'To educate you to be smart': disaffected students and the purpose of school in the (not so clever) 'lucky country'

This paper contributes to conversations about school, post-compulsory and further education policy by reporting findings from a three-year study with disaffected students who have been referred to special “behaviour” schools. Contrary to popular opinion, our research finds that these “ignorant yobs” (Tomlinson, 2012) do value education and know what it is for. They also have aspirations for a secure, productive and fulfilled life, although it may not involve university level study. Importantly, we found that students who responded negatively with regard to the importance of schooling tended to envision future lives and occupations for which they believed school knowledge was unnecessary. The implications of this research for school, post-compulsory and further education policy are discussed

Prevalence, Predictors and Sources of Information Regarding Neuromyths in an Australian Cohort of Preservice Teachers

The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, school staff, and popular media. Recommendations for teacher education are presented

What drives quality physical education? : a systematic review and meta-analysis of learning and development effects from physical education-based interventions

Objective: To determine the effects of learning interventions aimed at optimizing the quality of physical education (PE) on psychomotor, cognitive, affective and social learning outcomes in children and adolescents. Design: A systematic review and meta-analysis. Data Sources: After searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021. Eligibility Criteria for Selecting Studies: We included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning domains in youth at school (aged 5-18 years). Results: One hundred and thirty five (135) studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium (Cohen's d = 0.32, 95% confidence interval [CI] (0.27-0.37). When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40 (CI = 0.34-0.46). Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes (d = 0.52) followed by affective (d = 0.47), social (d = 0.32), and cognitive (d = 0.17) learning outcomes. A minority (< 10%) of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development. Conclusion: The interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered

Intelligent hydrogel design: Towards more performing hydrogel processing

Despite their highly attractive properties, 3D printing of hydrogel materials can be rather challenging. Herein, we present a novel hydrogel material that can be easily processed into three-dimensional scaffolds using different 3D printing technologies. An acrylate-terminated, urethane-based PEG was prepared by reacting PEG 2000 with isophorone diisocyanate (IPDI) and monoacrylated PEG (336 g/mol) in a 1:2:2 molar ratio (WO 2017/005613 A1). For melt 3D-printing, pure polymer was used (Tm 38°C). For bioprinting, a 50 wt% solution with 3 wt% Laponite was used. Please click Additional Files below to see the full abstract

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

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

Diagnosis and management of venereal campylobacteriosis in beef cattle

BACKGROUND: Bovine venereal campylobacteriosis is caused by Campylobacter fetus subsp. venerealis and its glycerine-tolerant variant Campylobacter fetus subsp. venerealis biovars intermedius. The disease can be economically important when present in cattle herds, causing poor reproductive performance, embryo mortality and abortion. Sensitive and specific diagnostic tests are required in the diagnosis of infection and to inform and monitor disease control. Current tests include bacterial culture and fluorescent antibody testing of preputial sheath washings and an enzyme-linked immunosorbent assay and an agglutination test on vaginal mucus, although the predictive values of these tests can be inadequate in field investigations. Artificial insemination is often considered as a simple control method for bovine venereal campylobacteriosis, but is impractical for many beef suckler herds where breeding takes place at pasture. Commercial vaccines are unavailable in the UK, while the efficacy of autogenous vaccines using a bacterial isolate from infected animals on a specific farm is at best unproven. Hence, for some infected herds, the development of an alternative control strategy based on segregation of potentially infected and uninfected animals in combination with culling or treatment would be desirable. This approach requires meticulous records and herd health management. CASE PRESENTATION: In this paper we highlight difficulties in diagnosing bovine venereal campylobacteriosis and demonstrate the benefits of good record keeping when investigating poor reproductive performance in a beef suckler herd and establishing a herd-specific approach to bio-containment of the infectious cause. CONCLUSIONS: Bovine venereal campylobacteriosis is an economically important disease that should be considered in investigations of suckler herd subfertility problems. Control of the disease based on segregation of potentially infected and uninfected animals in combination with extensive culling can be achieved without the use of artificial insemination or vaccination, but requires meticulous records and strict adherence to herd biosecurity practices

The awareness and explication of disciplinarity across four senior-secondary subject areas

This paper issues a challenge to the notion of domain-general teaching and learning, positing that different subject areas require distinct approaches to developing student knowledge and understanding. The aim has been to observe and compare awareness and explication of disciplinarity in four senior secondary school subjects: Biology, History, Music and Physics. Specifically, we were interested in: (1) teachers’ concepts of what it means to ‘know the discipline’, to ‘think like a disciplinary expert’ and to ‘teach and learn the discipline’; and (2) how teachers draw these concepts together to build student knowledge in the classroom. The research informs educational practice and policy, in particular curricular initiatives involving interdisciplinary curricula

The minority report: Disproportionate representation in Australia's largest education system

The overrepresentation of students from minority ethnic groups in separate special education settings has been extensively documented in North America, yet little research exists for Australian school systems. To address this gap, we systematically analyzed 13 years of enrolment data from the state of New South Wales. Stark differences are seen in patterns of enrolment between Indigenous students, students from a Language Background Other than English (LBOTE), and non-Indigenous English speaking students. Moreover, these differences are increasing. While enrollments of Indigenous students in separate settings increased faster across time than did enrollments of Indigenous students in mainstream, enrollments of LBOTE students in mainstream increased faster than did enrollments of LBOTE students in separate settings

Recasting lecture material using podcasts : an educational psychology case study

The aim of the current study was to investigate the characteristics of effective podcasting in an educational psychology class. Given the practical context in which the investigation was embedded, an action research approach was used. In Cycle One, a How To procedural lecture was recast as a series of 37-min podcasts. Students surveys demonstrated that the podcasts led to enhanced enjoyment and understanding of the assignment procedures being scaffolded. In Cycle Two, a traditional live lecture was withdrawn from the curriculum. Instead, students were required to access the lecture podcast that had been recorded using iLecture 1 year earlier. Students rated the podcast less favorably than they did podcasts for topics in which a live lecture was also available. To investigate these somewhat discrepant findings, a participatory approach was used in Cycle Three. A student focus group identified two key factors driving their perceptions of podcasts: the provision of choice and the lecturer’s intent. Students felt disengaged when they perceived that no effort had gone into the preparation of the lecture. In contrast, they were engaged when they perceived that sufficient scaffolding and support had been provided. Together, the findings suggest that supplementary podcasts are an effective tool for facilitating student learning. When podcasts are used as the primary method of instruction, however, efforts must be made to address students’ perceptions of lecturer intent.19 page(s