bluuebunny/crossref_metadata_2025_split huggingface dataset:
Coercion and Teaching
Authors: Hobson P. R. 
Published: March 2013

The question this paper attempts to answer is whether coercion can ever be a method of teaching. After an analysis of the concepts of coercion and teaching, it goes on to argue that coercion can never be a method of “teaching that” or “teaching how to” (i.e. teaching facts or skills) but can on occasion be a method of “teaching to” (where this involves the teaching of habits or dispositions). The latter has implications for moral and social training in early childhood. The only exception to these conclusions arises in the unusual case of teaching about coercion itself where special considerations apply. In general, then, the conclusion is that coercion and teaching are fundamentally distinct processes because they have different aims and only coincide in those cases where the aim of the teacher is simply to produce certain behaviour in the learner regardless of whether this involves knowledge or skill.
Attitudes and Abilities of Co-Operative Students
Authors: Davie Robert S. , Russell James K. 
Published: March 2013

The extensive development of co-operative (sandwich) education overseas is compared to the slight Australian experience. The claim, that the integration of academic and work experience required in such courses, materially assists students in achieving greater development is investigated by surveying students and ex-students, employers and academic staff and by analysis of academic performance. By comparison with the full-time student, the co-operative student is seen to gain in social and academic maturity and in technical preparedness for his role as a graduate. Analyses of examination results over a nine year period show a significant improvement, after exposure to industrial experience, both by comparison with the previous performance and by comparison with equivalent full-time student performance. It is concluded that the wide-scale adoption of co-operative programes in Australia is highly desirable and that government support for their introduction should be made available.
Observations of Problem-Solving by Engineering Students
Authors: Lewis W. P. 
Published: March 2013

The educational objectives of professional courses at tertiary level are usually stated in terms of (a) imparting knowledge and (b) developing problem-solving skills. In engineering, however, little empirical research has been undertaken into the problem-solving skills of either students or professionals. The paper examines the responses of second and third year engineering students in the University of Melbourne to a number of open-ended exercises which tap problem-solving skills in engineering design. The results show two major features of interest. First, an extremely wide variety of student response was observed, and secondly, there was little correlation between the students' problem-solving skills and their academic record. The educational implications of these findings are discussed.
Open Education: Characteristics, Definition Difficulties, Evaluation Issues and Problems
Authors: Hogben Donald 
Published: March 2013

There is no agreed-upon systematic theory upon which open education rests. Nevertheless, in spite of the variation in style and practice that does exist, it is possible to identify certain assumptions and beliefs about children and about learning that generally characterize the position. An attempt is made to clarify the notion of open education and to contrast it with other orientations by drawing upon recent overseas writing and research. Research comparing ‘open’ and ‘traditional’ classrooms is described, the findings and some criticisms discussed. Some of the theoretical issues and practical problems associated with curriculum evaluation in general are explored, and the implications for the evaluation of open education programs touched upon.
Changing Society: Some Underlying Assumptions of the Karmel Report
Authors: Musgrave P. W. 
Published: March 2013

The concept of planning social change through education has grown popular since 1945 though with varying aims. Here the assumptions underlying Schools in Australia, 1973 (the Karmel Report) are examined by isolating five models, namely, of society, of man, of change, of directions of change and, finally, of the methods for bringing about change. Two main possible weaknesses in the strategy of the Report are suggested, namely the lack of openness and the under-emphasis on the general political activity needed to bring about change, both of which direct attention to the need for a well-informed public opinion on educational matters; means towards achieving this are suggested. “If administrators and politicians are going to play God with other peoples' lives … they ought at least to get clear what the divine intention is to be”. (Moynihan, D. P. Maximum Feasible Misunderstanding. Free Press: New York, 1968, 168.)
The Computer as Part of the Educational Environment: A Review of Research
Authors: McDougall Anne 
Published: March 2013

The development of the use of computers in education and some of the educational settings in which computers are used are described, and various types of applications are outlined. A discussion of difficulties in the evaluation of the role of computers in education is followed by an examination of research studies on several aspects of computer use in education. These are the interaction of learner variables with achievement, effect on students' behaviour, and studies of teacher roles and behaviour. The paper concludes that while the acceptability of computer use in education has been fairly fully examined in research work so far, the more complex problems of the broader effects of computer use in educational settings warrant considerable further study.
Paul Goodman's Critique of Formal Schooling: A Search for Incidental Learning
Authors: Lergessner James G. 
Published: March 2013

This paper examines the assumptions underlying and implicit within Paul Goodman's critique of the process of formal schooling. Three dimensions of this critique, historical, pedagogical, and social-psychological, are advanced to explain the precise manner in which Goodman analyses past, present, and future arrangements (or possibilities) for educating and the ways in which they impinge(d) on man's functioning within his environment. Finally, the implications of Goodman's critique of formal schooling with respect to the provision of new styles and forms of learning, man's interactions within society, and the release or recovery of his “true” (or human) nature are briefly presented and assessed.
Language and Thought in the Speech Product—A Necessary Relationship?
Authors: Russell V. Jean 
Published: March 2013

The speech products of 104 young adult Melbourne males were analysed in order to determine whether the linguistic dimensions of the speech product bear a necessary relationship to the cognitive dimensions. Factor analysis of the 67 variables derived resulted in eight cognitive factors and ten linguistic factors. To test whether a necessary relationship exists between any single linguistic factor and any single cognitive factor, scores on each linguistic factor were cross-tabulated against scores on each cognitive factor. With one exception (the relation of the factors, Linguistic Productivity and Cognitive Productivity), no necessary relationships were found, although some factors were shown to be significantly associated. The relationship of the two productivity factors indicates the importance of adopting a method of testing which does not constrain a subject's verbal output. The general failure to reveal necessary relationships between linguistic and cognitive dimensions raises doubts about language intervention programs which aim to augment cognitive ability through increasing a subject's linguistic skill.
The Use of Rescaled Teacher Assessments in the Admission of Students to Tertiary Study
Authors: McGaw Barry 
Published: March 2013

This paper summarizes the results of a number of Queensland studies of selection of students for admission to tertiary institutions. Data presented allow a comparison of external public examinations, school assessments moderated through a process of teacher consultation, and school assessments moderated by rescaling against a measure of scholastic aptitude in terms of their use as a basis for such selection. The value of each approach for students and tertiary institutions is considered and appropriate selection indices for each are described. Evidence of the validity of the scholastic aptitude measure for the rescaling task and of the predictive validity of all the different selection indices is provided. This evidence suggests that statistically rescaled teacher assessments predict tertiary success as effectively as external examinations.
An Organizational Theory for Schools of Teacher Education and Faculties of Education
Authors: Christensen James E. , Fisher James E. 
Published: March 2013

Schools of Teacher Education and Faculties of Education have long been faced with questions relating to the organizational structure of the curriculum and academic staff. Most institutions have, over a period of time, derived structures based on conventional categories of education studies and principles designed for local circumstances. In many cases the resultant structures have lacked both logical consistency in terms of the discipline of education and organizational flexibility. In this article the authors propose an organizational structure embodying the concept of educology. Following a detailed discussion of educology, the structure is then used as a basis for analyzing three major areas of concern: naming and describing courses in an educology curriculum; grouping families of courses in an educology curriculum; and grouping and guiding academic staff.
Career Education in Australia: Trends and Issues
Authors: Morgan C. J. (Kim) 
Published: March 2013

Over the past four years Australia has seen a dramatic change in careers work within secondary schools from traditional vocational guidance interviews and information collection to the teaching of structured career education programs. Career education associations have been formed and resource materials have been produced by teachers and by government departments. Whilst enthusiasm at the grass roots level has produced many and varied responses to career education concepts originally promulgated in the United States and Britain, the disparity in time and facilities allocated for careers work, and the differing backgrounds of the teachers and other workers in the field make it extremely difficult to give a precise or comprehensive account of what career education means in Australia. This paper examines several programs produced in Australia for secondary schools in terms of the modifying factors of time allocation, curriculum style and theoretical bias, and points to some of the problems that may confront career educationists in the near future.
Teachers' Perceptions of the Diffusion of an Innovation within an Authority-Decision Framework: A Senior School Geography Case Study
Authors: Hill P. W. , Marsh C. J. 
Published: March 2013

In this paper, the process of authority innovation-decisions within an educational context is explored through detailed reference to the introduction of a tertiary admissions geography syllabus into a State educational system. In order to obtain teachers' reactions to the new syllabus and to attempt to gauge the extent to which they have accepted, rejected or modified it, a questionnaire was administered to all (163) teachers of geography in Government high schools in Western Australia. The results of the study suggest that high levels of adopter acceptance of authority innovation decisions are associated with (i) opportunity for adaptation and accommodation of the initial ideas by the system and by the individuals within the system, (ii) opportunity for adopter flexibility and freedom to develop an individualistic approach within a broad framework, and (iii) the degree of explicitness with which the decision-making unit communicates the innovation to the adopters.
Communication Apprehension and its Educational Implications: Some Initial Australian Data
Authors: Crocker William , Klopf Donald , Cambra Ronald 
Published: March 2013

About 20 per cent of American college students suffer from debilitating communication apprehension (McCroskey, 1977) and, if a sampling of Australian college students typifies the larger population, Australia has a similar incidence. In America, the communication apprehensives are being classed as learning disabled or handicapped and are beginning to receive specialized instruction in order to maximize their learning potential (Hurt and Preiss, 1978). Australian college students may benefit from similar training. The purpose of this article is to describe the nature of communication apprehension (CA) and its academic implications, to present initial data on its prevalence in Australia, and to indicate some methods used to reduce its effects.
Research on Teaching, Teaching, and Teacher Training
Authors: Hogben Donald 
Published: March 2013

Research on teaching, conducted over many years largely from within the process-product paradigm, has contributed few generalizations either to guide teachers directly, or indirectly through its influence on the content of teacher education programs. Alternative paradigms which recognize as basic the complexity and ambiguity inherent in classroom environments, and the fact that students are active agents in their own learning, appear to show more promise for the future and are likely to be more meaningful and relevant to practising teachers. Research involving practising teachers, teacher-trainees, and educational researchers working together on projects carefully articulated with professional courses is proposed as offering more promise for the future than a continuation of the search for generalizations from research on teaching conducted within the process-product paradigm.
National Curriculum Co-ordination: Some Lessons from the CDC's Language Development Project
Authors: Christie Frances 
Published: March 2013

Efforts at national curriculum development and co-ordination in Australia date from the late 1960s and early 1970s. The first phase of national curriculum activity involved the creation of national committees. A second phase commenced with the creation of the Curriculum Development Centre, although the work of the CDC was affected significantly by the decision (1980–81) to wind the centre down. Now, with the re-emergence of the CDC in a new form, a third phase of national curriculum activity has commenced. The Language Development Project (LDP) was the last of three national curriculum projects initiated in the 1970s, and the only one wholly developed by the CDC. The processes of planning and generating LDP activity were therefore different from earlier national curriculum initiatives. It is argued that the experience of the LDP offers important lessons for future national curriculum development, both in terms of models of co-ordination and management, and in terms of appropriate patterns for the involvement and development of teachers.
Reviewing for Research Excellence: Expectations, Procedures and Outcomes
Authors: Poole Millicent E. 
Published: March 2013

This paper describes the process by which the Humanities and Social Sciences Panel of the Australian Research Council (ARC) gives effect to the principle of funding ‘research excellence’. A member of this Panel for four years, the author provides an account of the ARC Research Allocation Policy, what criteria assessors are asked to use in judging each research grant application, and the quality controls operating within the system. Peer review is identified as the central element in assessing the excellence of the research proposal, the possibility of a significant conceptual advance and the quality of the researcher(s). Particular comment is made about the success of educational researchers in obtaining ARC funds for research and implications for the future.
Surgical Treatment of Subacute and Chronic Valgus Instability in Multiligament-Injured Knees With Superficial Medial Collateral Ligament Reconstruction Using Achilles Allografts
Authors: Liu Xin , Feng Hua , Zhang Hui , Hong Lei , Wang Xue Song , Zhang Jin , Shen Jie Wei 
Published: March 2013

Background: Symptomatic medial collateral ligament (MCL) instability is rare, and it is frequently associated with multiligament injuries. Most clinical investigations have failed to clearly define the specific objective outcome measures assessing the stability of the MCL quantitatively before and after the reconstruction procedure. Purpose: To quantitatively evaluate the early clinical outcomes of patients with valgus instability of knee joints who had undergone superficial MCL reconstruction using Achilles tendon allografts. Study Design: Case series; Level of evidence, 4. Methods: From August 2005 to December 2010, 19 consecutive patients with MCL injuries were included in this study. The inclusion criteria were (1) a subacute or chronic MCL injury, with a time from initial injury to surgery of longer than 3 weeks, and (2) valgus laxity graded C or D according to the International Knee Documentation Committee (IKDC). All patients underwent superficial MCL reconstruction using Achilles tendon allografts. To evaluate the laxity of the MCL preoperatively and postoperatively, valgus stress radiographs using a Telos device were used. Other assessments included the IKDC subjective functional evaluation and Lysholm score estimation. Results: Sixteen of the 19 patients (12 men and 4 women) were available for final follow-up. The median age of the patients was 37 years (range, 19-53 years); mean body mass index (BMI) was 26.4 (range, 21.7-29.4). The mean time from injury to surgery was 15.9 months (range, 24 days to 84 months), and median follow-up period was 34 months (range, 24-67 months). The mean medial knee laxity (side-to-side difference) was 8.9 ± 3.2 mm (range, 6-15.9 mm) preoperatively and 1.1 ± 0.9 mm (range, –1.1 to 3.2 mm) postoperatively ( P < .001). The preoperative mean IKDC subjective knee functional score was 49.8 ± 6.9 (range, 31-57.5), while the postoperative functional score was 84.3 ± 6.0 (range, 71.3-93.1) ( P < .001). The mean Lysholm score was 69.3 ± 5.9 (range, 55-78) preoperatively and 88.6 ± 5.0 (range, 75-95) postoperatively ( P < .001). There was no significant correlation between patients’ BMI and the final clinical outcome scores ( P = .311). Conclusion: In a small set of patients with multiligament-injured knees, valgus laxity can be effectively restored through surgical management with superficial MCL reconstruction, when the other associated ligament injuries are reconstructed as well. The subjective functional results were significantly improved postoperatively at short-term follow-up.
Breastfeeding by Chinese Mothers in Australia and China
Authors: Chen Shu , Binns Colin W. , Zhao Yun , Maycock Bruce , Liu Yi 
Published: March 2013

Background: Breastfeeding practices might be influenced by migration to another country. Although the “healthy migrant effect” is commonly reported in epidemiology, evidence for it in breastfeeding practices is weak. Objectives: This study aimed to compare the initiation and duration of breastfeeding between Chinese Australian migrants and Chinese mothers in mainland China and test the healthy migrant effect in Chinese Australian migrants in Perth, Western Australia. Methods: A survey was undertaken of 239 Chinese mothers living in Perth and 1844 mothers living in Chengdu, Sichuan Province, PR China, with a response rate of 96.7% and 87.8%, respectively. Results: The breastfeeding initiation rate in Chinese Australian mothers (94.1%) was higher than in mothers in China (86.2%, P < .001). Chinese Australian mothers also had a longer breastfeeding duration, greater “full breastfeeding” rate at 6 months, and greater “any breastfeeding” rates at 6 and 12 months. After controlling for potential confounding variables, the results of the binary logistic regression analysis showed that the location of the mother (Australia or China) was associated with breastfeeding practices. Chinese mothers living in Chengdu were less likely to initiate breastfeeding (odds ratio = 0.47, 95% confidence interval, 0.25-0.89) and breastfeed their babies at 12 months (odds ratio = 0.48, 95% confidence interval, 0.33-0.69) than Chinese mothers in Perth. Conclusion: The higher breastfeeding initiation and longer breastfeeding duration by Chinese migrant mothers in Perth than mothers in Chengdu suggest a “healthy migrant effect.”
Ankle Arthrodesis vs TTC Arthrodesis
Authors: Ajis Adam , Tan Ken-Jin , Myerson Mark S. 
Published: March 2013

Background: It is believed that patients with an ankle arthrodesis (AA) have better outcomes than after a tibiotalocalcaneal (TTC) arthrodesis due to preservation of subtalar motion. However, there are no studies comparing actual functional outcomes and patient satisfaction between AA and TTC arthrodesis. Methods: We retrospectively analyzed patient satisfaction and functional outcomes of patients after an AA and TTC arthrodesis using a postal survey. A total of 173 patients who underwent TTC and 100 AA patients from 2002 to 2010 were identified with a minimum of 24 months follow-up. In all, 53 AA and 64 TTC arthrodesis patients were included in the study, with the remainder lost to follow-up. A return to activity questionnaire and SF-12 scores were used to compare functional outcomes. The mean follow-up time was 63 months. Results: Both groups showed good outcomes with a low visual analogue pain score (2.7 for AA and 2.8 for TTC), high satisfaction score (90.6% for AA and 87.5% for TTC), and return to work (77.4% for AA and 73.0% for TTC). In all, 84.6% of AA and 81.0% of TTC patients would have the surgery again. There were no significant differences between the 2 groups for these parameters. However, when asked if their desired activity level was met, fewer AA patients met their desired level (58.5% for AA and 66.5% for TTC, P = .02). AA patients were also more likely to feel their level was unmet due to the foot and ankle (85.6% for AA vs 25.7% for TTC, P < .001). Conclusions: Both AA and TTC arthrodesis were associated with good functional outcomes and satisfaction. AA patients had higher postoperative activity expectations and were less likely to meet them. When they failed to meet these expectations, they were much more likely to attribute it to their operated ankle. We believe it is because of the different ways the 2 groups of patients are counseled preoperatively, which highlights the importance of managing patient expectations. Level of Evidence: Level III, retrospective comparative study.