Salinity in the classrom, a resource for Western Australian Schools

A Western Australian educational resource for teachers and students of the early, middle and early adolescent phases of learning. Work is sponsored by Alcoa, Shell, State Salinity Council, Department of Agriculture, Water Rivers Commission. Contributing authors from the Department of Agriculture are: Gale Bell, David Bicknell, Bruce Radys, Kirsty Chandler and Anne Jones. Contributing authors from Department of Education WA; Kevin Brady, Michael Burke. Contributing authors from State Salinity Council; Don Crawford.https://researchlibrary.agric.wa.gov.au/books/1016/thumbnail.jp

A Four-Week Fundamental Motor Skill Intervention Improves Motor Skills in Eight to 10-Year-old Irish Primary School Children

Aim: To determine if a four-week fundamental motor skills intervention improves fundamental motor skills in Irish school children. Methods: 100 Primary School boys (n = 58) and girls (n = 42) participated in this study (Age 9 ± 1 years, equally divided into a control and intervention group. Proficiency was assessed qualitatively using the Fundamental Motor Skills Quotient (FMSQ) pre and post intervention, and between gender. Results: There was no change in the control group over time (p = 0.54; Mean change = 0.06 [−0.14 to 0.26]; Cohen’s d = 0.01 [Trivial]). In the intervention group, both the male (p ≤ 0.001; Mean diff = 0.893 [7.79 to 10.08]; Cohen’s d = 2.24 [V. Large]), and female group (p ≤ 0.001; Mean diff = 11.85 [10.45 to 13.25]; Cohen’s d = 3.54 [V. Large]) significantly improved fundamental motor skills scores. A four-week intervention is effective at improving FMSQ

Windblown Lead Carbonate as the Main Source of Lead in Blood of Children from a Seaside Community: An Example of Local Birds as “Canaries in the Mine”

Background: In late 2006, the seaside community in Esperance, Western Australia, was alerted to thousands of native bird species dying. The source of the lead was thought to derive from the handling of Pb carbonate concentrate from the Magellan mine through the port of Esperance, begun in July 2005. Concern was expressed for the impact of this process on the community. Objective: This study was designed to evaluate the source of Pb in blood of a random sample of the community using Pb isotope ratios. Methods: The cohort comprised 49 children (48 20 years of age) with a bias toward higher blood lead (PbB) values to facilitate source identification. Results: Mean PbB level of the children was 7.5 μg/dL (range, 1.5-25.7 μg/dL; n = 49; geometric mean, 6.6 μg/dL), with four children whose PbB was > 12 μg/dL. The isotopic data for blood samples lay around two distinct arrays. The blood of all children analyzed for Pb isotopes contained a contribution of Pb from the Magellan mine, which for young children ranged from 27% up to 93% (mean, 64%; median, 71%). Subtraction of the ore component gave a mean background PbB of 2.3 μg/dL. Several children whose PbB was > 9 μg/dL and most of the older subjects have complex sources of Pb. Conclusions: The death of the birds acted as a sentinel event; otherwise, the exposure of the community, arising from such a toxic form of Pb, could have been tragic. Isotopic data and mineralogic and particle size analyses indicate that, apart from the recognized pathway of Pb exposure by hand-to-mouth activity in children, the inhalation pathway could have been a significant contributor to PbB for some of the very young children and in some parents.7 page(s

A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities

Set in the context of today’s globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science

Exploring undergraduate midwifery students' readiness to deliver culturally secure care for pregnant and birthing Aboriginal women

Background: Culturally secure health care settings enhance accessibility by Aboriginal Australians and improve their satisfaction with service delivery. A culturally secure health service recognises and responds to the legitimate cultural rights of the recipients of care. Focus is upon the health care system as well as the practice and behaviours of the individuals within it. In an attempt to produce culturally secure practitioners, the inclusion of Aboriginal content in health professional programs at Australian universities is now widespread. Studies of medical students have identified the positive impact of this content on knowledge and attitudes towards Aboriginal people but relatively little is known about the responses of students in other health professional education programs. This study explored undergraduate midwifery students' knowledge and attitudes towards Aboriginal people, and the impact of Aboriginal content in their program. Methods: The study surveyed 44 students who were in their first, second and third years of a direct entry, undergraduate midwifery program at a Western Australian (WA) university. The first year students were surveyed before and after completion of a compulsory Aboriginal health unit. Second and third year students who had already completed the unit were surveyed at the end of their academic year. Results: Pre- and post-unit responses revealed a positive shift in first year students' knowledge and attitudes towards Aboriginal people and evidence that teaching in the unit was largely responsible for this shift. A comparison of post-unit responses with those from students in subsequent years of their program revealed a significant decline in knowledge about Aboriginal issues, attitudes towards Aboriginal people and the influence of the unit on their views. Despite this, all students indicated a strong interest in more clinical exposure to Aboriginal settings. Conclusions: The inclusion of a unit on Aboriginal health in an undergraduate midwifery program has been shown to enhance knowledge and shift attitudes towards Aboriginal people in a positive direction. These gains may not be sustained, however, without vertical integration of content and reinforcement throughout the program. Additional midwifery-specific Aboriginal content related to pregnancy and birthing, and recognition of strong student interest in clinical placements in Aboriginal settings provide opportunities for future curriculum development

Pre-service teachers linking their metalinguistic knowledge to their practice: A functional approach

Existing work in Anglophone countries has raised concerns regarding teachers’ knowledge about language (KAL); this may well be an issue in other countries also, with notable exceptions such as Finland. In Australia, with the introduction of the new Australian Curriculum, the question of teacher KAL has become crucial. Teachers, both practising and pre-service, generally have some knowledge about language as an object, usually including the text structures of particular school genres and information about sentence structure and word classes. This knowledge may be based on traditional grammar and may not be well applied above the sentence level. Teachers may also have an intuitive knowledge of discourse structures and are beginning to reflect on their own discourse using understandings of dialogic teaching. This paper provides an example of how first-year pre-service teachers (PSTs) were introduced to KAL at both the grammatical and the discourse levels, as part of an introductory unit on spoken language. A range of approaches was used, including a functional view of discourse. The PSTs then applied their KAL by putting it into a context that was meaningful for them: discussing their own practice. The paper gives an illustration of some of the work they produced that demonstrates their emerging understandings