River regulation and its influence on organic carbon dynamics, zooplankton community structure and the early life history of Murray cod in selected temperate floodplain rivers

The impacts of instream reservoirs on the origins, transformation and fate of organic resources in rivers are largely unknown. In this thesis I compare longitudinal patterns in organic carbon character and concentration (Chapter 3) and zooplankton community structure (Chapter 4) between a free-flowing and a flow regulated temperate floodplain river and investigate the influence of river regulation on carbon sources and abiotic factors supporting the growth of larval Maccullochella peelii, Murray cod (Chapter 5). Finally, these results are modelled in a conceptual framework (Chapter 6). Results demonstrate changes in character from fresh humic and microbial DOM above the reservoir, to hydrophilic DOM below the reservoir on the Broken River. Conversely, DOM showed gradual longitudinal change in the Ovens River and was dominated by fresh humic and microbial DOM and less degraded DOM (Chapter 3). Abundances of zooplankton were higher in benthic habitats than pelagic and increased longitudinally, though decreased below the reservoir on the Broken River. Both Benthic and pelagic communities responded significantly to temperature, discharge and DOM concentration. Additionally, Benthic communities responded to peak C:M and peak C:T fluorescence ratios. Inferred feeding methods of benthic zooplankton based on their response to fluorescence ratios found the Broken River proportionally greater in taxa feeding allochthonously than the Ovens River (Chapter 4). Murray cod growth rate was higher in free-flowing/lower regulation rivers than heavily regulated rivers and decreased from endogenous to exogenous feeding stages. Additionally, interaction between these factors was significant and growth rate increased with water temperature. Differences in δ13C and δ15N occurred between catchments and a trend for increasing terrestrial contributions to bulk carbon was found with increasing flow regulation (Chapter 5). Shifts seen towards degraded allochthonous carbon in flow regulated systems has affected the dynamic nature of biofilms, the continuity of zooplankton communities and potentially the feeding breadth and growth rates of drifting larval Murray Cod. As significant descriptors of these changes for many taxa, modelling temperature, discharge and organic carbon character as ‘abiotic waves’ through time may provide insights into the occurrence of optimal condition windows for these taxa across an annual river wave (Chapter 6)

Generalising levels of students' understandings about conductivity: A SOLO analysis

The framework for assessing student achievement in New South Wales is to be found in the Board of Studies' Assessment for Learning approach which rocognises a dual purpose for assessment. In addition to the accountability requirement, assessment can be used to enhance teaching and learning by determining whether or not current understandings are a suitable basis for future learning (NSW Board of Studies, 2007). In a teaching and learning context dominated by documenting student achievement in terms of outcomes, the interpretation and application of Band descriptors and descriptions of Levels of Achievement are becoming routine practices in schools. Band descriptors, for example, used at Years 10, 11 and 12 provide schools with generalized statements which can be used as guidelines to supplement internal evaluations of student performance. They also provide the holistic descriptions for external reporting and credentialing

A Developmental Framework for Assessing Concept Maps

This paper describes the application of a developmental assessment model to the analysis of concept maps prepared by students in upper primary, mid-secondary and senior years of schooling. The model, referred to as SOLO (Structure of the Observed Learning Outcome), provides a means for interpreting student responses within a framework of cognitive growth. A key feature of the model is its focus on the quality of a student response. Based on a discussion of key features of students' concept maps, descriptors are proposed from a SOLO perspective for increasingly complex concept maps

Narrowing the Gap with Concept Maps: From Documents to Doing

This paper presents an overview of some teacher professional development in mathematics and science. Primary, secondary and learning support teachers worked collaboratively using concept maps to present: sections of syllabuses; their own pedagogical content knowledge; and learning material to be used in the classroom. As part of the planning activity, teachers identified: appropriate teaching and learning sequences; essential background information for units of work; and potential problem areas that students might encounter. In addition, the use of concept maps as advance organisers provided a means for tracking student learning in the classroom. This paper therefore, picks up on the 'Narrowing the Gap' conference theme of collaboration between researchers and teachers in professional learning activities aimed at expanding the repertoire of strategies that can be used to address educational disadvantage. The 'gap' referred to relates to the separation that can exist between the intent of syllabus documents and classroom practice with its many (student) conceptions about the interpretation of learning tasks. 'Narrowing' the separation was undertaken by teachers as they managed, interpreted and planned material for classroom use. In this article, this 'narrowing' process is represented in three stages, each based on the preparation of concept maps

Concept Mapping and Moving Forward as a Community of Learners

This paper describes some examples of how a group of teachers came together as a community of learners to plan for the implementation of an innovative teaching and learning strategy. Concept mapping was the strategy and none of the teachers had prior experience in its classroom application. During a twelve-month project the teachers, who taught both primary and secondary students, completed professional development activities to become familiar with the technique. These included a variety of mapping tasks that enabled teachers to reflect on their practice and to share ideas before introducing the strategy as part of their teaching. A review of teachers' feedback indicated that the professional development activities undertaken provided quality support for the introduction of an innovative teaching and learning strategy

The Option of Selecting Higher-level Mathematics Courses: Transitional Tensions

Steady declines in the number of students taking higher-level mathematics courses have been evident across most States and Territories over the last decade. Rather than its potential for positive feedback, mathematics learning is perceived to be 'hard', repetitive and demanding of time. No wonder many students question their engagement. This paper draws on the perceptions of teachers and career professionals to focus on three important transitions that students make throughout schooling, and considers the influences on their decision-making

AITSL 21 - 015: Teaching Effectiveness Professional Learning Programs, Professional Learning Program 4: Data in the classroom

This scoping document for the Teaching Effectiveness Professional Learning Program 4 - Data in the Classroom (PLP 4) incorporates and responds to the Workshop feedback discussions provided during its development. This document represents an import refinement in the focus and direction articulated in the initial presentation in Workshop 1. This version charts the potential scope for PLP 4 that is consistent, much tighter and more pragmatic in terms of school and classroom emphasis.Two major occurrences have occurred following our meeting both centred about an aspect of driving change. The first was discussed explicitly in our meeting and documentation, and was related to the audience for the Modules. The second was about the purpose of the program and the related conceptual framework underpinning the program, which was discussed in our presentation, but the full implications were not explored

ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education

The concept of an international symposium on rural education arose from a meeting between members of the SiMERR National Centre, Australia and the NURI Teacher Education Innovation Centre (NURI-TEIC) at Kongju National University, Korea in 2007. Despite the very different national contexts, the teams were struck by the similarities of the challenges facing rural schools in the two countries, and curious about the degree to which these challenges were shared by other countries. At a subsequent meeting in Australia in December 2007, the two centre Directors - Professor John Pegg (SiMERR) and Professor Youn-Kee Im (NURI-TEIC) - agreed on a framework for the first International Symposium for Innovation in Rural Education (ISFIRE). This volume consists of the keynotes and refereed papers presented at ISFIRE 2009. The papers provide insights into rural education in Australia, Bhutan, Canada, Korea, Norway, South Africa and the United States along the following themes: 1. Promoting rural policy initiatives; 2. Nurturing the rural teacher experience; 3. Enhancing rural student experience and growth; 4. Optimising the curriculum; 5. Improving resources in rural schools; and 6. Addressing special issues in rural education

AITSL 20-278 National Evidence

This report provides updated evidence-based advice on the selection of evidence sets to include in National Evidence for use in Stage 1 jurisdictional/sectoral moderation processes. The updated advice follows input from the ACT Teacher Quality Institute on the results of the Certification Pilot (Pegg, McPhan, & Hardy, 2013). This report should be read in conjunction with Moderation Advice, which outlines a proposed moderation process than can be implemented within jurisdictions/sectors. The advice on moderation and National Evidence have been provided within a broader project (20-278). This report identifies evidence sets that would be appropriate for jurisdictions/sectors to utilise in assessing assessor accuracy at the beginning of the Stage 1 moderation process proposed in Moderation Advice. The evidence sets that have been reviewed have been sourced from both successful and unsuccessful Certification applications. Therefore, the range includes evidence sets that clearly meet Descriptors/Standards, are borderline or clearly do not meet Descriptors/Standards

AITSL 21 - 015: Teaching Effectiveness Professional Learning Programs, Professional Learning Program 1: Australian Professional Standards for Teachers (Teacher Standards)

This document presents the final scope and sequence program outline proposed for Professional Learning Program (PLP) 1, as well as advice and suggestions concerning participant eligibility, exit certificates, overarching learning design features, learning design at the module level, conceptual framework for adult learners' needs in online and blended learning (OBL), writing style, stakeholder engagement and piloting the program. The final scoping document incorporates revisions based on workshop discussions with, and written feedback from, the Australian Institute for Teaching and School Leadership (AITSL)