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"Effective teaching Australia."
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Exploring the role of academic development in Supporting Tertiary Educators' well-being: The case of online consultations at UniSA. 'A practice report'
In this practice report, we posit that academic development encompasses more than improving and developing courses; it offers a space for tertiary educators to develop professionally, personally, and improve their well-being. The report is focussed on an initiative of a Teaching Innovation Unit to offer individual consultations to tertiary educators as a way of supporting well-being while building professional knowledge and capacity. Preliminary findings based on evaluation data suggest that the consultations were indeed a valued resource for educators. Moving forward, we propose that our assertion of the value of the consultations can be tested by applying well-being models and frameworks, such as Ryff and Keyes' (1995) scale and Wheatley's (2022) workplace well-being framework.
Journal Article
Student Voice, Teacher Action Research and Classroom Improvement
his book describes a large-scale research program which investigated the feasibility of using student perceptual measures as the basis for teacher development and classroom improvement. The book describes how teachers' use of the student feedback, as part of an action-research process, was used to guide improvements to their respective classrooms which in turn provided them with increased opportunities for teacher development and growth. In addition to this, it reports the efforts of one school which purposefully linked the involvement of their teachers to their school improvement initiatives.
eBook
The first year university experience: using personal epistemology to understand effective learning and teaching in higher education
Personal epistemological beliefs, or beliefs about knowing, provide a way in which to understand learning in a range of educational contexts because they are considered to act as filters for all other knowledge and beliefs. In particular, they provide a useful framework for investigating learning and teaching for first year students in tertiary education, who are typically considered to hold less sophisticated epistemological beliefs. Using semi-structured interviews, this study investigated the nature of beliefs about knowing and learning of 35 first year teacher education and creative writing students at a large metropolitan university in Australia. The interview analysis indicated that a relationship existed between individuals' core beliefs about knowing and their beliefs about learning. This relationship has implications for the way in which we support first year students' learning as they transition into university and progress through their courses. (HRK / Abstract übernommen).
Journal Article
School leaders' identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes
Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program-Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools' principals and school leaders. The study has particular implications for policy makers and school leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools. [Author abstract]
Journal Article
Supporting children's transition to school age care
While a great deal of research has focused on children's experiences as they start school, less attention has been directed to their experiences-and those of their families and educators-as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school age care. Data were generated through questionnaires, document analysis, visits to sites and conversations with a wide range of participants. In this paper, data related to school age care are reported. The results emphasise the importance of communication in the development of strong positive relationships among all those involved in transition. The practices identified as effective reflect the principles of My Time, Our Place: Framework for School Age Care in Australia, and are aligned with the Transition to School: Position Statement, which focuses on the opportunities, expectations, aspirations and entitlements for all during educational transitions. Drawing on these practices, possibilities for enhanced professional practice are explored. [Author abstract]
Journal Article
The Efficiency of Increasing the Capacity of Physiotherapy Screening Clinics or Traditional Medical Services to Address Unmet Demand in Orthopaedic Outpatients: A Practical Application of Discrete Event Simulation with Dynamic Queuing
Background
Hospital outpatient orthopaedic services traditionally rely on medical specialists to assess all new patients to determine appropriate care. This has resulted in significant delays in service provision. In response, Orthopaedic Physiotherapy Screening Clinics and Multidisciplinary Services (OPSC) have been introduced to assess and co-ordinate care for semi- and non-urgent patients.
Objectives
To compare the efficiency of delivering increased semi- and non-urgent orthopaedic outpatient services through: (1) additional OPSC services; (2) additional traditional orthopaedic medical services with added surgical resources (TOMS + Surg); or (3) additional TOMS without added surgical resources (TOMS − Surg).
Methods
A cost-utility analysis using discrete event simulation (DES) with dynamic queuing (DQ) was used to predict the cost effectiveness, throughput, queuing times, and resource utilisation, associated with introducing additional OPSC or TOMS ± Surg versus usual care.
Results
The introduction of additional OPSC or TOMS (±surgery) would be considered cost effective in Australia. However, OPSC was the most cost-effective option. Increasing the capacity of current OPSC services is an efficient way to improve patient throughput and waiting times without exceeding current surgical resources. An OPSC capacity increase of ~100 patients per month appears cost effective (A$8546 per quality-adjusted life-year) and results in a high level of OPSC utilisation (98 %).
Conclusion
Increasing OPSC capacity to manage semi- and non-urgent patients would be cost effective, improve throughput, and reduce waiting times without exceeding current surgical resources. Unlike Markov cohort modelling, microsimulation, or DES without DQ, employing DES-DQ in situations where capacity constraints predominate provides valuable additional information beyond cost effectiveness to guide resource allocation decisions.
Journal Article
Engaging the Disengaged
Engaging the Disengaged addresses strategies of immersive teaching. Drawing together a range of experts, the book explores how various differences can alienate students, and examines challenges faced by schools in diverse settings. It also offers ideas for engaging students in subjects such as mathematics, physical education and the arts.
eBook
Effectively teaching diverse student groups : a reflection on teaching and learning strategies
This article discusses facilitating student collegiality within diverse student groups. This is increasingly the norm in Australian higher education, including universities. The article is a discussion of the author's critical reflection on teaching 'Gender, Globalisation and Cultural Politics', to undergraduate and postgraduate, international and domestic students over three years (2010 - 2012). The article argues that diverse student groups of international, domestic, mature age and Gen Y students often have similar difficulties and strengths, although they may occur for quite different reasons, and understanding this is useful when deciding on teaching and learning strategies. The article describes several of the author's teaching and learning strategies and explains the outcomes of using these with diverse student cohorts. Comment is made on: student dynamics and introduction to theoretical concepts through engagement with identity; difficulties understanding and communicating; working in small groups; and encouraging students to speak to the whole class. [Author abstract, ed]
Journal Article