Nurses Alumni Association Bulletin, Fall 1983

Alumni Calendar Officers and Chairmen of Committees Message from the President Treasurer\u27s Report Nurses\u27 Relief Fund Archival Materials Scholarship Fund Baccalaureate Nursing at Jefferson From RN to BSN The People\u27s Republic of China Jefferson Hospital on the Move This Is The Way It Was 75 years ago Scholarships Granted from 1948 to 1983 Happy Birthday Fiftieth Anniversary TJU Announces Decade Fund Resume of Minutes of Alumni Association Meetings Committee Reports Social Report Scholarship Report Sick and Welfare Report Satellite Committee Report Agreement Report Martha Riland Reports Finance Committee Report Luncheon Pictures Class Notes In Memoriam, Names of Deceased Members The History of The Jefferson Cap Caps, Pins, Transcripts, Class Address Lists Change of Address Form Notice Alumni Luncheon Relief Fund Application Scholarship Fund Applicatio

Mothers as First Teachers: Exploring the Features of Motherchild Interactions That Support Young Aboriginal Children’s Multilingual Learning at Playgroup

For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading activities. Transcripts of mother-child book reading and play sessions and reflections of FaFT Family Liaison Officers are examined to explore the language interactions and the strategies used by mothers to support children’s multilingual learning. The data highlight the importance of early childhood teaching and learning that honours children’s linguistic and cultural resources and prioritises families’ aspirations for children’s multilingual language learning

Professional development as work-based, collective learning : a study of curriculum implementation and change

Thesis (M.Ed.)--Faculty of Education, University of Melbourne, 1998Change is now synonymous with education. Curriculum and school organisational reform currently infiltrate every aspect of school life, with teachers in many instances expected to take on myriad initiatives and school improvement proposals. This study, of curriculum change and implementation, was designed to gain insight into effective change processes and the learning opportunities provided to support teachers as significant curriculum reforms were introduced. The Early Literacy Research Project (ELRP) was used as vehicle for this study. Schools participating in the ELRP were to implement a comprehensive approach to literacy teaching and learning for students in the early years of schooling with the design of the project providing significant support for teaching teams as changes were introduced. A selective and focussed review of literature relating to the process of change in schools has been completed. This is discussed in relation to Matthew Mile's Triple I Model which outlines stages and factors in the change process. Particular emphasis has been given to literature which links teacher learning to the process of change, focussing on teacher collaboration and collective, work-embedded learning. The aim of the study was to monitor the process of change in ELRP schools and to identify the factors which supported teachers as they endeavoured to make significant and sustainable changes to their teaching programs. The study was seen as an opportunity to consider the relevance of the Triple I Model as a means of interpreting change in schools. A case study approach to the research task, using observations, interviews, document analysis and questionnaires, facilitated the monitoring of the process of curriculum implementation in ELRP schools. Throughout the study the intention was to record the 'teacher voice' during the change process to ensure the validity and authenticity of insights gained throughout this dissertation. The results indicated that change is far from a linear process. Stages and factors within the change process were seen to overlap and occur simultaneously as changes were implemented. The study highlighted the importance of specific change factors and in particular those which related to teacher learning and collaboration. It emphasised the key role personnel responsible for change can play when this role is well resourced and linked to the provision of work-based professional development. The study also promoted discussion in relation to placement of a number of factors within the change model. This led to the development of an adaptation of the Triple I Model. It is suggested that this revised model provides a conceptual frame which may be used to assist schools in planning, monitoring and explaining authentic school reform projects. i

Implementing English language teaching reforms through professional learning

In response to recent reforms to English language education in secondary schools in Iran, this study investigated how a small collaborative professional learning community prompted shifts in teachers’ practices. The study relied on Engeström’s professional learning intervention to examine the practices of three junior high school teachers. Through the analysis of teacher observations and interviews, the findings revealed that the teachers’ collaboration and engagement, and the time devoted to review and reflection on their teaching, encouraged minor changes in the teachers’ practices that aligned with the reform agenda. The study has implications for professional learning in Iran and similar contexts. It informs a need for a movement from top-down professional learning programs to more collaborative approaches to teacher education when the aim is to address reform-driven educational changes