Curriculum dissemination in TAFE : a study of the educational change process in the Technical and Further Education sector in Western Australia

This research was concerned with identifying and finding solutions to serious dissemination problems existing in the curriculum change process in the Technical and Further Education (TAFE) sector in Western Australia. It explored the hypothesis that much of the frustration and inefficiency which occurs when TAFE courses are reviewed or upgraded can be eradicated by attention given to a well developed dissemination strategy.The research focused initially on four case studies of TAFE curriculum innovation and on the identification of the dissemination factors which the implementers believe affected them most. The difference between the ideal dissemination factors and the actual situation then was measured, and those considered most important in the dissemination process were identified. The findings then were brought together into a new dissemination strategy which was tested in the field with a newly accredited TAFE course.Three stages of research are reported. In the first stage, data for the case studies were collected through semi-structured interviews and then analysed to provide information for a questionnaire survey. The second stage, the survey, used a preferred and actual situation questionnaire, administered to 100 TAFE lecturers to gather measurable data on the factors affecting dissemination. Third, a dissemination strategy, consisting of tactics derived from the survey, the literature and from Curriculum Services staff, was put into place with the new Certificate of Horticultural Skills and its progress was observed and analysed as it affected the lecturers in the horticulture study area.The conclusions point to the importance of lecturer collaboration in the process of change and the need for TAFE administrators to employ a trained ‘change agent’ to encourage the development of teacher meaning and ownership. Shared development of teaching materials needs to be part of the change process. The existing ‘top-down’ mandated curriculum change process needs to exist alongside a ‘bottom-up’ involvement of lecturers, and change must be seen as a shared exercise between administrators and lecturers. It is recommended that the strategy evolved in this thesis be adopted for further TAFE curriculum projects and that it be evaluated and modified for universal application in the TAFE curriculum change process

Editorial 23(2): Special issue: Teaching and learning in higher education: Western Australia\u27s TL forum

The Teaching and Learning Forum series of annual conferences has been conducted since 1992 by the five universities in Perth, Western Australia, namely Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 22 years of TL Forums, it is timely to present this Special issue of Issues in Educational Research, for which the broad purpose is to advance fine examples of the TL Forum\u27s activities, selected from one of its categories, namely full papers accepted via a peer review process

Biochar-based fertilizer: Supercharging root membrane potential and biomass yield of rice

Biochar-based compound fertilizers (BCF) and amendments have proven to enhance crop yields and modify soil properties (pH, nutrients, organic matter, structure etc.) and are now in commercial production in China. While there is a good understanding of the changes in soil properties following biochar addition, the interactions within the rhizosphere remain largely unstudied, with benefits to yield observed beyond the changes in soil properties alone. We investigated the rhizosphere interactions following the addition of an activated wheat straw BCF at an application rates of 0.25% (g·g−1 soil), which could potentially explain the increase of plant biomass (by 67%), herbage N (by 40%) and P (by 46%) uptake in the rice plants grown in the BCF-treated soil, compared to the rice plants grown in the soil with conventional fertilizer alone. Examination of the roots revealed that micron and submicron-sized biochar were embedded in the plaque layer. BCF increased soil Eh by 85 mV and increased the potential difference between the rhizosphere soil and the root membrane by 65 mV. This increased potential difference lowered the free energy required for root nutrient accumulation, potentially explaining greater plant nutrient content and biomass. We also demonstrate an increased abundance of plant-growth promoting bacteria and fungi in the rhizosphere. We suggest that the redox properties of the biochar cause major changes in electron status of rhizosphere soils that drive the observed agronomic benefits

McBeath, Clare, ed., Case Studies in TAFE Curriculum . Perth, Australia: West Australian Social Science Education Consortium, 1990.

Reports research methods, curriculum design methods, and methods of developing curriculum materials in Australian Further Education settings

Editorial : surfing the waves of change in IIER's first 25 years

The author discusses the profound technological changes faced by the magazine in the 25 years of publication including number of articles published, the population of authors, and enhancement in bibliometrics

Enabling authentic cross-disciplinary learning through a scaffolded assignment in a blended environment

This paper reports on the development of a scaffolded learning assignment with blended components in a cross-disciplinary setting. The assignment has been developed in a sociocultural context, based on a Vygotskian approach and this paper details the design and development of the assignment. The five stages of the assignment have been carefully scaffolded and include elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and suggestions for further applications for the learning design of the assignment are suggested

Evolution of blended learning in a large enrolment subject : what was blended and why?

This paper outlines the model of blended learning which has evolved in a large enrolment undergraduate subject offered across multiple campuses. The pedagogical rationale, management and administrative imperatives, and student expectations which have informed the development of the model are discussed. The current design uses weekly online self directed learning activities supported by an online tutor, maintains weekly face-to-face lectures which are positively evaluated by students and well attended throughout the semester, and has reduced the number and changed the function of face-to-face tutorials. Student and teaching staff evaluations of the current blended learning model are included along with challenges for ongoing development

The importance of diversity and inclusion within the research supervision relationship: The views of research students and supervisors

AbstractIntroductionResearch supervisors are uniquely positioned to recognise student abilities and needs. This mixed methods study explores how research supervision can support counselling, psychotherapy and counselling psychology doctoral students in their development of new knowledge, with diversity‐related opportunities and challenges in mind.MethodsGuided by ‘dialectical pragmatism’, we used a semi‐qualitative online survey, Reflective Online Practitioner Survey (ROPS; McBeath, 2020), with closed and open questions disseminated across learning institutes in the UK, Europe and North America.ResultsThe survey received 105 responses, with 45 coming from research supervisors and 60 from research students. Only a minority considered their own research supervision team to be diverse, and two‐thirds of respondents did not see matters relating to diversity and inclusion receiving sufficient emphasis in published research.ConclusionsBoth our quantitative and qualitative data addressed unequal representations in terms of gender and sexuality, ethnicity and heritage, (dis‐)ability and social class—several referring to a ‘history of domination by white, cis, non‐disabled male perspectives’. Many described ‘diversity being left out of research’ with consequences on the capacity to meet clients' need in clinical practice. As one said: ‘we need to decolonise the training material by critically analysing and situating knowledge and calling out missing voices’. Another stated: ‘If the research we conduct and draw on as practitioners cannot actively reckon with oppression within…we risk furthering the violence that marginalised clients, practitioners, and researchers face’. Support and training of supervisors to address diversity and power in research from the start of supervision were argued as essential, with both the supervisory relationship and innovative epistemological angles to knowledge and ‘reality’ in the field of mental health in mind

Editorial - TL Forum 2015: Teaching and learning uncapped

The authors discuss the teaching and learning forum and the number of submissions to its staff from 2006-2015