Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation

In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education.     

The Tech Trajectory: Examining the Role of College Environments in Shaping Students’ Interest in Computing Careers

Research in Higher Education - Computing career opportunities are increasing across all sectors of the U.S. economy, yet there remains a serious shortage of college graduates to fill these jobs....     

Teaching Science as a Process,Not a Set of Facts

Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education...     

Promoting basic arithmetic competence in early school years–using a response to intervention model

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.     

Conceptualising Intergenerational Lived Experience: Integrating Art–Moving–Well-Being across Disciplines,Communities and Cultures

Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well-being. Yet, since the onset of the COVID-19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans-disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross-disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well-being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper; first, to better understand current studies that report on integrating art–moving–well-being practices, and the effect this has on health and well-being of intergenerational participants (under 10-year-olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long-term aim is to propose a flexible art–moving–well-being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each individual, and there is a need to connect specific intergenerational programmes with art–moving–well-being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities.     

Teaching anti-racist counseling theories: Black liberation narrative therapy

Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations.     

Enabling integrated knowledge acquisition and management in health care teams

Basing treatment, policy and planning decisions on the best available research knowledge remains a central principle in modern health care around the world, yet many health professionals find acquiring and managing published research knowledge challenging. In this paper, we report on a Soft Systems Methodology-based collaborative action research initiative with a specialist mental health service from the United Kingdom's National Health Service. Our objective was to design and implement improvements to their knowledge acquisition and management activities in order to facilitate sustained and effective evidence-based practices. We report on both the factors found to impede effective research knowledge acquisition and management and the development of more integrated knowledge management processes designed to improve the situation.