Victorian Teacher Supply and Demand Report 2012 and 2013

This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from K to 12. This is the tenth in the series of such reports, the first of which was released in 2001. Unlike previous reports, this one includes a section on Early Childhood and has more extensive analysis of the future demand for teachers in the state

Staff in Australia\u27s schools 2010 : main report on the survey

The Staff in Australia’s Schools (SiAS) survey was commissioned by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) in April 2010. It was conducted by the Australian Council for Educational Research (ACER) from August to December 2010. The survey is intended to provide a detailed picture of the Australian teacher workforce, and to gather information to assist in future planning of the workforce. It is also designed to provide comparative and updated data following on from the first SiAS survey conducted in 2006-07. The work was supported by an Advisory Committee2 that included representatives from DEEWR, government education authorities from all states and territories, the National Catholic Education Commission (NCEC), the Independent Schools Council of Australia (ISCA), the Australian Bureau of Statistics (ABS), and the following national associations: Australian Council of Deans of Education (ACDE) Australian Education Union (AEU) Association of Heads of Independent Schools of Australia (AHISA) Australian Primary Principals Association (APPA) Australian Secondary Principals Association (ASPA) Catholic Secondary Principals Australia (CaSPA) Independent Education Union of Australia (IEUA

Reporting and Comparing School Performances

This report provides advice on the collection and reporting of information about the performances of Australian schools. The focus is on the collection of nationally comparable data. Two purposes are envisaged: use by education authorities and governments to monitor school performances and, in particular, to identify schools that are performing unusually well or unusually poorly given their circumstances; and use by parents/caregivers and the public to make informed judgements about, and meaningful comparisons of, schools and their offerings. Our advice is based on a review of recent Australian and international research and experience in reporting on the performances of schools. This is an area of educational practice in which there have been many recent developments, much debate and a growing body of relevant research

Best Practice Teacher Education Programs and Australia’s Own Programs

This report was prepared by the Australian Council for Educational Research (ACER) to support the work of the Teacher Education Ministerial Advisory Group (TEMAG). ACER was requested to undertake evidence-based research and benchmarking of world’s best practice teacher education programs against Australia’s own programs, which included: (a) identifying best practice principles for the design, delivery and assessment of teacher education programs; and (b) articulating the features of teacher education programs that most effectively support successful transition to effective practice

CogState computerized memory tests in patients with brain metastases: Secondary endpoint results of NRG oncology RTOG 0933

Whole brain radiotherapy (WBRT) is associated with memory dysfunction. As part of NRG Oncology RTOG 0933, a phase II study of WBRT for brain metastases that conformally avoided the hippocampal stem cell compartment (HA-WBRT), memory was assessed pre-and post-HA-WBRT using both traditional and computerized memory tests. We examined whether the computerized tests yielded similar findings and might serve as possible alternatives for assessment of memory in multi-institution clinical trials. Adult patients with brain metastases received HA-WBRT to 30 Gy in ten fractions and completed Hopkins Verbal Learning Test-Revised (HVLT-R), CogState International Shopping List Test (ISLT) and One Card Learning Test (OCLT), at baseline, 2 and 4 months. Tests’ completion rates were 52–53% at 2 months and 34–42% at 4 months. All baseline correlations between HVLT-R and CogState tests were significant (p B 0.003). At baseline, both CogState tests and one component of HVLT-R differentiated those who were alive at 6 months and those who had died (p B 0.01). At 4 months, mean relative decline was 7.0% for HVLT-R Delayed Recall and 18.0% for ISLT Delayed Recall. OCLT showed an 8.0% increase. A reliable change index found no significant changes from baseline to 2 and 4 months for ISLT Delayed Recall (z =-0.40, p = 0.34; z =-0.68, p = 0.25) or OCLT (z = 0.15, p = 0.56; z = 0.41, p = 0.66). Study findings support the possibility that hippocampal avoidance may be associated with preservation of memory test performance, and that these computerized tests also may be useful and valid memory assessments in multi-institution adult brain tumor trials

'It's Just More Acceptable to Be White or Mixed Race and Gay Than Black and Gay': The Perceptions and Experiences of Homophobia in St. Lucia

Lesbian, gay and bisexual (LGB) individuals come from diverse cultural groups with differing ethnic and racial identities. However, most research on LGB people uses white western samples and studies of Afro-Caribbean diaspora often use Jamaican samples. Thus, the complexity of Afro-Caribbean LGB peoples’ experiences of homophobia is largely unknown. The authors’ analyses explore experiences of homophobia among LGB people in St. Lucia. Findings indicate issues of skin-shade orientated tolerance, regionalized disparities in levels of tolerance towards LGB people and regionalized passing (regionalized sexual identity shifting). Finally, the authors’ findings indicate that skin shade identities and regional location influence the psychological health outcomes of homophobia experienced by LGB people in St. Lucia

Multiple novel prostate cancer susceptibility signals identified by fine-mapping of known risk loci among Europeans

Genome-wide association studies (GWAS) have identified numerous common prostate cancer (PrCa) susceptibility loci. We have fine-mapped 64 GWAS regions known at the conclusion of the iCOGS study using large-scale genotyping and imputation in 25 723 PrCa cases and 26 274 controls of European ancestry. We detected evidence for multiple independent signals at 16 regions, 12 of which contained additional newly identified significant associations. A single signal comprising a spectrum of correlated variation was observed at 39 regions; 35 of which are now described by a novel more significantly associated lead SNP, while the originally reported variant remained as the lead SNP only in 4 regions. We also confirmed two association signals in Europeans that had been previously reported only in East-Asian GWAS. Based on statistical evidence and linkage disequilibrium (LD) structure, we have curated and narrowed down the list of the most likely candidate causal variants for each region. Functional annotation using data from ENCODE filtered for PrCa cell lines and eQTL analysis demonstrated significant enrichment for overlap with bio-features within this set. By incorporating the novel risk variants identified here alongside the refined data for existing association signals, we estimate that these loci now explain ∼38.9% of the familial relative risk of PrCa, an 8.9% improvement over the previously reported GWAS tag SNPs. This suggests that a significant fraction of the heritability of PrCa may have been hidden during the discovery phase of GWAS, in particular due to the presence of multiple independent signals within the same regio

'I'm not going to tell you cos you need to think about this': A conversation analysis study of managing advice resistance and supporting autonomy in undergraduate supervision

This is an accepted manuscript of an article published by Springer in Postdigital Science and Education, available online at: https://doi.org/10.1007/s42438-020-00194-5 The accepted version of the publication may differ from the final published version.This article firstly, critically analyses a face-to-face supervision meeting between an undergraduate and a supervisor, exploring how the supervisor handles the twin strategies of fostering autonomy while managing resistance to advice. Conversation Analysis is used as both a theory and a method, with a focus on the use of accounts to support or resist advice. The main contribution is the demonstration of how both the supervisor and student are jointly responsible for the negotiation of advice, which is recycled and calibrated in response to the student’s resistance. The supervisor defuses complaints by normalising them, and moving his student on to practical solutions, often with humour. He lists his student’s achievements as the foundation on which she can assert agency and build the actions he recommends. Supervisor-student relationships are investigated through the lens of the affective dimensions of learning, to explore how caring or empathy may serve to reduce resistance and make advice more palatable. By juxtaposing physically present supervision with digitally-mediated encounters, while acknowledging their mutual entanglement, the postdigital debate is furthered. In the context of Covid-19, and rapid decisions by universities to bring in digital platforms to capture student-teacher interactions, the analysis presented is in itself an act of resistance against the technical control systems of the academy and algorithmic capitalism

The Case Against League Tables

Glenn Rowley explains why nationally comparable data about school performances should be reported to the public, but should not be used to create league tables

Data-driven school improvement through the VCE data service

As the holder of student achievement data spanning three sectors and four levels, the Victorian Curriculum and Assessment Authority (VCAA) has a responsibility to provide these data to schools in ways that enable school staff to use them effectively and easily. With the discontinuation of the publication of school achievement indices, the VCAA was forced to confront a range of issues surrounding the question of which data belonged to the student, which was the property of the school, and which belonged to the general public. In 2002, a new balance was struck. A key component in this balance was the introduction of the VCE Data Service. The VCE Data Service is an online service that connects schools to the entire VCE data set going back to 1998, and provides them with the capacity to generate a range of analyses related to their own school, and how its results compare to those of other schools in the State, schools in the same sector (government, Catholic and Independent), and to schools in its Like School Group