Integration models for indigenous public health curricula     

Leanne Coombe  Vanessa Lee  Priscilla Robinson 《高等教育研究与发展》2017,36(4):645-659

All graduates of Master of Public Health (MPH) programmes in Australia are expected to achieve a core set of Indigenous public health competencies designed to train ‘judgement safe practitioners’. A curriculum framework document was developed alongside the competencies to assist programme providers to integrate appropriate Indigenous content, but it does not describe the intended integration model. A review of MPH programmes was undertaken to determine the extent of integration, identify examples of best practice and explore how integration can be improved. Data from the consolidated review findings were analysed using a staged approach. Several models of curricula integration were identified, building on known models, and definitions developed that differentiate features according to the extent of integration achieved. The model recommended in the literature as best practice, known to promote deep learning, was found in only one of the reviewed programmes. This combination model supports development of reflexive practitioners who can operate across different disciplines and ways of knowing. Enablers and barriers were explored to explain why some integration models were more commonly found. Implications for curriculum reform are outlined with strategies to assist implementation of a combined integration model, a necessary learning approach to enhance student cultural competence.  相似文献   

Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency     

Christopher A. Wolters  Marcia A. Barnes  Paulina A. Kulesz  Mary York  David J. Francis 《The Journal of educational research》2017,110(1):98-109

The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012 Zentall, S. S., &; Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. Learning Disability Quarterly, 35, 248–259. doi:10.1177/0731948712438556[Crossref], [Web of Science ®] , [Google Scholar]) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation.  相似文献   

Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers   总被引：1，自引：0，他引：1  

Jill Willis  Leanne Crosswell  Chad Morrison  Andrew Gibson  Mary Ryan 《Teachers and Teaching》2017,23(7):794-809

Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt patterns of ECT attrition may be found. This paper explores the online longitudinal reflections from two rural ECTs. Margaret Archer’s three dimensions of reflexivity were used to analyse what personal, structural and cultural resources were activated by ECTs as they discerned and deliberated the costs of being a rural ECT. The potential for school leaders and mentors to support rural ECTs through dialogic reflexivity, that is the opportunity to discern and deliberate priorities with others, is identified as a role that is significant for ECT support but not straightforward. Prompts for dialogic reflexivity are proposed.  相似文献   

Sexting and institutional discourses of child protection: The views of young people and providers of relationship and sex education     

Leanne York  Alison MacKenzie  Noel Purdy 《British Educational Research Journal》2021,47(6):1717-1734

This article focuses on discourses of child safety and protection of stakeholder organisations (SOs) and school pastoral care co-ordinators (PCCs) on educating young people about sexting. Individual semi-structured interviews were conducted with the representatives of four organisations who assist schools in the delivery of Relationships and Sexuality Education (RSE); and with three PCCs in three different types of secondary schools in Northern Ireland to ascertain how their school educates and responds to sexting. Focus groups were also conducted with 17 (10 girls and 7 boys) 16–17-year-olds to explore their views on sexting. The results of this study reveal that the predominant discourse in RSE is child safety and protection, and abstention from sexting. The three main groups (young people, SOs and PCCs) vary, however, in how they view sexting behaviour: the stakeholders are largely cautious and counsel against sending sexual pictures, while the young people regard it as normal behaviour. RSE provided by the schools is inadequate and unrealistic, and does not represent what actually goes on in young people’s sexual lives. Young people want to be consulted on the content of RSE lessons and resources; and RSE content should desist from telling them not to sext and enable them to explore appropriate relationship behaviours, including sexting. Teachers should feel confident in teaching such material and should have access to appropriate training.  相似文献   

‘Beating the Odds,’ and Making Their Way in University: The Case of Three Females of Immigrant Parents     

Carl E. James  Leanne Taylor 《Interchange》2008,39(2):221-244

This article explores the experiences, perceptions, and aspirations of three marginalized female university students. Their admission was facilitated by an access program designed to support the participation of young people who, while meeting entrance requirements, would otherwise not be able to attend university because of their social and financial circumstances. We explore how gender, race, and generational/ immigrant status function in the educational experiences of these students and how they negotiated the structural barriers that stood in the way of their educational aspirations. The stories of the three students reflect the complex relationship between their optimism, conviction, and sense of accomplishment, and their doubts, fears, and struggles as related to institutional demands and parental expectations. Aware of the opportunity structures that exist within the society, and seemingly committed to meritocratic ideals, they remain hopeful that those structures will facilitate them achieving the rewards they believe postsecondary education can make possible.  相似文献   

Models of interuniversity collaboration in higher education — How do their features act as barriers and enablers to sustainability?     

Coombe  Leanne 《Tertiary Education and Management》2015,21(4):328-348

Tertiary Education and Management - This study combines conceptual and empirical review of the literature around interuniversity collaborations to identify known models and applications, and...  相似文献   

Models of workplace training in North America: a review     

Kwong‐Leung Tang  Jacqueline Tak‐York Cheung 《International Journal of Lifelong Education》2013,32(4):256-265

The dominant workplace training model in North America is the behavioural approach which is well matched to the dominant concept of Taylorism in management. Nevertheless, this paradigm has been increasingly challenged by the worker‐centred model which is dissatisfied with the management‐centred tenet within the behavioural approach. Four factors can be attributed to the declining popularity of the behavioural model: social changes, new needs of capitalism, the importance of worker ownership, and attitudinal changes in mangement. Three emerging alternatives to the behavioural model are examined: action regulation theory, critical reflectivity perspective and ‘working‐class adult eduction’ approach. Though under strong challenge, the behavioural model is still influential.  相似文献   

Is tobacco use a problem among deaf college students?     

Berman BA  Bernaards C  Eckhardt EA  Kleiger HB  Maucere L  Streja L  Wong G  Barkin S  Bastani R 《American annals of the deaf》2006,151(4):441-451

College students' tobacco use poses a significant public health problem. Effective intervention requires understanding of this behavior among race/ethnic, cultural, and linguistic collegiate subgroups, including deaf and hard of hearing collegians. Findings from a first-ever tobacco-related survey among this understudied population are reported. The authors used written questionnaires and the Interactive Video Questionnaire, a multimedia computer technology developed for use with the deaf and hard of hearing, to interview 241 volunteers on seven California college campuses. They found lower self-reported current smoking prevalence (14.5%) relative to collegians in the general population, but considerable ever smoking (65.1%) and multiple types of tobacco use (37.3%). The authors report on factors associated with tobacco use and on students' exposure to cigarette marketing, gaps experienced in receipt of antitobacco messages and services, and students' antitobacco intervention recommendations. Limitations of the research are described, including possible underreporting of participants' tobacco use.  相似文献   

Eugene F. Provenzo,Jr., Arlene Brett, &; Gary N. McCloskey. Computers,curriculum, and cultural change: An introduction for teachers     

Sandra Leanne Bosacki 《Education and Information Technologies》2007,12(1):53-55

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Book reviews     

David Lake  Clive Whitehead  Leanne Dalley-Trim 《The Australian Educational Researcher》2007,34(1):105-113

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