Procedural fairness requirements in decision-making: Legal issues and challenges for government secondary school principals in New South Wales

The application of the rules of procedural fairness, which is an element of administrative law, is an area of law that has not been previously examined in the context of government (public) secondary school principals in New South Wales (‘NSW’). Using a basic qualitative case study design, this study sought to discover the processes that these principals undertook in applying the rules of procedural fairness when managing student discipline, special education and industrial relations. The study examined to what extent New South Wales government (public) secondary school principals were equipped to make decisions that are consistent with the administrative law principles of procedural fairness. NSW Department of Education secondary school principals, in-house legal officers and external lawyers were interviewed to ascertain how school principals undertook the complex and challenging task of decision-making in accordance with the rules of procedural fairness given they receive no formal training. The study provides findings in terms of four broad themes which are developed from case law, literature and the study (procedural fairness in policy and procedures; student wellbeing and procedural fairness; industrial relations and procedural fairness; and legal training in procedural fairness) where the rules of procedural fairness dictate the process a government secondary school principal ought to undertake. The study found that NSW government secondary school principals did undertake the application of the rules of procedural fairness to an appropriate standard; however, the ways in which the participants undertook informal learning at the deputy principal level could be an area for improvement by the NSW Department of Education prior to individuals being appointed to principalship to reduce any actual or perceived risk

Cyberbullying - when does a school authority\u27s liability in tort end?

Cyberbullying in schools is increasing on an alarming rate. The development of the Internet and smartphone technology have increased the potential scope of a school authority’s duty of care for its students. A question frequently asked by educators is “Where does a school authority’s duty of care end in the interconnected, 24/7 world of the Internet?” This paper argues that a duty of care will be owed where the school is in a school/student relationship with its students. That relationship can exist outside the school gates and outside of school hours. There are no decisions of senior appellate courts that deal with a school authority’s liability for cyberbullying. The authors, therefore, analyse the nature of the relationship to identify the key features that must be present to establish the existence of a duty of care. Three features are identified as critical to the existence of the duty of care outside of the normal school hours. They are the extent to which the school authority controls or ought to control a given situation, the extent to which it has encouraged students to participate in a particular activity and the extent to which a school authority is aware or ought to be aware of risks associated with the relevant activity of its students

Developing a Shared Understanding of a Sense of Community in Large Classes

Over the past ten years, universities and other tertiary level institutions have seen a considerable increase in student enrolment. This has led to larger class sizes both in the lecture hall and tutorial classroom. Research has indicated that larger classes at the tertiary level have not only burdened teaching staff, but have also led to student disengagement in the lecture hall. Students, new to university life, have been found to be particularly unprepared for this type of learning environment. This project explores the shared understanding of how to create a sense of community in large class sizes within a School of Education. Three academics formed a partnership in an effort to share techniques that actively created a sense of community in lecture halls of over 200 students. This research is relevant not only in highlighting this problem, but in the sharing of recommendations and suggestions for large group teaching

Evolutionary development of the plant and spore wall

The article provides an overview of the development and structure of spore and pollen walls in the major plant groups and summarises progress in our understanding of the molecular genetics underpinning spore/pollen evolution and development

The earth is flat (p < 0.05): significance thresholds and the crisis of unreplicable research

The widespread use of ‘statistical significance’ as a license for making a claim of a scientific finding leads to considerable distortion of the scientific process (according to the American Statistical Association). We review why degrading p -values into ‘significant’ and ‘nonsignificant’ contributes to making studies irreproducible, or to making them seem irreproducible. A major problem is that we tend to take small p -values at face value, but mistrust results with larger p -values. In either case, p -values tell little about reliability of research, because they are hardly replicable even if an alternative hypothesis is true. Also significance ( p ≤ 0.05) is hardly replicable: at a good statistical power of 80%, two studies will be ‘conflicting’, meaning that one is significant and the other is not, in one third of the cases if there is a true effect. A replication can therefore not be interpreted as having failed only because it is nonsignificant. Many apparent replication failures may thus reflect faulty judgment based on significance thresholds rather than a crisis of unreplicable research. Reliable conclusions on replicability and practical importance of a finding can only be drawn using cumulative evidence from multiple independent studies. However, applying significance thresholds makes cumulative knowledge unreliable. One reason is that with anything but ideal statistical power, significant effect sizes will be biased upwards. Interpreting inflated significant results while ignoring nonsignificant results will thus lead to wrong conclusions. But current incentives to hunt for significance lead to selective reporting and to publication bias against nonsignificant findings. Data dredging, p -hacking, and publication bias should be addressed by removing fixed significance thresholds. Consistent with the recommendations of the late Ronald Fisher, p -values should be interpreted as graded measures of the strength of evidence against the null hypothesis. Also larger p -values offer some evidence against the null hypothesis, and they cannot be interpreted as supporting the null hypothesis, falsely concluding that ‘there is no effect’. Information on possible true effect sizes that are compatible with the data must be obtained from the point estimate, e.g., from a sample average, and from the interval estimate, such as a confidence interval. We review how confusion about interpretation of larger p -values can be traced back to historical disputes among the founders of modern statistics. We further discuss potential arguments against removing significance thresholds, for example that decision rules should rather be more stringent, that sample sizes could decrease, or that p -values should better be completely abandoned. We conclude that whatever method of statistical inference we use, dichotomous threshold thinking must give way to non-automated informed judgment

Developing a shared understanding of a sense of community in large classes

Over the past ten years, universities and other tertiary level institutions have seen a considerable increase in student enrolment. This has led to larger class sizes both in the lecture hall and tutorial classroom. Research has indicated that larger classes at the tertiary level have not only burdened teaching staff, but have also led to student disengagement in the lecture hall. Students, new to university life, have been found to be particularly unprepared for this type of learning environment. This project explores the shared understanding of how to create a sense of community in large class sizes within a School of Education. Three academics formed a partnership in an effort to share techniques that actively created a sense of community in lecture halls of over 200 students. This research is relevant not only in highlighting this problem, but in the sharing of recommendations and suggestions for large group teaching

Developing pre-service teacher professional capabilities through action research

There is a growing interest in pre-service teacher education programs on how to maximise the learning benefits of professional experience. This study attempts to discover how action research can be used as a vehicle to bridge the divide between theory and practice and to support pre-service teachers in the development of authentic professional knowledge. In this paper, we share the experiences of four pre-service teachers who undertook an action research study whilst on a ten-week professional experience placement in an Australian High School. The findings of the study indicate that preservice teachers see the benefit of being able to conduct an authentic study not only in terms of developing research skills, but also in order to reflect upon their strengths and areas of development in their own teaching. We argue that with a growing attentiveness to raising accountability across the sector, this approach prepares pre-service teachers for the Teacher Performance Assessment and the classroom

Origin and evolution of ferns : papers presented at a symposium held at Corvallis, Oregon [August 28, 1962]

Volume: 21Start Page: 1End Page: 9

The Menengai Tuff: a 36 ka widespread tephra and its chronological relevance to Late Pleistocene human evolution in East Africa

The East African Rift preserves the world's richest Middle and Late Pleistocene (∼780–12\ua0ka) geological, archaeological and paleontological archives relevant to the emergence of Homo sapiens. This region also provides unparalleled chronological control for many important sites through tephrochronology, the dating and correlation of volcanic ashes as widespread isochronous markers in the geological record. There are many well-characterized Pliocene-Early Pleistocene tephras that are widespread across East Africa. A comparable framework is lacking for the Middle and Late Pleistocene; a period characterized by spatially and temporally complex patterns of climate change, as well as the emergence of modern Homo sapiens and the dispersal of this species across and out of Africa. Unraveling relationships among these spatial and temporally complex phenomena requires a precise chronology. To this end we report the Menengai Tuff, a widespread volcanic ash produced by the large-scale caldera-forming eruption in Kenya and Ar/Ar dated to 35.62\ua0±\ua00.26\ua0ka. Geochemical characterization of 565 glass shards from 36 samples by wavelength-dispersive electron probe microanalysis show the Menengai Tuff was deposited over >115,000\ua0km and is found in the Baringo, Chalbi, Elmenteita, Nakuru, Olorgesailie, Turkana, and Victoria basins, all of which preserve rich Late Pleistocene paleoenvironmental and archaeological archives. Correlation and dating of the Menengai Tuff demonstrate that it is the most widespread tephra and largest eruption currently known from the Late Pleistocene of East Africa. As such, it is a valuable marker in establishing a Late Pleistocene chronology for paleoclimatic, archeological, and paleontological records relevant to the study of human evolution