Creating conversations: an inclusive approach to the international networking of knowledge about education

Networking has been central to human communication and social engagement for centuries, but has changed dramatically with the advent of new technology. However, the practice of networking has received little academic attention and tends to be undertheorised. This paper considers the impact of the global digital and communication divide, and the contested nature of inclusive education, on the task of promoting information sharing internationally. A summative case study is presented of a network, established to support the documentation of promising practice on inclusive education in countries with limited access to information and material resources. The case study uses autoethnographic methods to identify key principles for the development of an inclusive network. The significance of this paper is in its proposition of a working model of inclusive networking, which has potential to be developed into a theory.     

‘I just want to be me when I am exercising’: Adrianna's construction of a vulnerable exercise identity

This study explores the social and dynamic aspects of the concept ‘exercise identity’. Previous research, mainly in psychology, has documented a link between exercise identity and exercise behaviour. However, the process of identity formation is not straightforward but rather something that can change with time, context and interaction with others. Subsequently, the present work is informed by a social constructivist approach that views exercise identity as a social product and the formation of it as a social process. Our case study of ‘Adrianna’ examined through a biographical narrative analysis how such an identity may be constructed through interaction and over the life course. Three themes were identified; Adrianna's relationship to (1) significant others, (2) her body and (3) sociocultural norms and expectations. Reflecting this fluidity of exercise identities, we suggest the alternative concept ‘vulnerable exercise identity’ to better understand the subtler dynamics of exercise identity formation and development. Adrianna's case is presented as a ‘recognizable story’, representative of the struggle many people face when trying to become more physically active in contemporary western societies.     

Parenting Practices and Peer Group Affiliation in Adolescence

Social scientists have often assumed that parental influence is sharply curtailed at adolescence because of the rising counterinfluence of peer groups, over which parents have little control. The present study tested a conceptual model that challenged this view by arguing that parents retain a notable but indirect influence over their teenage child's peer associates. Data from a sample of 3,781 high school students (ages 15–19) indicated that specific parenting practices (monitoring, encouragement of achievement, joint decision making) were significantly associated with specific adolescent behaviors (academic achievement, drug use, self-reliance), which in turn were significantly related to membership in common adolescent crowds (jocks, druggies, etc.). Findings encourage investigators to assess more carefully parents' role in adolescents' peer group affiliations.     

One newspaper’s role in the demise of the Tasmanian Essential Learnings Curriculum: Adding new understandings to Cohen’s moral panic theory in analyzing curriculum change

The purpose of this paper is to analyze the role of print media in the development of systemwide curriculum change. Consideration is given to the nature and influence of newspapers on public opinion about curriculum change through the examination of the role of the Mercury in one period in the history of Tasmanian curriculum change. The application of Cohen’s (Folk devils and moral panics: The creation of the mods and rockers (3rd ed.), London: Routledge, 2002) work on moral panics in influencing public opinion is utilized as a theoretical framework.     

Giving feedback: Development of scales for the mum effect,discomfort giving feedback,and feedback medium preference

Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate feedback to employees, yet little research addresses rater tendencies (i.e., the mum effect) and attitudes that influence how performance feedback is given. Because technology has changed the nature of communication in organizations (e.g., feedback given by e‐mail), there is a need to determine how a feedback giver's preference for the delivery medium might influence the message. In this article, we develop three scales measuring the mum effect, discomfort with giving feedback, and feedback medium preference to determine feedback givers' tendencies, which may be used to improve feedback delivery. We then used these scales in a feedback situation. Findings are reported and practical implications discussed.     

Student perceptions of teamwork within assessment tasks in undergraduate science degrees

Teamwork assessment creates a more comprehensive educational experience by broadening the diversity of skills that students develop. Developing teamwork skills is particularly important due to a recognised skills gap among science graduates. This study investigated student perceptions of developing teamwork skills during their undergraduate science degrees. A mixed methods approach was used, which included the analysis of both quantitative and qualitative online survey data. The key findings showed that, although students understood the importance of developing teamwork skills for their future, a substantial proportion did not feel sufficiently prepared with these skills by their science degree. To develop teamwork skills, more students valued working in teams during laboratory sessions, team sports and informal study groups than non-laboratory based formal teamwork assessment. In support of previous teamwork studies across disciplines, the most cited factors contributing to poor teamwork experiences were difficulties scheduling meetings and unequal contribution among team members. This study indicates pedagogical improvements that may enhance the teamwork experience of students during assessments.