Your success is our goal: An intervention for failing students

More diversity is now shown in students gaining admission into universities, many who are ill-equipped for first-year studies and assessment writing. This can result in a failing grade for some, which can impact their success and progression. This study contributes to the student success literature by reporting on the six-step one-on-one targeted intervention strategy devised to support the 33 out of 500 students who were unsuccessful in their first university assessment and its resubmission. The study also details the theoretical framework that underpinned the subject—Carol Dweck’s growth mindset, Mezirow’s transformative learning theory, and the maxim “Your success is our goal”! The study determined that: i) the intervention was successful for the 33 students who each passed the assessment; ii) a pre- and post-intervention writing skills assessment showed an improvement of +0.67 to give an average of 3.48, where 3 is a pass, and iii) at interview, students (76.9%) reported their improved writing abilities and that the intervention support was helpful. The study concluded that failing students can be successful when they are encouraged to use a growth mindset and individually supported to develop their writing skills

Uplifting leadership for real school improvement—The North Coast Initiative for School Improvement: An Australian telling of a Canadian story

This paper reports on a preliminary Australian adoption and adaptation, in the North Coast region of New South Wales, Australia, of the Townsend and Adams’ model of leadership growth for school improvement in Alberta. The Australian adaptation of this Alberta model has been named the North Coast Initiative for School Improvement (NCISI). The participants comprise nine university academics and almost one hundred regional school leaders. Leadership is developed through continuing and regular collaborative-inquiry and generative-dialogue meetings between the academics and school leaders. The aim is to improve school leadership with the primary purpose of improving student outcomes. Provisional evaluation records significant positive changes in school leadership across the region. Convergence and divergence of the Australian and Canadian models are explored. The Australian adaptation requires some modification to suit local education processes and context. In particular, there has been the development of some divergence in approaches, especially in working in individual schools or clusters of schools. While the program has only been running for a comparatively short time, and therefore formal program evaluation is only commencing, preliminary evidence suggests significant traction and success in the Australian context. The paper concludes with some tentative implications for the future development of this model in the Australian context: how can the model be conceptualised and delivered to a wider audience in the years ahead.Cet article porte sur l’adoption et l’adaptation préliminaire du modèle de Townsend et Adam sur le développement du leadership pour l’amélioration des écoles en Alberta. Ce modèle albertain a été mis en œuvre dans la région de la côte nord de la Nouvelle-Galles du Sud en Australie et nommé North Coast Initiative for School Improvement (NCISI). Les participants comptent neuf universitaires et presque cent dirigeants d’écoles régionales. Des réunions continues et régulières, reposant sur la recherche collaborative et le dialogue génératif, ont lieu entre les universitaires et les dirigeants d’école pour avancer le développement du leadership. L’objectif d’améliorer le leadership scolaire vise principalement le rehaussement du rendement des élèves. Les résultats provisoires de l’évaluation révèlent des changements positifs significatifs dans la direction des écoles de toute la région. Nous explorons les points de convergence et de divergence des modèles australien et canadien. L’adaptation australienne nécessite certaines modifications de sorte à convenir aux procédés et au contexte éducatif locaux. Plus particulièrement, une certaine divergence s’est développée dans les approches, notamment quant au travail dans les écoles particulières ou dans les groupements d’écoles. Le programme étant en œuvre depuis une période relativement courte, l’évaluation formelle en est à ses débuts, mais les résultats préliminaires portent à croire qu’il gagne du terrain et connait un succès dans le contexte australien. L’article conclut en présentant des retombées préliminaires pour le développement à l’avenir de ce modèle en Australie, notamment par rapport à sa conceptualisation et sa prestation à un plus grand public

Developing a new generation MOOC (ngMOOC): a design-based implementation research project with cognitive architecture and student feedback in mind

This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based

Controversial issues in the management of older adults with early breast cancer

It is well recognized that the incidence of breast cancer increases significantly with age. Despite this, older people remain under-represented in many clinical trials and their management relies on extrapolation of data from younger patients. Providing an aggressive intervention can be challenging, particularly in less fit older patients where a conservative approach is commonly perceived to be more appropriate. The optimal management of this population is unknown and treatment decision should be personalized. This review article will discuss several controversial issues in managing older adults with early breast cancer in a multidisciplinary setting, including the role of surgical treatment of the axilla in clinically node negative disease, radiotherapy after breast conservation surgery in low-risk tumours, personalizing adjuvant systemic therapy, and geriatric assessments in breast cancer treatment decisions

Validation of the prognostic performance of Breast Cancer Index (BCI) in hormone receptor-positive (HR+) postmenopausal breast cancer patients in the TEAM trial

Purpose: Early-stage HR+ breast cancer patients face a prolonged risk of recurrence even after adjuvant endocrine therapy. The Breast Cancer Index (BCI) is significantly prognostic for overall (0-10 years) and late (5-10 years) distant recurrence risk (DR) in N0 and N1 patients. Here, BCI prognostic performance was evaluated in HR+ postmenopausal women from the TEAM trial.Experimental Design: 3544 patients were included in the analysis (N=1519 N0, N=2025 N+). BCI risk groups were calculated using pre-specified cut-points. Kaplan-Meier analyses and logranktests were used to assess the prognostic significance of BCI risk groups based on DR. Hazard ratios (HR) and confidence intervals (CI) were calculated using Cox models with and without clinical covariates.Results: For overall 10-year DR, BCI was significantly prognostic in N0 (N=1196) and N1 (N=1234) patients who did not receive prior chemotherapy (p<0.001). In patients who were DRfree for 5 years, 10-year late DR rates for low- and high-risk groups were 5.4% and 9.3% (N0 cohort, N=1285) and 4.8% and 12.2% (N1 cohort, N=1625) with multivariate HRs of 2.25 (95% CI: 1.30-3.88; p=0.004) and 2.67 (95% CI: 1.53-4.63; p=<0.001), respectively. Late DR performance was substantially improved using previously optimized cut-points, identifying BCIlow-risk groups with even lower 10-year late DR rates of 3.8% and 2.7% in N0 and N1 patients, respectively.Conclusions: The TEAM trial represents the largest prognostic validation study for BCI to date and provides a more representative assessment of late DR risk to guide individualized treatment decision-making for HR+ early-stage breast cancer patients