Self-efficacy in Teaching Chinese as a Foreign Language in Australian Schools

Participating in a research-oriented teacher education program, 20 university graduates from China were invited to teach Chinese as a foreign language in western Sydney schools and conducted teacher research for one and half years. By analysing their research on their own teaching through a qualitative approach, this study attempted to identify the factors that influenced their self-efficacy in teaching Chinese as a foreign language in an English-speaking school system. Influential factors identified in this research include teacher factors, student factors and contextual factors. Findings of this research have implications for foreign language teacher education

Insecticide-treated bednets for the prevention of Plasmodium falciparum malaria in Cambodia: a cluster-randomized trial.

OBJECTIVES: To validate and quantify the impact of insecticide-treated bednets (ITN) on malaria morbidity and mortality in Cambodia. METHODS: A paired, cluster-randomized trial of ITN was conducted in Rattanakiri, North East Cambodia. Thirty-four villages with a total population of 10,726 were randomized to receive deltamethrin-impregnated bednets or to control (no net provision). Cross-sectional surveys measured Plasmodium falciparum prevalence at baseline and 10 months after ITN distribution. Village malaria volunteers in control and intervention villages treated dipstick-positive P. falciparum cases with artesunate and mefloquine. The resulting passive surveillance data were used as an estimate of the incidence of clinical P. falciparum infections. RESULTS: There was a protective efficacy of 28% in P. falciparum incidence (adjusted rate ratio 0.72, 95% CI 0.47-1.08) and 9% in P. falciparum prevalence (adjusted prevalence ratio 0.91, 95% CI 0.65-1.28) in ITN relative to control villages; however, neither of these estimates reached statistical significance. Individual-level analysis indicated a greater reduction in P. falciparum prevalence among under 5-year-olds (adjusted OR = 0.63, 95% CI 0.26-1.53) compared to older individuals (interaction P = 0.042). The protective efficacy of 35% (95% CI -28, 67%) with respect to clinical P. falciparum incidence in under 5-year-olds was more pronounced than the corresponding estimates for prevalence but was again not significant. CONCLUSIONS: Lack of statistical significance in the results is likely to be due to a lack of power. The analysis provides further evidence for ITN effectiveness in South East Asia, particularly among individuals under 5 years of age

The Impact of Professional Development and Indigenous Education Officers on Australian Teachers’ Indigenous Teaching and Learning

The study investigated the impact of professional development (PD) in Indigenous teaching on teachers’ psychological and behavioural aspects, and Indigenous students’ learning engagement. Adopting a multiple-indicator-multiple-indicator-cause model, frequency of PD was found to have positive paths to teachers’ self-concept in Indigenous teaching and all the teaching strategies, but had a non-significant path to students’ learning, suggesting the more frequently teachers are involved in PD in Indigenous teaching, the higher self-concept they had in teaching Indigenous children and the more frequently they adopted Indigenous teaching strategies. The availability of Aboriginal Education Officers (AEOs), however, had a significant and negative path on learning engagement. That is, Indigenous students’ were perceived to be less engaged in learning with AEOs present in the school. An interaction effect was also found between PD and AEOs, indicating that the effectiveness of AEOs in Indigenous students’ learning may depend on whether teachers actively attend PD programs

Mastery goal, value and self-concept: what do they predict?

Background: Students’ motivation is known to influence academic outcomes. However, there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose: The study investigates the relative influences of motivational factors – mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to schoolwork) on four outcomes – rule acceptance, identity, general self-efficacy and achievement. Sample: Students in grades 3 to 6 from six primary schools in the Sydney were surveyed (N = 979). The ages of the participants varied from 8 to 13 years (mean = 9.78). Design and methods: Students completed a questionnaire and literacy and numeracy achievement tests. Structural equation modelling was used to examine the paths from four predictors to four outcomes. Results: Whereas all four predictors were positively associated with all four outcomes, students’ mastery goal had stronger positive influences on self-efficacy and identity. Value, perceived competence and affect were found to influence outcomes in different ways – positive influences were found for value on achievement, rule-acceptance, and identity; for perceived competence on achievement and efficacy; and for affect on rule-acceptance and identity. Conclusion: Mastery goal had stronger influences on long-term outcomes while other predictors are stronger for short-term outcomes. To facilitate short-term and long-term outcomes, all four motivational factors need attention

The development of a multi-dimensional measure of cyber bullying

Whilst literature on traditional bullying continues to grow, a paucity of research exists regarding its newest form: cyber bullying. The present study consisted of a sample of Australian secondary students (N = 803) and aimed to identify the underlying structure of cyber bullying. A previously validated measure of traditional bullying, the Adolescent Peer Relations Instrument - Bully and Target (APRI-BT; Parada, 2000), was extended to include cyber bully and target behaviours. Reliability analyses and Confirmatory Factor Analyses (CFA) demonstrated that the newly extended measure of traditional and cyber bullying behaviours was psychometrically sound. It was concluded that the current investigation provided a firm understanding of the nature and structure of cyber bullying, thus forming a sound base from which to conduct future bullying research. Moreover, potential limitations of the present investigation, and implications for theory, research, and practice were discussed

Coarsening Dynamics of a One-Dimensional Driven Cahn-Hilliard System

We study the one-dimensional Cahn-Hilliard equation with an additional driving term representing, say, the effect of gravity. We find that the driving field $E$ has an asymmetric effect on the solution for a single stationary domain wall (or `kink'), the direction of the field determining whether the analytic solutions found by Leung [J.Stat.Phys.{\bf 61}, 345 (1990)] are unique. The dynamics of a kink-antikink pair (`bubble') is then studied. The behaviour of a bubble is dependent on the relative sizes of a characteristic length scale $E^{-1}$, where $E$ is the driving field, and the separation, $L$, of the interfaces. For $EL \gg 1$ the velocities of the interfaces are negligible, while in the opposite limit a travelling-wave solution is found with a velocity $v \propto E/L$. For this latter case ($EL \ll 1$) a set of reduced equations, describing the evolution of the domain lengths, is obtained for a system with a large number of interfaces, and implies a characteristic length scale growing as $(Et)^{1/2}$. Numerical results for the domain-size distribution and structure factor confirm this behavior, and show that the system exhibits dynamical scaling from very early times.Comment: 20 pages, revtex, 10 figures, submitted to Phys. Rev.

Ordering dynamics of the driven lattice gas model

The evolution of a two-dimensional driven lattice-gas model is studied on an L_x X L_y lattice. Scaling arguments and extensive numerical simulations are used to show that starting from random initial configuration the model evolves via two stages: (a) an early stage in which alternating stripes of particles and vacancies are formed along the direction y of the driving field, and (b) a stripe coarsening stage, in which the number of stripes is reduced and their average width increases. The number of stripes formed at the end of the first stage is shown to be a function of L_x/L_y^\phi, with \phi ~ 0.2. Thus, depending on this parameter, the resulting state could be either single or multi striped. In the second, stripe coarsening stage, the coarsening time is found to be proportional to L_y, becoming infinitely long in the thermodynamic limit. This implies that the multi striped state is thermodynamically stable. The results put previous studies of the model in a more general framework

Boarding schools : A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing

Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing