Arts education partnerships in Australia: spaces and places for teaching and learning

The arts over the centuries have continued to pervade, direct and define our societies. In Australia, they are seen as an important and influential mechanism of pedagogies. In arts education students explore and express their identity and build understanding of their worlds through learning by doing and social interaction. This long-established position is endorsed by contemporary arts education pedagogies that encourage students to look, listen, learn, think, and work as artists in new places and spaces. The forthcoming Australian Curriculum: The Arts (dance, drama, media arts, music, and visual arts) will require consideration of the students’ own cultures and the cultures of their communities, region, and the wider world. Interaction between the students and the wider arts community are central to this approach. Using narrative inquiry, reflective practice, and document analysis as our methodologies, we describe ways of seeing, knowing, and learning between artists, students, schools, education authorities, and universities in the Australian state of Victoria. The authors contend that collaborative partnerships take many forms and provide opportunities for exploration of pedagogies that foster strong relationships between arts education and the arts industry

An evaluation of in-patient respite care at St. Vincent de Paul Residence

Aim: To identify the multi-dimensional characteristics and need for inter-disciplinary input associated with in-patient respite care. Methods: During the period January-December 2007, 91 in-patient respite users, aged ≥60 years, were assessed on admission for respite care at St. Vincent de Paule Residence. Assessment instruments used included the Barthel Index, the Mini-Mental State Examination, a Caregiver Strain Index, the Functional Oral Intake Scale and the Communicative Effectiveness Index. Findings: Of the study group (n=91), 65% of respite users were found to be suffering from moderate to severe dementia (Mini-Mental State Examination score 0-20). High dependency on the Barthel Index (0-7/20) was found in 52% of cases whilst 45% had low dependency (13-20/20). Carer strain was reported in 60% of care-givers (carers). Interdisciplinary input requirements in the group studied included nursing in 85%, dental (83%), speech language pathology (70%), physiotherapy (39%), occupational therapy (38%), medical (33%) and social worker assistance (24%). Conclusion: Elderly respite users are a mixed group with multiple and diverse needs. In their own homes, these care needs are principally met by informal helpers who are frequently under stress. The expansion of in-patient respite services will reinforce the informal community care network and will help avoid or postpone long-term institutionalisation.peer-reviewedpeer-reviewe

Acute kidney injury pathology and pathophysiology: A retrospective review

Acute kidney injury (AKI) is the clinical term used for decline or loss of renal function. It is associated with chronic kidney disease (CKD) and high morbidity and mortality. However, not all causes of AKI lead to severe consequences and some are reversible. The underlying pathology can be a guide for treatment and assessment of prognosis. The Kidney Disease: Improving Global Outcomes guidelines recommend that the cause of AKI should be identified if possible. Renal biopsy can distinguish specific AKI entities and assist in patient management. This review aims to show the pathology of AKI, including glomerular and tubular diseases

Vol. 8, No. 3

Contents: Public Sector Arbitration Decisions Related to Substance Abuse Discharge, by Helen Elkiss, Joseph P. Yaney Recent Developments, by the Student Editorial Board Further References, compiled by Margaret A. Chaplanhttps://scholarship.kentlaw.iit.edu/iperr/1009/thumbnail.jp

The construction of a survey test in literature for grades four, five and six

Thesis (Ed.M.)--Boston Universit

A Correspondence Analysis of Child-Care Students' and Medical Students' Knowledge about Teaching and Learning

This paper describes the application of correspondence analysis to transcripts gathered from focused interviews about teaching and learning held with a small sample of child-care students, medical students and the students' teachers. Seven dimensions emerged from the analysis, suggesting that the knowledge that underlies students' learning intentions and actions is multi-dimensional and transactive. It is proposed that the multivariate, multidimensional, discovery approach of the correspondence analysis technique has considerable potential for data analysis in the social sciences. [Author abstract

Changes in Students' Cognitive and Metacognitive Strategy Use over Five Years of Secondary Schooling

This chapter appears in 'Transforming the Future of Learning with Educational Research' edited by Helen Askell-Williams. Copyright 2015, IGI Global, www.igi-global.com. Posted by permission of the publisher.As students progress through school, we expect that their knowledge about the various subject matters, such as biology or maths, becomes more extensive, well structured, and readily available for application in diverse contexts. This chapter reports the authors’ enquiry about whether students’ cognitive and metacognitive knowledge and strategies do grow during secondary school. Questionnaires were administered to students in three South Australian secondary schools in each of five consecutive years. Hierarchical linear modelling was used to investigate changes in students’ responses over time. Results showed little change in students’ reports of their cognitive and metacognitive strategy use. The disappointing growth trajectories suggest that cognitive and metacognitive strategies for learning are not subject to the explicit teaching and evaluation processes applied to other school subjects. Questions are raised about whether schools and teachers value and recognise the importance of cognitive and metacognitive strategies for good quality learning across subject domains

Identifying quality in teacher-education students' models of self-regulation processes in learning: A case study

Published version of the paper reproduced here with permission from the publishe

Framing the features of good quality knowledge for teachers and students

Article reproduced here with permission from the publisher.In this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students’ knowledge of how to act, during teaching-learning transactions, in order to generate good quality knowledge representations. There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students’ and teachers’ knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations