cohort. We conclude that embedding the development of Lizzio's five senses in a performative way is the key to building students' agency and nurturing their identity as thriving members of a new academic community. more...

Attention skills are strong cross-sectional predictors of reading comprehension from childhood through to adolescence. However, less is known about the developmental relations between these two domains across this period. This study examined the codevelopment of reading and attention in a community sample of 614 Australian school students (50% female). Reading and attention were assessed at ages 8, 10, 12, and 14. Results of univariate latent growth models demonstrated, on average, curvilinear trajectories for reading in which rapid growth across younger age spans decelerates as children reach adolescence. By contrast, attention skills remained relatively stable on average. Significant negative correlations were observed between the intercept and slope factors in separate reading (r = -0.62) and attention models (r = -0.39) suggesting compensatory growth patterns in which poorer performing students in both domains at age 8 have steeper trajectories than their higher performing peers. A comparison of a multivariate latent growth model and an autoregressive latent trajectory model with structured residuals (ALT-SR) examined the interrelatedness of development in reading and attention. Both between-individual and within-individual cross-domain parameters showed reading and attention to be positively related at Grade 3, indicating an association between better attention and higher reading achievement at age 8. However, there was little evidence for interrelated growth across domains in this sample. The results contribute to theories which explain whether and how multiple cognitive domains codevelop over a substantial period of childhood and early adolescence. more...

Growth in online higher education offerings has been significant in recent years, with many Australian Universities launching programs to extend into new markets and meet the student demand for greater flexibility in delivery modes. Further, it is well understood that good support is an essential component to student success, satisfaction and retention. Despite this, orientation, including non-academic support, is often overlooked in online education systems. Therefore, the current study aimed to develop an orientation program to increase student preparedness and facilitate ongoing support, in addition to developing evidence-based best-practice strategies to support academic's when developing new online courses. more...

Course and subject development teams are increasingly seen in the tertiary online teaching environment and they face a unique set of challenges. The purpose of this study was to synthesise and share learnings of 12 academics involved in the development of subjects with an external partner for a new multidisciplinary online health science course at an Australian university, in order to improve ongoing development within the course and inform new course development. In this case study, thematic analysis of focus group discussions and qualitative survey data identified five key themes related to the development process: time management, setting expectations, communication, the development team, and ownership. Barriers to productive subject development included unrealistic timelines, unclear lines of communication, unmet or unrealistic expectations and lack of recognition of team members' expertise, and lack of support for genuine collaboration. Team-based development of an online course has the potential to be a rewarding experience for academics. In order for the benefits to be realised, approaches to development underpinned by a community-centred framework, observing core values such as collaboration, shared sense of purpose and expectations, would address a number of the issues identified in this study. more...

Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin pairs contributing data for Grades 3, 5, 7, and 9, respectively. The second, Study 2, was of literacy tests from 753 twin pairs from kindergarten through Grade 2, which included a sample of United States and Australian students and was a reanalysis and extension of Byrne et al. (2010). Classroom effects were mostly nonsignificant; they accounted for only 2-3% of variance in achievement when averaged over tests and grades. Although the averaged effects may represent a lower-bound figure for classroom effects, and the design cannot detect classroom influences limited to individual students, the results are at odds with claims in public discourse of substantial classroom-level influences, which are mostly portrayed as teacher effects. more...

Asbury and Wai ("Journal of School Choice," 2019) perform a valuable service by summarizing much available behavior--genetic research on academic achievement. However they consider that no specific policies stem from the research body at this time. Here we do propose a policy based on some of our research using twins, namely that available funding for students struggling with learning to read be targeted to them individually rather than allocated to schools per se. We briefly canvass some practical issues, such as the variety of funding mechanisms, best-practice intervention techniques, and identification of struggling readers. We also outline a general research strategy for uncovering factors contributing to educational attainment that takes behavior-genetic research as its starting point and drills down from there, and advocate including genetically-sensitive methods in a growing list of quantitative research techniques in education. [For Asbury and Wai's "Viewing Education Policy through a Genetic Lens," see EJ1259282.] more...

The polio vaccine became available in 1955, due almost entirely to the efforts of the March of Dimes. In 1921, Franklin Roosevelt gave a public face to polio and mounted a campaign to prevent it, establishing the National Foundation for Infantile Paralysis in 1938. During the Depression, U.S. citizens were asked to contribute one dime. Entertainer Eddie Cantor suggested the name the March of Dimes, paraphrasing the popular newsreel "The March of Time." Jonas Salk advocated a killed-virus vaccine while Albert Sabin proposed a live-virus vaccine. Both competed for both recognition and funding from the March of Dimes. In 1955 Salk's vaccine was adopted, nationwide vaccination programs were implemented, and polio rates dropped by 80 percent. In 1961, Sabin's vaccine, endorsed by the American Medical Association, became the vaccine of choice. The World Health Assembly advocated polio eradication by the year 2000. By 2004 eradication efforts were threatened by allegations linking vaccines to chronic diseases. Immunization dropped and polio resurfaced in the U.S., Australia, Africa and Russia. Research linking vaccines to chronic disease was discredited, but vaccine opponents remain active. Health educators are well positioned to mitigate damage caused by the anti-vaccine movement and address barriers to immunization efforts. more...

An increasing number of universities offer educational programmes across multiple campuses, as a way of facilitating access to tertiary education and filling the shortage of health professionals in rural and regional settings. Offering an equitable learning experience across all sites has been considered an important aspect in any learning and teaching approach. This qualitative study analysed data from 10 focus group discussions and 11 unit evaluations, to explore student perceptions of synchronous dual-campus delivery of a physiotherapy programme in Central Queensland, Australia. An inductive approach to thematic analysis was used. Three themes emerged: (1) Student location influences learning; (2) Videoconferencing impacts learning and teaching; and (3) Dual-campus delivery determines teaching structures and shapes teaching processes. Difficulties related to cross-campus communication, logistics, and opportunities for interaction and engagement were seen as detrimental to synchronous dual-campus delivery. Skill-based demonstrations added another level of complexity. However, students identified a potential benefit from accessing expertise from both campuses. With careful planning and consideration of the potential barriers and facilitators, synchronous dual-campus learning environments can be an effective delivery option for higher education institutions. This study builds on existing literature and suggests a number of strategies that are specific to this mode of programme delivery. more...

The benefits attributed to field trips by science educators are: social development; observation and perception skills; giving meaning to learning; providing first-hand experience and stimulating interest and motivation. Arguably, the "real value" of field work is attributed by students. In this study, 100 first-year students took part in an analysis of the value of a residential field trip. The field trip was a purposeful combination of personal development and academic activities. Pairwise comparison showed that the attributed value score for "Personal and Social Development" was significantly higher than scores for "Provide First-hand Experience" and "Observation and Perception Skills". The attributed value for "Stimulate Interest and Motivation in the Subject" also scored more highly than "Provide First-hand Experience", and "Observation and Perception Skills"; "Give meaning to Learning" was significantly higher than that for "Observation and Perception Skills". In addition, the "educator" was also able to significantly improve students' scores for "Stimulate Interest and Motivation". This insight into students' perceptions of field work recasts our thinking as educators; social capital is a key factor in student persistence and subsequence academic success. Field trips should be considered a valuable addition to retention strategies in a way that is tangible for students themselves. more...

Educational policies and practices are influenced by cultural, political, and economic factors, and this is also true of specialized educational approaches such as gifted education. Factors such as a country's cultural tendency toward egalitarianism or meritocracy, whether the political system is centralized or decentralized, and the degree to which the economy supports basic education for all students may be reflected in the way in which a country approaches gifted education. We examined gifted and talented education policies and practices in 38 Organisation for Economic Co-operation and Development (OECD) member and partner countries and considered how those policies and practices may reflect country-specific characteristics. In this article, we discuss ways in which gifted education in OECD countries may reflect cultural, political, and economic features of countries. more...

The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (n = 36) did 8 weeks of phonics training (reading via grapheme-phoneme correspondence rules) and then 8 weeks of sight word training (reading irregular words as a whole), one group did the reverse (n = 36), and one group did phonics and sight word training simultaneously for two 8-week periods (n = 32). We measured the effects of phonics and sight word training on sight word reading (trained irregular word reading accuracy, untrained irregular word reading accuracy), phonics reading (nonword reading accuracy, nonword reading fluency), and general reading (word reading fluency, reading comprehension). Sight word training led to significant gains in sight word reading measures that were larger than gains made from phonics training, phonics training led to statistically significant gains in a phonics reading measure that were larger than gains made from sight word training, and both types of training led to significant gains in general reading that were similar in size. Training phonics before sight words had a slight advantage over the reverse order. We discuss the clinical implications of these findings for improving the treatment and assessment of children with dyslexia. more...

Children who have difficulty learning to read are at increased risk for academic failure, poor self-esteem, anxiety and depression, and unemployment. To help reduce these risks, it is important to identify and treat weaknesses in a child's reading as early as possible. The aim of this study was to develop a valid and reliable comprehensive standardized test of a key reading sub-skill called grapheme-phoneme correspondence (GPC) knowledge. In Phase 1 of the study, we selected a comprehensive evidence-based list of the most important GPC rules for learning to read in English. In Phase 2, we administered this list to a representative sample of Australian children to calculate age- and grade-based norms. In Phase 3, we established that the test had robust inter-rater and test-retest reliability, and appropriate criterion validity. We hope that this new test, which is called the Letter-Sound Test, proves useful to clinicians, teachers, and researcher as a comprehensive test of GPC knowledge. more...

A practical exercise for developing a simple cost-effective solar ultraviolet radiation dosimeter is presented for use by middle school science students. Specifically, this exercise investigates a series of experiments utilising the historical blue print reaction, combining ammonium iron citrate and potassium hexacyanoferrate to develop an ultraviolet sensitive solution. The activity is intended for implementation into courses of study based on the new Australian science curriculum, and the strand chemical reactions matter. The activity investigates rates of reaction and examines the influence of an invisible physical catalyst, solar radiation. The developed photochemical dye was tested for use as a solar dosimeter by painting or soaking various common materials with the solution. A soaked cloth dosimeter was determined to be the most practically appropriate. Its use as a "magic cloth" or polyethylene filtered ultraviolet radiation dosimeter, capable of being calibrated to incoming solar radiation is discussed. The exercise is presented as a practical guide that can be followed by middle school aged science students beginning studies in physics, chemistry or the environment. The experiment may also be extended and applied to senior chemistry investigations. (Contains 3 figures and 1 table.) more...

We present administration details and normative data for a new version of the word and nonword reading test originally developed by Castles and Coltheart. The new test contains an expanded set of items, with 40 each of regular words, irregular words and nonwords, rather than the original 30 items of each type. The new items extend the upper-end of the difficulty range of the test, making it less susceptible to ceiling effects than the original version. The test also incorporates a stopping-rule, which makes administration of the test less time-consuming and removes the stress on children who can only read a few items. The test is free of charge and is available to teachers, professionals and researchers in both pencil-and-paper and computer-based formats from the Macquarie On-line Test Interface (MOTIF: http://www.maccs.mq.edu.au/research/resources). (Contains 1 figure and 4 tables.) more...

Modernising the teaching profession has become one of the main goals of contemporary educational system reform. The evaluation of teachers has been integral to the new teacher quality policies and programs. This article provides a comparative and critical analysis of the evaluations that teachers now confront during their professional careers. Examples of teacher evaluation practices and processes from Australia, Canada, the United States, and England are described and analysed. more...

Results show that the drawings attributed to the Aboriginal "artist" produced more positive impressions and were rated more highly on the semantic differential. This research was presented at the Rocky Mountain Psychological Convention, Denver, Colorado, April, 1978. (Author) more...

The article discusses human trafficking in Australia. It informs that trafficking related legislation was first introduced in Australia in 1999 by bringing amendments to the Criminal Code Act 1995 and the Criminal Code Amendment Act 1999 created the offences of slavery, sexual servitude and deceptive recruiting but failed to define trafficking in persons. 184 victims of trafficking were provided with assistance through the Support for Trafficked Persons (STP) Program. It also informs that factors such as income disparity, poverty and migration status contribute to the risk of an individual finding themselves trafficked for various types of exploitation. INSETS: UN definition of trafficking in persons;Risk factors for exploitation. more...

Although the number of identified cases of trafficking into Australia is relatively low, the hidden nature of this crime and reluctance of trafficked persons to report to authorities suggests that a number of cases may go unidentified and the problem may be more extensive than available data indicates. Much can be learned about the risks of exploitation, including trafficking, from an overview of undocumented movement throughout the region. The risk of people being trafficked to Australia is largely mitigated by well-protected borders and economic opportunities in more accessible regions. However, management of the risks of trafficking in the southeast Asian region is connected to strategies that aim to prevent trafficking at source countries and to the activities of Australians and Australian entities in those countries. Characteristics of migration in southeast Asia—such as the role of informal networks in facilitating movement and the exploitation of migrants for non-sex work as well as sex work—hold important implications for Australia's response to people trafficking. [ABSTRACT FROM AUTHOR] more...

Background: There is scant guidance in the literature on the most appropriate Australian measures of, and thresholds for, extreme heat regarding giving advice on safe sports participation in hot weather. The purpose of this paper is to present a process for investigating two common measures of heat (air temperature, wet bulb globe temperature (WGBT)) in one state in Australia (South Australia), regarding their usefulness in making decisions regarding sports participation in the heat.Method: Commonly reported measures and thresholds of extreme heat were identified from a systematic review of guidelines regarding sports participation in hot weather. Dry air temperature (threshold of 35 degrees C), and WBGT index (threshold of 28 degrees C) were highlighted. Repeated daily measures of dry air temperature by the Bureau of Meteorology (BoM) and WBGT index from 12 meteorological recording sites in South Australia (SA) for four consecutive summer periods (2000-2004) were analysed using these thresholds to investigate the prevalence of extremely hot temperatures in SA during these periods. The extremely hot hours-per-day data were standardised using a denominator of per-day-month across the 12 SA recording regions.Results: Across the four summer seasons of data in SA, there were similar standardised numbers of hours-per-day of extremely hot dry air temperature and WBGT index. There was a high correlation between these hours of hot weather measures, highlighting the congruence between hot air and humidity measures. Three distinct regional site groupings were identified, in which there was a different prevalence of extremely hot weather conditions.Conclusion: In SA, dry air temperature is an appropriate and robust measure of extreme heat related to sports participation, this measure providing as much information as WBGT in identifying extremely hot periods of weather. Dry air temperature can be readily measured by sports participants or officials irrespective of the geographical location in SA. Three SA regions demonstrated distinct differences in prevalence of extremely hot conditions, suggesting the need for site-specific interpretation of heat participation guidelines to ensure sports safety in hot weather. Other states in Australia could use the approach outlined in this paper to identify the most appropriate measure of extreme heat relevant to local conditions, and to assist in interpreting heat limit guidelines in a local context. [ABSTRACT FROM AUTHOR] more...

Introduction: The injury definitions and surveillance methods commonly used in Army basic military training (BMT) research may underestimate the extent of injury. This study therefore aims to obtain a comprehensive understanding of injuries sustained during BMT by employing recording methods to capture all physical complaints., Materials and Methods: Six hundred and forty-six recruits were assessed over the 12-week Australian Army BMT course. Throughout BMT injury, data were recorded via (1) physiotherapy reports following recruit consultation, (2) a member of the research team (third party) present at physical training sessions, and (3) recruit daily self-reports., Results: Two hundred and thirty-five recruits had ≥1 incident injury recorded by physiotherapists, 365 recruits had ≥1 incident injury recorded by the third party, and 542 recruits reported ≥1 injury-related problems via the self-reported health questionnaire. Six hundred twenty-one, six hundred eighty-seven, and two thousand nine hundred sixty-four incident injuries were recorded from a total of 997 physiotherapy reports, 1,937 third-party reports, and 13,181 self-reported injury-related problems, respectively. The lower extremity was the most commonly injured general body region as indicated by all three recording methods. Overuse accounted for 79% and 76% of documented incident injuries from physiotherapists and the third party, respectively., Conclusions: This study highlights that injury recording methods impact injury reporting during BMT. The present findings suggest that traditional injury surveillance methods, which rely on medical encounters, underestimate the injury profile during BMT. Considering accurate injury surveillance is fundamental in the sequence of injury prevention, implementing additional injury recording methods during BMT may thus improve injury surveillance and better inform training modifications and injury prevention programs., (© The Association of Military Surgeons of the United States 2022.) more...

Introduction: Subjective measures may offer practitioners a relatively simple method to monitor recruit responses to basic military training (BMT). Yet, a lack of agreement between subjective and objective measures may presents a problem to practitioners wishing to implement subjective monitoring strategies. This study therefore aims to examine associations between subjective and objective measures of workload and sleep in Australian Army recruits., Materials and Methods: Thirty recruits provided daily rating of perceived exertion (RPE) and differential RPE (d-RPE) for breathlessness and leg muscle exertion each evening. Daily internal workloads determined via heart rate monitors were expressed as Edwards training impulse (TRIMP) and average heart rate. External workloads were determined via global positioning system (PlayerLoadTM) and activity monitors (step count). Subjective sleep quality and duration was monitored in 29 different recruits via a customized questionnaire. Activity monitors assessed objective sleep measures. Linear mixed-models assessed associations between objective and subjective measures. Akaike Information Criterion assessed if the inclusion of d-RPE measures resulted in a more parsimonious model. Mean bias, typical error of the estimate (TEE) and within-subject repeated measures correlations examined agreement between subjective and objective sleep duration., Results: Conditional R2 for associations between objective and subjective workloads ranged from 0.18 to 0.78, P < 0.01, with strong associations between subjective measures of workload and TRIMP (0.65-0.78), average heart rate (0.57-0.73), and PlayerLoadTM (0.54-0.68). Including d-RPE lowered Akaike Information Criterion. The slope estimate between objective and subjective measures of sleep quality was not significant. A trivial relationship (r = 0.12; CI -0.03, 0.27) was observed between objective and subjective sleep duration with subjective measures overestimating (mean bias 25 min) sleep duration (TEE 41 min)., Conclusions: Daily RPE offers a proxy measure of internal workload in Australian Army recruits; however, the current subjective sleep questionnaire should not be considered a proxy measure of objective sleep measures., (© The Association of Military Surgeons of the United States 2021. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.) more...

This study described the whole blood fatty acid profile and Omega-3 Index (O3I) of Australian Army recruits at the commencement and completion of basic military training (BMT). Eighty males (17-34&nbsp;y, 77.4 ± 13.0 kg, 43.5 ± 4.3 mL/kg/min) and 37 females (17-45 y, 64.3 ± 8.8 kg, 39.3 ± 2.7 mL/kg/min) volunteered to participate ( N  = 117). Whole blood samples of each recruit were collected using a finger prick in weeks 1 and 11 ( n  = 82) and analysed via gas chromatography for the relative proportions of each fatty acid (mean [95% confidence interval]). The macronutrient characteristics of the diet offerings was also determined. At commencement there was a low omega-3 status (sum of omega-3; 4.95% [4.82-5.07]) and O3I (5.03% [4.90-5.16]) and no recruit recorded an O3I >8% (desirable). The omega-6/omega-3 (7.04 [6.85-7.23]) and arachidonic acid/eicosapentaenoic acid (AA/EPA) (18.70 [17.86-19.53]) ratios for the cohort were also undesirable. The BMT mess menu provided a maximum of 190 mg/day of EPA and 260 mg/day of docosahexaenoic acid (DHA). The O3I of the recruits was lower by week 11 (4.62% [4.51-4.78], p  < 0.05), the omega-6/omega-3 increased (7.27 [7.07-7.47], p  < 0.05) and the AA/EPA remained elevated (17.85 [16.89-18.81]). In conclusion, Australian Army recruits' omega-3 status remained undesirable during BMT and deserves nutritional attention. Novelty: Australian Army recruits' Omega-3 Index, at the commencement of BMT, was reflective of the Western-style diet. The BMT diet offered minimum opportunity for daily EPA and DHA consumption. Every recruit experienced a further reduction of their Omega-3 Index during BMT. more...

Following several reports that the alpha component of pregnancy-specific beta 1 glycoprotein (SP1) gives dose-response curves that are flatter than those of the beta component when assayed by radioimmunoassay of the competitive type, a collaborative study was carried out by 3 laboratories to examine whether radial immunodiffusion or rocket immunoelectrophoresis give similar result. Five sera from pregnant women at the 34-39th week of gestation with beta : alpha ratios of 0.8-4.7 were assayed by both the latter methods against either the IARC 78 610 reference preparation of the SP1 Behring standard. When preparations were assayed by rocket immunoelectrophoresis (two laboratories), the dose-response curves were parallel. When preparations were assayed by radial immunodiffusion (two laboratories), parallelism was observed (one laboratory) after the addition of polyethylene glycol, the presence of which is necessary to visualize immune precipitates in which alpha is involved. Discrepancies observed when methodologies such as competitive radioimmunoassay are used, in which there are limited amounts of antibodies, are explained, at least partially, but the fact that the beta component has a greater relative affinity for the antibody as higher concentrations of beta : alpha mixtures are assayed. However, when antibody is present in excess, as in radial immunodiffusion and rocket immunoelectrophoresis, no such difference in affinity seems to occur. more...