What Aboriginal and Torres Strait Islander Students in North Queensland say about effective teaching practices: measuring teacher cultural competence

The study presents the outcomes of the first two phases of a four phase Australian-based research initiative which seeks to support a better understanding of classroom practices that have value in learning for Aboriginal students. The questions guiding the research are: (1) What do Indigenous students and their parents identify as the pedagogical practices influencing their (child's) learning? (2) What are the statistically validated factors that are identified as composites of a culturally competent teacher, and to what extent are these represented in classrooms? The presentation concludes by presenting a statistically validated Effective Teaching Profile that is currently being applied in the participant schools to determine if there are teaching practices salient to fostering learning for Indigenous students

What Aboriginal and Torres Strait Islander students in North Queensland say about effective teaching practices: measuring teacher pedagogical cultural competence

Similar to most Indigenous peoples, the Aboriginal and Torres Strait (Indigenous Australians) people of northern Queensland presently participate in a school system that has been drawn from the predominantly white Australian culture. Although Indigenous staff work in schools, especially elementary schools, the majority of teachers, principals, and school operations administrators are non-Aboriginal and the curricula and pedagogy of classrooms are based on models derived from the dominant culture. Because of this, school practices such as the content of curricula and pedagogical practices have both intentionally and unintentionally denied the inclusion of those aspects of culture that have value and are important to children (Bishop, 1996). With the imperative to address issues of inequity in terms of Indigenous student achievement in education, Catholic Education has established an imperative to move towards an educational system grounded in culturebased intentions to address inequity in student achievement and validate community practice and aspiration. The study described here presents the outcomes of all phases of a four phase research initiative which arose in response to this cultural denial to support a move towards a better understanding of classroom practices that have value in the learning of Indigenous students. The following questions guide the four phases of our research: (1) What do Indigenous students and their parents identify as the pedagogical practices influencing their (child’s) learning? (2) What are the statistically validated factors that are identified as composites of a culturally competent teacher for Indigenous students in this context, and to what extent are these represented in Catholic Education classrooms? (3) What teaching behaviours are identified as statistically significant in influencing Indigenous students’ learning and (4) What teacher thinking processes are influential in promoting teaching practice shifts towards cultural competence

Quality Teaching Practices as Reported by Aboriginal Parents, Students and their Teachers: Comparisons and Contrasts

This paper summarizes the findings from the first phase of a three-part project which, overall, investigates what Aboriginal1 students perceive as the qualities and actions of effective teachers and subsequently seeks to determine the impact of the enactment of these identified qualities on educational outcomes. This first phase of the research was centered on gathering accounts of quality teachers and teaching practice from students, parents and their teachers from phenomenologically aligned interviews. Similar and contrasting themes among these three groups are presented, with the intention of exposing potential mismatch in perception of the construct of ‘quality’ teaching. Finally, we present implications of this research in light of the more recent development of professional standards for Australian teachers that seek to define and evaluate high quality teaching

What Aboriginal and Torres Strait Islander students in North Queensland say about effective teaching practices: measuring teacher pedagogical cultural competence

Similar to most Indigenous peoples, the Aboriginal and Torres Strait (Indigenous Australians) people of northern Queensland presently participate in a school system that has been drawn from the predominantly white Australian culture. Although Indigenous staff work in schools, especially elementary schools, the majority of teachers, principals, and school operations administrators are non-Aboriginal and the curricula and pedagogy of classrooms are based on models derived from the dominant culture. Because of this, school practices such as the content of curricula and pedagogical practices have both intentionally and unintentionally denied the inclusion of those aspects of culture that have value and are important to children (Bishop, 1996). With the imperative to address issues of inequity in terms of Indigenous student achievement in education, Catholic Education has established an imperative to move towards an educational system grounded in culturebased intentions to address inequity in student achievement and validate community practice and aspiration. The study described here presents the outcomes of all phases of a four phase research initiative which arose in response to this cultural denial to support a move towards a better understanding of classroom practices that have value in the learning of Indigenous students. The following questions guide the four phases of our research: (1) What do Indigenous students and their parents identify as the pedagogical practices influencing their (child’s) learning? (2) What are the statistically validated factors that are identified as composites of a culturally competent teacher for Indigenous students in this context, and to what extent are these represented in Catholic Education classrooms? (3) What teaching behaviours are identified as statistically significant in influencing Indigenous students’ learning and (4) What teacher thinking processes are influential in promoting teaching practice shifts towards cultural competence

What Queensland Indigenous students and parents say about effective teaching practices: a Catholic Education intiative

Despite the often quoted characteristics of Culturally Responsive Pedagogy and the plethora of untested 'good ideas' in the Australian literature, no systematic and empirically-based research provides any conclusive indication of ‘what works' in influencing Indigenous students' learning (Price & Hughes, 2009). As Rowe (2003) laments, there is a growing uneasiness related to how little is known about teacher quality from Indigenous students' own perspectives. This is echoed by Price and Hughes (2009) who claim that there is [still] astoundingly little known about what Aboriginal and Torres Strait Islander students see as the qualities of effective teachers, and the impact this has on educational outcomes. Considering the significant contribution in Canada and New Zealand made by government-funded, evidence-based studies in culturally responsive teaching grounded in Indigenous communities and their students' voiced identification of influences upon their learning (for example, Lewthwaite et al in Canada and Bishop et al in Aotearoa-New Zealand), it is disturbing that no similar empirically-based research exists in the Australian context. As Craven asserts (2007, p. 4) "there is astoundingly little known about what Aboriginal students see as the qualities of effective teachers and the impact this has on educational outcomes." As well, she states, "There is a need to critically validate the generalisability of the commonly cited claims [for example, by Hattie and Rowe] to Aboriginal students to tease out facets of quality teaching that are salient to Aboriginal students; elucidate their perspectives of teacher quality; and test the influence of specific facets of quality teaching on academic outcomes and the consequences of the findings for developing interventions for Aboriginal school students." The research described herewith focuses on addressing this imperative. This study presents the outcomes of the first phase of a three phase Australian Research Council research initiative which focuses on identifying through the voices of Aboriginal students, teachers and community members, the teaching practices that influence Aboriginal student engagement and learning. The study is associated with the Diocese of Townsville Catholic Education schools in northern Queensland, primarily in the Mount Isa area, a small rural city in northern Queensland, Australia. Through phenomenological aligned interviews, students, teachers and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national discourse in Australia is monopolised by discussion on teaching quality, we problematize this discourse based upon what the Aboriginal community asserts as characteristics of such practice

What Queensland Indigenous students and parents say about effective teaching practices: a Catholic Education intiative

Despite the often quoted characteristics of Culturally Responsive Pedagogy and the plethora of untested 'good ideas' in the Australian literature, no systematic and empirically-based research provides any conclusive indication of ‘what works' in influencing Indigenous students' learning (Price & Hughes, 2009). As Rowe (2003) laments, there is a growing uneasiness related to how little is known about teacher quality from Indigenous students' own perspectives. This is echoed by Price and Hughes (2009) who claim that there is [still] astoundingly little known about what Aboriginal and Torres Strait Islander students see as the qualities of effective teachers, and the impact this has on educational outcomes. Considering the significant contribution in Canada and New Zealand made by government-funded, evidence-based studies in culturally responsive teaching grounded in Indigenous communities and their students' voiced identification of influences upon their learning (for example, Lewthwaite et al in Canada and Bishop et al in Aotearoa-New Zealand), it is disturbing that no similar empirically-based research exists in the Australian context. As Craven asserts (2007, p. 4) "there is astoundingly little known about what Aboriginal students see as the qualities of effective teachers and the impact this has on educational outcomes." As well, she states, "There is a need to critically validate the generalisability of the commonly cited claims [for example, by Hattie and Rowe] to Aboriginal students to tease out facets of quality teaching that are salient to Aboriginal students; elucidate their perspectives of teacher quality; and test the influence of specific facets of quality teaching on academic outcomes and the consequences of the findings for developing interventions for Aboriginal school students." The research described herewith focuses on addressing this imperative. This study presents the outcomes of the first phase of a three phase Australian Research Council research initiative which focuses on identifying through the voices of Aboriginal students, teachers and community members, the teaching practices that influence Aboriginal student engagement and learning. The study is associated with the Diocese of Townsville Catholic Education schools in northern Queensland, primarily in the Mount Isa area, a small rural city in northern Queensland, Australia. Through phenomenological aligned interviews, students, teachers and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national discourse in Australia is monopolised by discussion on teaching quality, we problematize this discourse based upon what the Aboriginal community asserts as characteristics of such practice

Effectiveness and acceptability of a moisturizing cream and a barrier cream during radiation therapy for breast cancer in the tropics: a randomized controlled trial

Background: Inconsistent evidence about product effectiveness to prevent moist desquamation during radiation treatment and minimal research about the acceptability to patients of recommended products prompted this study. \ud \ud Objective: This randomized controlled trial compared the effectiveness of 2 creams at minimizing the incidence of moist desquamation in a tropical setting and explored which product was most acceptable to patients receiving radiation treatment. \ud \ud Methods: Participants (n = 255) were stratified according to breast or chest wall radiation treatment and randomly allocated to use a moisturizing or barrier cream. Nurses assessed radiation skin reactions weekly with a standardized grading system, and patients were telephoned 1 month after completing treatment for a final skin assessment. Participants completed an Acceptability Survey at similar times. \ud \ud Results: At treatment completion, 15% of participants had moist desquamation. An additional 26% self-reported this at follow-up. Risk factors for moist desquamation included increased breast cup size and body mass index. The barrier cream significantly reduced the incidence of moist desquamation during treatment in patients receiving radiation to the chest wall ([chi]2 = 3.93, P = .047). Participants preferred the barrier cream over the moisturizer ([chi]2 = 5.81, P = .02) during treatment.\ud \ud Conclusions: This study identified a relatively high incidence of moist desquamation in patients receiving radiation therapy for breast cancer. Future patients will have information about product effectiveness in minimizing moist desquamation when choosing skin care products.\ud \ud Implications for Practice: Structured discharge planning and patient education need to include information about factors that contribute to the likelihood of developing moist desquamation

Do patients receiving radiation treatment for breast cancer in a tropical setting prefer to use a barrier cream or a moisturising cream as part of their skin care regimen? Results from a randomised controlled trial

Background/Aims: Radiation oncology nurses routinely recommend preventative skin care products to patients receiving treatment. Despite many trials related to acute radiation skin reactions, few have explored the patients' acceptability of recommended products. A nurse-led randomised controlled trial comparing two products in patients receiving radiation treatment for breast cancer sought this perspective. The aim of this study was to ascertain if a barrier cream is more acceptable than a moisturising cream to patients receiving radiation treatment. \ud \ud Methods: Patients recruited to the Radiation Therapy Skin Care Trial (N=255) were randomised to receive either the moisturising cream or a barrier cream. Participants completed an Acceptability Survey each week during treatment, and one month after treatment ended. Acceptability was operationally defined as a score of at least 4 on five specific questions on the Acceptability Survey (ease of application, smell, whether the cream felt comfortable, built up on the skin or affected clothing). The patients' perspective on additional attributes of the creams was also ascertained. \ud \ud Results: Participants preferred the barrier cream over the moisturiser (p=0.02); both creams were equally comfortable on the skin. Whilst the moisturiser was more likely to build up, it was better at relieving skin dryness. \ud \ud Conclusion: Although the barrier cream was preferred overall by the participants, both creams were highly acceptable and on this basis either product could be offered to patients. Future patients may need to consider other factors, such as the product cost, availability, and effectiveness in reducing the severity of acute radiation skin reactions when choosing skin care products

Is a barrier cream more effective than a moisturiser in preventing moist desquamation in patients receiving radiation treatment for breast cancer? Results of a randomised controlled trial

Background/Aims: Patients receiving radiation for breast cancer potentially develop severe radiation dermatitis, most frequently manifested as moist desquamation. Internationally, there is inconsistency about what products patients are advised to use to prevent this. Additionally, there is no literature about skin care products and the development of moist desquamation in tropical climates. The aim of this study is to compare the effectiveness of two creams at minimising the incidence of moist desquamation in a tropical setting. \ud \ud Methods: A nurse-led randomised controlled trial recruited participants from the Townsville Radiation Therapy Unit between June 2010 and July 2012 (N=255). Participants were stratified according to breast or chest wall radiation treatment areas and randomly allocated to use a moisturising or barrier cream. Nursing staff scored radiation dermatitis weekly by using a standardised grading system, and patients were phoned one month after completing treatment for a final skin assessment.\ud \ud Results: At treatment completion, 15% of participants had moist desquamation. An additional 22% self-reported this at one-month follow up. Risk factors for moist desquamation included increased breast size and body mass index. The barrier cream significantly reduced the incidence of moist desquamation in patients receiving radiation to the chest wall but not in patients receiving radiation to the breast treatment area. \ud \ud Conclusion: The incidence of moist desquamation following radiation treatment has important implications for radiation oncology nurses' clinical practice. These findings highlight the need for structured discharge planning and education incorporating identified risk factors. Patients undergoing radiation treatment to the chest wall may benefit from using a barrier cream

Quality teaching practices as reported by Aboriginal parents, students and their teachers: comparisons and contrasts

This paper summarizes the findings from the first phase of a three-part project which, overall, investigates what Aboriginal1 students perceive as the qualities and actions of effective teachers and subsequently seeks to determine the impact of the enactment of these identified qualities on educational outcomes. This first phase of the research was centered on gathering accounts of quality teachers and teaching practice from students, parents and their teachers from phenomenologically aligned interviews. Similar and contrasting themes among these three groups are presented, with the intention of exposing potential mismatch in perception of the construct of 'quality' teaching. Finally, we present implications of this research in light of the more recent development of professional standards for Australian teachers that seek to define and evaluate high quality teaching