2018 Australian TALIS-PISA Link Report

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students

Snapshots issue 3: Equity and effectiveness

A key message from the most recent OECD PISA report released by ACER in December 2013 is that high-performing countries tend to allocate resources more equitably across socioeconomically advantaged and disadvantaged schools. This issue of Snapshots looks to the data from the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS), to examine whether this is the case for Australia

A Teacher\u27s Guide to PISA Mathematical Literacy

This report focuses on mathematical literacy and is one of a series of three reports on Australian students\u27 performance in PISA. The report provides an overview of the PISA mathematics framework and Australia\u27s results in the PISA 2003 international assessment. Also included are mathematics items released for public viewing after the PISA 2003 assessment and examples of responses, marking guides and comparisons of results with other countries. The context behind achievement, e.g. attitudes, engagement and learning strategies, is also presented

Manga Readers in Auckland's Graphic Novel Cafe

Japanese graphic novels, known as manga, are now filtering into library collections. However, librarians know very little about adults who read manga and their reasons for choosing this type of reading material. By learning more about such audiences and their reading habits, collection development librarians will be in a better position to build up their collections and target their services more precisely. This study was delimited by location to New Zealand's only cafe dedicated to English-language manga, the Graphic Novel Cafe. It adopted a qualitative approach, and purposive sampling was employed to select an array of readers, who were interviewed about their manga-reading experiences. The findings indicate considerable potential for manga to attract a variety of patrons. They include the fact that manga reading can be a social activity, and is often entwined with related interests such as anime. Some of the special considerations for incorporating manga into a library collection are type, artwork and serialisation. This study fills a gap in the scholarly literature on the New Zealand context, and also highlights areas for future research to expand upon

Interviewing forensic mental health patients who have a history of aggression: considerations and suggestions

This paper discusses issues arising when interviewing men and women in forensic mental health services, noting that many patients in these settings have significant histories of aggression or violence. The differences between interviews conducted for assessment purposes and those that are conducted as part of treatment are noted. We identify some important considerations for interviewers. These relate to characteristics of the client, characteristics of the interviewer, and features of the mental health setting that might impact on the interview. Some practical recommendations are offered to assist forensic mental health practitioners who conduct both types of interview

Highlights from PIRLS 2016: Australia\u27s perspective

The Progress in International Reading Literacy Study (PIRLS) is an international study of reading literacy directed by the IEA (International Association for the Evaluation of Educational Achievement). In Australia, PIRLS is implemented by the Australian Council for Educational Research (ACER), which is Australia’s representative to the IEA. In Australia, PIRLS is part of the National Assessment Program. PIRLS has been conducted internationally at Year 4 on a five-year cycle since 2001, however, Australia participated for the first time in 2011. The main goal of PIRLS is to assist countries to monitor and evaluate their teaching of reading across time. Year 4 students are the focus of the PIRLS assessment because they are usually at a key transition point in their schooling, during which they move from learning how to read, to reading in order to learn. PIRLS aims to inform policies and practice while there still is an opportunity to improve students’ performance in reading. Reading literacy is one of the most important abilities students acquire as they progress through their early school years. PIRLS defines reading literacy as ‘the ability to understand and use those written language forms required by society and/or valued by the individual’. PIRLS focuses on three aspects of students’ reading literacy: purposes for reading, processes of comprehension, and reading behaviours and attitudes. This highlights report presents selected findings from the full report \u27Reporting Australia\u27s results PIRLS 2016\u27

Progress in Reading Literacy Study: Australia’s results from PIRLS 2021

Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school. To inform educational policy in the participating countries, alongside the assessment of reading literacy, PIRLS also routinely collects extensive background information that addresses concerns about the quantity, quality and content of instruction. This background information is collected through a series of questionnaires for students, teachers, principals and curriculum specialists

Global Kidney Exchange: Analysis and Background Papers from the Perspective of Medical Anthropology

Global Kidney Exchange (GKE) is a program aimed at facilitating trans-national kidney donation. Although its proponents aim at reducing the unmet demand of kidneys in the United States through the trans-nationalization of kidney exchange programs, the World Health Organization (WHO) and The Transplantation Society (TTS) have expressed concerns about its potential effect on black markets of organs and transnational organ trafficking, as well as on low- or middle-income countries health systems. For GKE to be implemented, it would need to be permitted to operate in at least some low- or middle-income countries. Should a low- or middle-income country allow GKE’s implementation? With the aim of answering this question, the eighteen University of Denver students in the Medical Anthropology course I [Alejandro Cerón] taught in autumn 2017, identified and researched the different aspects that would affect this issue, and delved in a holistic analysis we present in this report. Based on our analysis, health authorities in low- or middle-income countries faced with decisions about GKE need to consider the following aspects: the country’s current and projected needs related to kidney transplant, as well as the capacity for addressing those needs; the country’s current situation related to organ trafficking, transplant tourism and black markets of organs; the current and projected legislation related to both organ donation and human trafficking; the prevailing ethical considerations that inform the practice of all professionals related to organ transplant in the country; analyze end-stage renal failure as a preventable disease needing public health measures; and the sociocultural aspects that surround organ donation in the country. We consider that the concrete configuration of these aspects would influence the effects of implementing GKE. Additionally, we identified some issues of concern that are beyond the level of influence of local authorities: the unmet demand of kidneys in high-income countries is a reality that incentivizes organ trade and transplant tourism, and this is a problem in need of solutions; transnational organ trafficking as well as human trafficking with the purpose of organ donation are problems that need more visibility; for a global exchange of organs to be implemented, it would need to rely on supranational or transnational regulation and oversight; and the global epidemic of chronic kidney disease needs to be addressed through a public health perspective that emphasizes prevention

Unpacking the behavioural components and delivery features of early childhood obesity prevention interventions in the TOPCHILD Collaboration: a systematic review and intervention coding protocol.

INTRODUCTION: Little is known about how early (eg, commencing antenatally or in the first 12 months after birth) obesity prevention interventions seek to change behaviour and which components are or are not effective. This study aims to (1) characterise early obesity prevention interventions in terms of target behaviours, delivery features and behaviour change techniques (BCTs), (2) explore similarities and differences in BCTs used to target behaviours and (3) explore effectiveness of intervention components in preventing childhood obesity. METHODS AND ANALYSIS: Annual comprehensive systematic searches will be performed in Epub Ahead of Print/MEDLINE, Embase, Cochrane (CENTRAL), CINAHL, PsycINFO, as well as clinical trial registries. Eligible randomised controlled trials of behavioural interventions to prevent childhood obesity commencing antenatally or in the first year after birth will be invited to join the Transforming Obesity in CHILDren Collaboration. Standard ontologies will be used to code target behaviours, delivery features and BCTs in both published and unpublished intervention materials provided by trialists. Narrative syntheses will be performed to summarise intervention components and compare applied BCTs by types of target behaviours. Exploratory analyses will be undertaken to assess effectiveness of intervention components. ETHICS AND DISSEMINATION: The study has been approved by The University of Sydney Human Research Ethics Committee (project no. 2020/273) and Flinders University Social and Behavioural Research Ethics Committee (project no. HREC CIA2133-1). The study's findings will be disseminated through peer-reviewed publications, conference presentations and targeted communication with key stakeholders. PROSPERO REGISTRATION NUMBER: CRD42020177408

Transforming Obesity Prevention for CHILDren (TOPCHILD) Collaboration: protocol for a systematic review with individual participant data meta-analysis of behavioural interventions for the prevention of early childhood obesity.

INTRODUCTION: Behavioural interventions in early life appear to show some effect in reducing childhood overweight and obesity. However, uncertainty remains regarding their overall effectiveness, and whether effectiveness differs among key subgroups. These evidence gaps have prompted an increase in very early childhood obesity prevention trials worldwide. Combining the individual participant data (IPD) from these trials will enhance statistical power to determine overall effectiveness and enable examination of individual and trial-level subgroups. We present a protocol for a systematic review with IPD meta-analysis to evaluate the effectiveness of obesity prevention interventions commencing antenatally or in the first year after birth, and to explore whether there are differential effects among key subgroups. METHODS AND ANALYSIS: Systematic searches of Medline, Embase, Cochrane Central Register of Controlled Trials, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycInfo and trial registries for all ongoing and completed randomised controlled trials evaluating behavioural interventions for the prevention of early childhood obesity have been completed up to March 2021 and will be updated annually to include additional trials. Eligible trialists will be asked to share their IPD; if unavailable, aggregate data will be used where possible. An IPD meta-analysis and a nested prospective meta-analysis will be performed using methodologies recommended by the Cochrane Collaboration. The primary outcome will be body mass index z-score at age 24±6 months using WHO Growth Standards, and effect differences will be explored among prespecified individual and trial-level subgroups. Secondary outcomes include other child weight-related measures, infant feeding, dietary intake, physical activity, sedentary behaviours, sleep, parenting measures and adverse events. ETHICS AND DISSEMINATION: Approved by The University of Sydney Human Research Ethics Committee (2020/273) and Flinders University Social and Behavioural Research Ethics Committee (HREC CIA2133-1). Results will be relevant to clinicians, child health services, researchers, policy-makers and families, and will be disseminated via publications, presentations and media releases. PROSPERO REGISTRATION NUMBER: CRD42020177408