Curiosity in the Reading Encounter, an Experimental Study of the Effect of Selected Questioning Procedures on Curiosity and on Reading Comprehension

The major purpose of the research was to determine whether the curiosity levels of children would be increased and whether gains would be made in children's reading comprehension when selected questioning procedures were used. The study was confined to teacher-directed instructional situations where children were engaged in reading acts. More specifically, answers were sought to the following questions: 1. Does the use of selected questioning procedures produce a significant increase in curiosity over the use of regular classroom procedures? 2. Does the use of selected questioning procedures produce a significant gain in reading comprehension over the use of regular classroom procedures

Farm Management in Australia: The Way Forward

This paper summarises the outcomes of a National Workshop in Farm Management, 5-6 December 2002, organised by the University of Sydney, Faculty of Rural Management, Orange. At this Workshop leading farmers, industry leaders, corporate representatives, academics, researchers and extension officers explored the future of farm management (education, research and consultancy) in Australia. Major outcomes were that farm management practice is proceeding informally to undertake decisions supporting socially and ecologically friendly, sustainable commercial production agriculture. However the risks of lack of integration, a reductionist approach to only on-farm practice, stagnation of academic programs to respond to leading edge industry initiatives, as well as ill-defined boundaries for farm management research were identified. The analysis indicated that formal educational models, research and extension-consultancy frameworks of an holistic nature, and a multiple bottom line perspective, were appropriate avenues for the future development of farm management practice and research. Workshop participants perceived that a farm management strand emphasising business management rather than technology could be a better educational model. Also there was an emphasis in highlighting the importance of linked development and partnership amongst the different players. The Workshop created the conditions for development of networks among industry, education and consultative research.Farm Management,

Supporting aboriginal knowledge and practice in health care: Lessons from a qualitative evaluation of the strong women, strong babies, strong culture program

BackgroundThe Strong Women, Strong Babies, Strong Culture Program (the Program) evolved from a recognition of the value of Aboriginal knowledge and practice in promoting maternal and child health (MCH) in remote communities of the Northern Territory (NT) of Australia. Commencing in 1993 it continues to operate today. In 2008, the NT Department of Health commissioned an evaluation to identify enabling factors and barriers to successful implementation of the Program, and to identify potential pathways for future development. In this paper we focus on the evaluation findings related specifically to the role of Aborignal cultural knowledge and practice within the Program.MethodsA qualitative evaluation utilised purposive sampling to maximise diversity in program history and Aboriginal culture. Semi-structured, in-depth interviews with 76 participants were recorded in their preferred language with a registered Interpreter when required. Thematic analysis of data was verified or modified through further discussions with participants and members of the evaluation team.ResultsAlthough the importance of Aboriginal knowledge and practice as a fundamental component of the Program is widely acknowledged, there has been considerable variation across time and location in the extent to which these cultural dimensions have been included in practice. Factors contributing to this variation are complex and relate to a number of broad themes including: location of control over Program activities; recognition and respect for Aboriginal knowledge and practice as a legitimate component of health care; working in partnership; communication within and beyond the Program; access to transport and working space; and governance and organisational support.ConclusionsWe suggest that inclusion of Aboriginal knowledge and practice as a fundamental component of the Program is key to its survival over more than twenty years despite serious challenges. Respect for the legitimacy of Aboriginal knowledge and practice within health care, a high level of community participation and control supported through effective governance and sufficient organisational commitment as well as competence in intercultural collaborative practice of health staff are critical requirements for realising the potential for cultural knowledge and practice to improve Aboriginal health outcomes

Does this Feel Empowering? Using Métissage to Explore the Effects of Critical Pedagogy

The extent to which critical pedagogy disrupts the relations of dominance inside postsecondary classrooms, or empowers students to take socially just action beyond the classroom has been debated and challenged for decades. Through the use of métissage, an interpretive inquiry method that affords collaborative interrogation of individual narrative writings, we five participants in the same critical pedagogy course conducted a post-course inquiry project in order to explore what we had learned through the course. Through this inquiry project, we have come to a deeper understanding of critical pedagogy praxis. Ultimately, what we learned through the use of this inquiry method maintains important implications for postsecondary educators

Understanding resources in later life: views and experiences of older people

This report explores how older people plan, use and value the resources available to them. Increasing life expectancy means that resources in later life have to be planned and managed over longer periods. Resources in this project include health, social contacts, community and neighbourhood resources, housing and transport, as well as money. The research explores access to these resources, their importance in older people’s lives, and how they interact. Different types of planning for retirement and the factors that infl uence plans and outcomes are described. People’s thoughts about, and plans for, the future are also explored. Finally, the implications of the fi ndings for government policy and for future research are refl ected on. A qualitative longitudinal approach was used, to interview a panel of 91 respondents aged 65 to 84 to investigate the consequences of changes in circumstances in later life. This report is based on the fi rst wave of interviews. It is of interest to policymakers, practitioners and academics involved in provision for people in later life

Mathematics Teacher Educators Using Self-Based Methodologies

Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more common choice of mathematics teacher educators (MTEs). This has opened new possibilities and challenges for early career MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018 and 2019, we respond to the need for creating a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we continue our focus on mentoring and scholarship on self-based methodologies. We invite English- and Spanish-speaking MTEs with research projects in any stage of preparation to join us in discussions meant to promote growth, sustainability, and continued insight into the use of self-based methodologies