Quantitative and qualitative measures of student learning at university level

This paper reports the use of quantitative and qualitative measures of university student learning during teaching in psychiatry. Concept mapping, pre-and post test scores and performance in written assignments were used to measure the quality of change in personal understanding and to show the ways that the knowledge-targets of the course were achieved. The data show that: (1) Concept mapping can be used to explore personal understanding because it facilitates discrete statements of meaning. (2) These personal statements can be compared through time to assess change. (3) Specific criteria can be used to measure the quality of the change from one statement to another so that the different qualities of change that occur can be made-visible in the course of teaching. The approach is discussed in the broader context of learning theory and teaching practice. We show in particular, that prior-knowledge is an important determinant of learning because it affects the sense that can be made of taught material.     

The Development of Adolescents' Emotional Stability and General Self-Concept: The interplay of parents,peers, and gender

Gender differences associated with the development of adolescents' sense of general self-concept (confidence and self-worth) and emotional stability (calmness, freedom from anxiety, and depression) were investigated using a sample of 655 adolescents (mean age 16 years). Relationships with parents were important for males' emotional stability but not females' and so this finding challenges the belief that adolescent males are more concerned with establishing independence from parents than females. The research also challenges the notion that adolescent boys are less interested in close personal peer relationships than girls. Same sex and opposite sex peer relationships were more influential in the formation of adolescents' emotional stability than parental relationships. A reciprocal relationship was revealed between general self-concept and emotional stability. Comparing these results with results obtained on the same students 18 months previously (aged 14.5 years), demonstrates that adolescents increasingly transfer their emotional attachment from parents to peers in a process called individuation.     

Football’s First Free Kick: Demography and the Media – How and Why Australia Got a Game of Its Own

There have been numerous attempts to explain why the precocious code of football that started as a game played under Melbourne Club rules devised in 1859 became the dominant form in Victoria and the most influential in Australia, while Association football (soccer) had little impact until the second half of the twentieth century. In this article, attention is directed at some demographic features that have not been addressed in the literature and on the journalists who helped shape public perceptions of this form of the game. For the first 20 years after the codification of this unique football there was virtually no inward migration into Victoria, so the domestic game had its first free kick with few foreigners with different ideas of how the game should be played to disturb its establishment. Furthermore, the journalists who shaped the ideas of the readership of the Victorian newspapers had little or no knowledge of the forms of football played in Victoria prior to 1855, and their unconscious or conscious imperialism helped secure the pre-eminence of the new code.     

寻找最具创新能力的组织——全球最受推崇企业的启示

我们的发现表明：创新始于企业高管，领导者提供创新的方向，并建立有利于创新的组织文化和气氖。观点是创新的动力，无论是新的观点或是已有观点，他们都在新的方法中起到杠杆作用。为了促进创新观点的产生，创新型的领导鼓励个人的高度的主动性、推行有效的多功能的团队协作和融合，以确保最佳操作在公司中的扩散和充分运用。     

Raising levels of school student engagement and retention in rural,regional and disadvantaged areas: is it a lost cause?

This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate against the widely censured problem of students leaving school too soon. The paper draws from principles of Bronfenbrenner’s model of ecology to situate the 25 participants who formed the sample of the study in the exosystem of the environment of the young people whose educational attainment and retention in schools is the focus of this work. Data analysis generated three major themes: families and the socio-cultural environment; teachers and teaching; and the school system. The study’s findings play an important role in prompting us to question when, and if, the dire situation of student dropout in the state and in similar contexts worldwide will begin to be reversed. Implications of the work include the need to develop and sustain a strong policy environment in which high-quality education and schooling success are contextualised as key features to which members across the systems and sections of society can contribute.     

Defending letters: a pragmatic response to assaults on the humanities

This paper is a mainly pragmatic response to utilitarian criticisms of the humanities. It first outlines political, public and practical fronts on which the humanities are under assault, identifying critics and their conspirators. Then, as a part of its defence of the humanities it expounds some of their central strengths. These range from the philosophical to the practical: lending critical perspectives to knowledge production, enriching lives, developing skills for uncertain and increasingly connected futures, improving science and supporting institutional income and credibility. Finally, the paper suggests that humanists must not only continue valuable conceptual and empirical disciplinary work but must add the very defence of the humanities to professional activity.     

Book reviews

In the context of uncertainty and ongoing reform of senior secondary education in Australia, this paper addresses inclusivity in the design and implementation of senior physical education (PE) courses. Critical analysis of course developments in two states in Australia; Queensland and Western Australia, demonstrates ways in which course design, school and teacher decisions can all have wide reaching significance for students’ educational and vocational futures. Course developments in the two states are identified as pursuing inclusivity in different ways and as featuring significant flexibility in their requirements. Enactment of the embedded commitment to inclusivity and accompanying flexibility is shown to present considerable ‘scope for slippage’ from the intentions embedded in the official course texts. It is argued that curriculum developers, teachers and researchers should continue to seek to disrupt processes of generation, maintenance and transmission of inequalities within and beyond PE.