Recent Publications

This page provides details of recent research publications from Faculty staff, graduate research and honours students. Publication details are listed alphabetically. Please refer to the Faculty staff page to obtain contact details for authors ( http://fcms.its.utas.edu.au/educ/educ/people.asp ).

Refereed Articles in Scholarly Journals

Abbott-Chapman, J., Denholm, C. J., & Wyld, C. (2008). Social support as a factor inhibiting teenage risk-taking: Views of students, parents and professionals. Journal of Youth Studies, 11(6), 611-627.

A large-scale study conducted in Tasmania, Australia, of teenage risk-taking across 26 potentially harmful risk activities has examined a range of factors that encourage or inhibit risk-taking. Among these factors, the degree of social and professional support the teenage students say they would access for personal, study or health problems has been examined and correlated with the respondents' risk-taking profiles. Findings reveal that the wider the range of social support, including parents, family and friends, the less likely are teenagers to participate in risk-taking activities, as measured by the Personal Risk Score Category Index developed for the research. Respondents who relied only on friends' support or had no-one to access for support had higher risk-taking profiles. Comparative analysis of parents' and pre-service professionals' expectations differed from those of the students in overestimating the extent to which students would access professionals for advice and help with personal, study and health problems, and their degree of trust in professional help. Parents also overestimated the extent to which the students would rely on their parents for support and advice compared with the students' views. The implications of this intergenerational mismatch for risk prevention and intervention programmes are discussed.

http://www.informaworld.com/smpp/content~db=all~content=a906364494

Abbott-Chapman, J., Denholm, C. J., & Wyld, C. (2008). Combining measures of risk perceptions and risk activities: The development of the RAPRA and PRISC indices. Risk Analysis, 28(1), 69-79.

The influence of risk perceptions on risk activities of teenagers is well known, but the development of indices, which combine measures of perception as well as behavioral outcomes, has proved problematical. This article discusses the ways in which this methodological problem was tackled within a five-year, multiphase, multimethod study of factors affecting adolescent risk-taking in Tasmania, Australia, which included an intergenerational comparison of adolescents and parents. The development of the Risk Activity by Personal Risk Assessment (RAPRA) Index combines measures of perceived riskiness of 26 activities identified by young people as involving varying degrees of risk, with the degree of participation by each respondent, through a rectangular model of weights. The Personal Risk Score Category (PRISC) Index summarizes and categorizes an individual's risk-taking profile relative to the group's risk values and risk hierarchy established by the RAPRA Index. The article discusses ways in which technical problems involved in combining measures of risk perceptions and risk activities were addressed during index construction, compared with examples in the literature. Some key findings from analysis of two student and parent samples are presented as exemplars of the methods used and the results produced. Findings demonstrate the widespread nature of risk-taking among teenagers, and the similarity of levels of risk-taking between teenager and parental generations. The indices allow for detailed comparison of particular risk-taking activities and reveal differences among teenagers now compared with parents when they were teenagers, and illustrate the dynamic cultural context of risk-taking perceptions and values.

http://eprints.utas.edu.au/3742/

Abbott-Chapman, J., Denholm, C. J., & Wyld, C. (2008). Gender differences in adolescent risk-taking: Are they diminishing? An Australian intergenerational study. Youth and Society, 40(1), 131-154.

Research investigating patterns of intergenerational risk taking has produced evidence of increased risk taking of female adolescents compared with their mother's generation and a reduction in the traditional gap between levels of teenage male and female risk taking. The research is part of a larger, multistage project on factors affecting adolescent risk taking conducted between 1999 and 2003 in Tasmania, Australia, using quantitative and qualitative research methods. Findings from the study of 954 "mainstream" students in Years 11 and 12 in public and private senior secondary schools and colleges and 1,139 parents of Year 11 and 12 students in the same schools and colleges suggest that gender differences in risk taking and risk perceptions have narrowed significantly over recent decades. Although the pattern of risk activities is complex, it appears that high levels of consumption of alcohol and binge drinking are what especially distinguish the behavior of teenage girls from their mothers' generation.

http://dx.doi.org/10.1177/0044118X07309206

Anderson, D., Piscitelli, B., & Everett, M. (2008). Competing agendas: Young children's museum field trips. Curator, 51(3), 253-273.

Visitors to museum settings have agendas that encompass a wide variety of missions. Agendas are known to directly influence visitor behaviour and learning. Numerous agendas are at play during a visit to a museum. We suggest that in a museum-based learning experience, children’s agendas are often overlooked, and are at times in competition with the accompanying adult’s agendas. This paper describes and qualitatively analyses three episodes of competing agendas that occurred on young children’s field trips to museums in Brisbane, Australia. The aim is to elucidate the kinds of tensions over agendas that can arise in the experience of young museum-goers. Additionally, we hope to alert museum practitioners to the importance of considering children’s agendas, with the aim of improving their museum experience. Suggestions are also made for ways in which educators can address children’s agendas during museum visits in order to maximise learning outcomes.

http://m1.cust.educ.ubc.ca/uploads/faculty_pages/DAnderson/AndersonPiscitelliEverett2008.pdf

Baker, W. (2008). Learning centres in primary and early childhood music education. Victorian Journal of Music Education, 22-30.

This article reports findings arising from a research project addressing the development and implementation of eighteen learning centres in music education in a Tasmanian Department of Education (DoE) school in regional northern Tasmania in 2007. Learning centres in music education are separate spaces in the classroom in which students engage individually or in small groups in self-regulated musical learning. Literature related to learning centres are reviewed, an exemplar learning centre is presented, the methodology of the project is outlined, data from the project are discussed, and conclusions drawn. The paper offers an initial perspective to inform further research into this under-utilised strategy.

http://eprints.utas.edu.au/8146/

Beswick, K. (2008). Influencing teachers' beliefs about teaching mathematics for numeracy to students with mathematics learning difficulties. Mathematics Education and Development, 9, 3-20.

This paper reports on the beliefs of a group of K-8 mathematics teachers about appropriate goals and methods of mathematics teaching for students with mathematics learning difficulties and for students generally. The teachers were involved in a brief professional learning program that aimed to provide them with effective strategies for mathematics teaching for numeracy, and to influence their relevant beliefs towards a more inclusive view of mathematics teaching. The questionnaire used in the study revealed differences between teachers’ beliefs in relation to students generally and those with mathematics learning difficulties, and provided evidence that carefully designed professional learning may be able to reduce these differences. 

http://www.merga.net.au/documents/MTED_9_Beswick.pdf

Beswick, K., Swabey, K. J., & Andrew, R. G. (2008). Looking for attributes of powerful teaching for numeracy in Tasmanian K-7 classrooms. Mathematics Education Research Journal, 20(1), 3-31.

This paper reports on the development and use of a classroom observation reflection tool designed to measure the extent to which pedagogies acknowledged in the literature as contributing to effective teaching of mathematics for numeracy are present in classrooms. The observation schedule was used in conjunction with a record of classroom activity to examine numeracy pedagogies in a sample of Tasmanian classrooms from Kindergarten to Year 7. Low levels of intellectual challenge in a highly socially supportive classrooms were typical. 

http://www.merga.net.au/documents/MERJ_20_1_Beswick.pdf

Boardman, M. (2008). Prep students achieving enhanced literacy outcomes: Investigating the teaching practices of their highly skilled teachers’. Journal of Australian Research in Early Childhood Education, March, 1-10.

In Australia, increased emphasis has been placed upon young students attaining enhanced literacy outcomes in the early years of schooling (Arthur, Beecher, Death, Dockett & Farmer, 2005). Achieving such results demands highly skilled teachers who are able to make a significant difference in young students’ education (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2004), and who can subsequently take learners to new heights in their literacy achievement. This study, conducted with the support of the Tasmanian Department of Education, investigated the literacy teaching practices employed by highly skilled Prep teachers (n=9) from across the state. Postal surveys, utilised to gather both quantitative and qualitative data, revealed all responding Prep teachers were highly experienced practitioners. Results showed that teachers offered sequentially structured literacy programs, which were focused strongly on small group teaching. In addition, each teacher held a strong philosophical position on literacy teaching which was transformed into high expectations, praise and support for their Prep students to achieve success in reading and writing. Explicit teaching was a key to their literacy programs as was parent support through the implementation of successful home reading programs. Evidence received indicated that these highly skilled Prep teachers exuded passion and dedication towards their literacy teaching and for the education of students in their class.

Dyment, J., & Bell, A. (2008). 'Our garden is colour blind, inclusive and warm': Reflections on green school grounds and social inclusion. International Journal of Inclusive Education, 12(6), 1-15.

In the interest of enhancing children's environments, communities around the world are "greening" school grounds, replacing asphalt and manicured grass with a diversity of design elements such as trees, shrubs, gardens, water features, artwork and gathering areas. Despite a growing body of research from a number of disciplines exploring the potential of these spaces, very little is known about the ways they can promote social inclusion with respect to gender, class, race and ability. This paper explores the relationship between school ground greening and social inclusion in a Canadian public school board where approximately 20% of more than 500 schools have begun the greening process. A mixed methods approach was used: (1) 149 questionnaires were completed by administrators, teachers and parents associated with 45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted with administrators, teachers and parents at five schools across a range of socio-economic statuses. The study revealed that green school grounds are more inclusive of people who may feel isolated on the basis of gender, class, race and ability, suggesting that these spaces promote, in a very broad sense, social inclusion. (Contains 2 tables and 3 notes.)

http://pdfserve.informaworld.com/490333_751309879_769558853.pdf

Dyment, J., & Bell, A. (2008). Grounds for health: The intersection of green school grounds and health promoting schools. Environmental Education Research, 14(1), 77-90.

Despite the growing body of research on green school grounds, relatively little has been written about their relationship with health promotion, particularly from a holistic health perspective. It is this relationship that we explore in this paper--the power and potential of green school grounds to promote health and well-being and to be an integral element of multifaceted, school-based health promotion strategies. Specifically, we bring together recent research to examine green school grounds as places where the interests of educators and children's health advocates can meet, inform and support one another. By grounding our comments in recent thinking about health-promoting schools, we highlight the growing body of evidence that green school grounds, as a school setting, can contribute to children's physical, mental, social and spiritual well-being. (Contains 3 notes.)

http://www.informaworld.com/smpp/content~db=all?content=10.1080/13504620701843426

Edmunds, W., Mulford, W. R., Kendall, D., & Kendall, L. R. (2008). Leadership tensions and dilemmas. International Electronic Journal for Leadership in Learning, 12, 1-17.

 Results from the Tasmanian Successful School Principal Project (SSPP) survey concur with the four major leadership tensions and dilemmas identified in a background literature review. These tensions and dilemmas relate to internal/external control, ethic of care/responsibility, and an emphasis on professional/personal as well as leadership/management. The results also offer new insights. These insights include differences in the effects of the  tensions and dilemmas based on principal qualifications, experience and gender, school size, socio-economic status (SES) and organisational capacity, and student social and literacy/numeracy success adjusted for school SES.

 http://www.ucalgary.ca/iejll/edmunds

Evans, J., & Penney, D. (2008). Levels on the playing field: the social construction of physical 'ability' in the physical education curriculum. Physical Education & Sport Pedagogy, 13(1), 31-47.

Background: This paper develops an analysis of how ‘educability’ and ‘physical ability’ are socially configured through the practices of physical education (PE) in schools. We pursue this interest as part of a broader project, shared by many in the wider community of social science researchers in PE, to better understand how ‘knowledge of the body’ is produced, transmitted and ‘received’ in and through the educational practices of schools, and how these processes relate to social justice, inequality, cultural reproduction and change. Purpose: Our specific interest here is in how the physical education curriculum is ‘encoded’ with particular conceptions of education, childhood, development and ‘educability’ and how these, when expressed through various pedagogical modes, may impact a child’s opportunity to display or perform ‘ability’ in PE classrooms and, ultimately, their ‘desire’ to learn. Research design: Drawing on sociological concepts from Bernstein, the paper undertakes a comparative, narrative analysis of two curriculum texts, Movement and Growing (HMSO) and the National Curriculum PE (DFEE), both of which have sought to define thinking and practice in PE in the UK over the last 50 years. The former, influential in the 1950s and 1960s, is now a ‘redundant pedagogy’; the latter has defined PE in England and Wales since the 1990s. Findings: The analysis suggests that in the contrast between these texts we can identify two forms of pedagogy, each representing and reflecting distinctive political ideologies, versions of education and social control. The former (Movement and Growing) predicates ‘horizontal relationships’, the recognition and acceptance of diverse ‘abilities’, shared needs and interests, and the achievement of personal value and status. The latter (National Curriculum PE), ‘vertical relationships’, differentiation and the creation of ‘ability’ hierarchies, and the ascription of positional status and value. Conclusion: The analysis invites teachers to consider whether modern variants of PE have liberalised or limited teachers’ understandings of ‘ability’, ‘educability’ and how children learn to succeed and fail in PE.

http://eprints.utas.edu.au/4015/

Ewington, J., Mulford, W. R., Kendall, D., Edmunds, W. J., Kendall, L. R., & Silins, H. (2008). Successful school principalship in small schools. Journal of Educational Administration, 46(5), 545-561.

Purpose – The special characteristics of small schools appear to set them apart from larger schools. In fact, small schools may be a discrete group in that their complexity may not be in direct ratio to their size. The special characteristics of small schools may include the absence of senior staff, administrative assistance on a part time basis only, conservatism and role conflict within the community, and lack of professional interaction. This paper aims to explore these issues by analysing data from a recent survey on Tasmania successful school principalship.
Design/methodology/approach – Results from a survey with the population of Tasmanian principals in schools of 200 or less students are compared with previous research findings from the limited literature in the area.
Findings – The study has confirmed that contextual demands result in role conflict for teaching principals, that principals of small rural schools are mobile, staying for short periods of time, and that a higher proportion are female. Statistically significant differences were found among small rural schools of 100 or fewer students and small rural and urban schools of between 101 and 200 students. These differences were best explained by combination of the “double load phenomenon” and the increasingly mandated requirements for the implementation of growing amounts of Department of Education policy, rather than rurality or socio-economic status.
Practical implications – Given the combination of the expected large turnover in the principalship in Australian schools over the next five to ten years, the high proportion of small schools (at least one-quarter) and the unlikely change to the traditional career path wherein, for many, becoming a principal of a small school is the initial step progressively moving to large schools, the findings add weight to the need for greater attention to be paid to small school principalship.
Originality/value – The study adds to the very limited research into successful school principalship in small schools.

http://www.emeraldinsight.com/10.1108/09578230810895483

Fluck, A. (2008). M-Learning landscapes: e-Learning for ubiquitous school science education. Australian Educational Computing, 23(1), 24-32.

This paper describes the use of handheld computers in the Science classrooms of four Tasmanian schools over a year. Analysis was informed by theories of innovation and assisted by ecological perspectives. Teachers demonstrated a range of attitudes to innovative pedagogies associated with the devices, and these correspond to student achievements. The results from the four parallel classes were dramatically different in terms of learning achievements, students acceptance of the handhelds and teacher reflections. These differences were not attributed to equipment attributes, but to variation in innovation adoption techniques and pedagogical integration strategies. The paper draws conclusions about the change agenda for technology in education, and accompanying processes of curriculum transformation.

No URL

Kenny, J. (2008). Efficiency and effectiveness in higher education: Who is accountable for what? Australian Universities Review, 50(1), 11-20.

There is little doubt that the modern university is far different to that of the early 90s and the work of academics has changed considerably over this time driven by the efficiency and accountability agenda. In taking stock of the changes, it needs to be recognised that often the cry for efficiency and accountability has been used as a mechanism for control, cost reductions and to drive particular policy agendas. In broad terms, management practices in the tertiary education sector have shifted from a collegial to a corporate or commercial paradigm. A by-product of this has been a shift in power from academia to the hierarchy, with a managerial emphasis on deploying staff to meet strategic goals and cost effectiveness. These values do not necessarily coincide with or include the values of academics, so over time the influence of academics over decision making has reduced. This article presents a discussion of the state of tertiary education in Australia, linked to an account of the recent experiences in the Faculty of Education at the University of Tasmania. The aim of the article is to consider the cumulative effects of many of the changes that have taken place in tertiary education over recent years and to question whether the prevailing management paradigm in higher education, aimed at increased efficiency and accountability is the most appropriate way forward.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/54/2d.pdf

Muir, T. (2008). Principles of practice and teacher actions: Influences on effective numeracy teaching. Mathematics Education Research Journal, 20(3), 78-101.

Studies such as the Effective Teaching of Numeracy Study (Askew, Brown, Rhodes, Johnson & Wiliam (1997) have contributed much to our understanding of what constitutes effective teaching of numeracy. This paper aims to build on these findings and contribute a model that could influence these practices. Through synthesis of literature, the author has devised a set of principles of practice which encapsulates effective teaching of numeracy and has identified six teacher actions which can be used to enact these principles. Findings from case studies conducted with three teachers indicated that the model provided a useful framework for observing and understanding classroom numeracy practices.

http://www.merga.net.au/documents/MERJ_20_3_Muir.pdf

Mulford, W. (2008). Leadership and organisational and student learning in Tasmanian schools. International Studies in Educational Administration, 36(2), 38-45.

In this article we take up the issue of the complexity of evidence, that is, the need for evidence to be complex enough to come close to the reality faced by schools in the Australian state of Tasmania. Two research derived maps, or models, are presented for discussion that I believe better reflect this complexity than previous work in the field. The first is a model of successful school principalship and the second model of leadership for organisational learning and student outcomes. After briefly presenting the research-based models, the article returns to questions raised about the quality of evidence arising from its complexity and how comprehensive, descriptive and/or predictive are the models presented.

Mulford, W. (2008). Quality evidence on school leadership for Australian schools. International Studies in Educational Administration, 36(2), 38-45.

What evidence do we rely on to inform policy and practice in Australian school leadership? Unfortunately the available evidence shows that the answer to this question is that it is the work overseas researchers and commentators. Such overseas work is likely to have very dubious value in the Australian context. This article argues that the current heavy policy and practical focus on school leadership in Australia needs to be matched by quality Australian research in the area.

Mulford, W., Edmunds, W. J., Kendall, L. R., Kendall, D., & Bishop, P. (2008). Successful school principalship, evaluation and accountability. Leading & Managing, 14(2), 19-44.

Research literature has identified different models of school evaluation and accountability. Bureaucratic models focus on traditional, hierarchical accountability, while market-based models emphasise schools’ accountability to parents as consumers. Both types of models rely on contractual obligations to secure quality performance and, as such, are ‘low-trust’. By contrast, responsive models assign core responsibility to educators themselves to make decisions and allow for stakeholders’ interests and concerns. Research literature also suggests the need for a wide range of assessment types. A narrow reliance on testing to measure students' progress tends to discourage students from drawing on their varied cultural interests. It offers insufficient recognition of their experiences, discourages the development of students’ intellectual autonomy, and demoralises teachers. External accountability through tests and inspections generates ‘cultural resistance’ and ‘façade building’ from schools, which can be turned against worthwhile reform efforts. Results from Tasmania’s Successful School Principals Project (SSPP) provide further evidence of issues raised in this research. The project involved interviews with school principals and a wide range of other stakeholders. It was part of an international research project in which 63 case studies in seven countries were used to develop a survey instrument to measure principals’ leadership qualities. The Tasmanian research occurred as the new Essential Learnings curriculum was being introduced in the State. Growing hostility to the new curriculum from the media and elsewhere intensified a trend towards mandated, centrally driven measures to implement the reforms, which in turn generated dissatisfaction amongst teachers and principals. The study found that schools' involvement in processes to improve their accountability to the system and community has positive results, working to improve their students' literacy, numeracy, social success and empowerment. The study also found that successful principals are involved in most accountability processes at their schools. However, principals’ involvement in the reform process may lead them to make a more critical appraisal of policies and practices more broadly, including system initiatives. Evaluation processes should be open enough to allow questioning of system policy. Such openness encourages initiative at the local level. Education reforms are hampered by demands for uncritical loyalty, for frequent changes of strategy and for principals to spend extended periods away from their schools.

Mulford, W., Kendall, D., Ewington, J., Edmunds, W. J., Kendall, L. R., & Silins, H. (2008). Successful principalship of high-performance schools in high-poverty communities Journal of Educational Administration, 46(4), 461-481.

Purpose – The purpose of this article is to review literature in certain areas and report on related results from a study of successful school principalship in the Australian state of Tasmania.
Design/methodology/approach – Surveys on successful school principalship were distributed to a population of 195 government schools (excluding colleges and special schools) in Tasmania with a return rate of 67 per cent. Surveys sought responses in areas such as demographic characteristics (including a measure of school poverty), leadership characteristics, values and beliefs, tensions and dilemmas, learning and development, school capacity building, decision making, evaluation and accountability, and perceptions of school success. In addition, details of actual student performance on literacy and numeracy tests were supplied by the Department of Education.
Findings – The literature reviewed in this article indicated that world-wide poverty is a major issue and that there is a nexus between poverty and education. While questions may be raised about the effectiveness of schools as institutions in serving those in high-poverty communities, as well as problems in labelling a school as high-poverty, evidence has emerged of high-performing schools in high-poverty communities. A common characteristic of these schools is successful, high-performing leadership.
Practical implications – Evidence is provided on the nature of successful principalship of high-performance schools in high-poverty communities.
Originality/value – World-wide poverty is a major and growing social and economic issue. Yet, material available in the area, including research reported here, leads one to conclude that the research on successful principalship in high-performance schools in high-poverty communities needs to be given greater priority.

http://proquest.umi.com/pqdweb?did=1506286931&sid=1&Fmt=2&clientId=20931&RQT=309&VName=PQD

Mulford, W., Kendall, D., Ewington, J., Edmunds, W. J., Kendall, L. R., & Silins, H. (2008). Successful school principalship and decision making. Leading & Managing, 14(1), 60-71.

This article follows up on the call in a recent edition of Leading & Managing for greater public dissemination of quality evidence gathering instruments in schools. Further data is provided from the ongoing Tasmanian Successful School Principals Project to confirm the validity of the Decision-Making Index (DMI). Comparisons are reported between leadership characteristics and school capacity building and DMI as well as between student outcomes measures in literacy/numeracy and social success (including student empowerment) and DMI. It is concluded that the DMI provides those in schools with a very useful, valid (especially with its links to student outcomes), reliable, publicly available, short, and easily administered instrument. 

http://search.informit.com.au.ezproxy.utas.edu.au/browsePublication;py=2008;vol=14;res=AEIPT;issn=1329-4539;iss=1

Nolan, A., & Reynolds, B. F. (2008). Portfolios: Documenting a journey. Early Childhood Australia, 1-26.

Portfolios: Documenting a journey shows how compiling portfolios can provide ‘opportunities to scaffold, transform, monitor, review and evaluate learning and development in partnership with others’.

In Portfolios: Documenting a journey experienced authors Andrea Nolan and Bronwyn Reynolds suggests that portfolios allow children and teachers to reflect on evolving practices and understandings, plan for improvement and foster a sense of belonging and wellbeing.

Building on the idea that the process and product are of equal importance, Nolan and Reynolds explore the philosophies that underpin portfolios and include information on designing portfolios for different occasions.

Portfolios: Documenting a journey aims to inspire early childhood practitioners to begin documenting their teaching and learning journey along with the families they work with.

http://www.earlychildhoodaustralia.org.au/shop/details.cfm?prodid=711

Owen, C. (2008). Analysing joint work between activity systems. Activite`s Revue Electronique, 5(2), 52-69.

This paper aims to contribute to the development of third-generation activity theorizing. It does so by analysing (inter)acting subjects engaged in joint work at the borders of their respective activity systems. The paper explores these issues theoretically by discussing practices observed in pilot–controller interaction in the aviation industry. In this case the way in which work practices are jointly mediated through changes occurring in interacting activity systems are examined. The analysis will show how the changes in elements of the activity systems reveal points of tension and contestation and thus opportunities for development in the everyday interactions between air traffic controllers and airline pilots. In undertaking the analysis, the paper introduces some key questions for consideration when designing interventions in such work environments and contributes to the development of third-generation activity theory.

http://eprints.utas.edu.au/7866/1/owen-EN_activites_Oct_08.pdf

Penney, D. (2008). Playing the political game and playing for position: Policy and curriculum development in health and physical education. European Physical Education Review, 14(1), 33-49.

This paper addresses prospective policy relationships between health and physical education (HPE) and contemporary education policies. It specifically explores the opportunities and challenges that contemporary education discourses present for policy and curriculum development in HPE. Contemporary education discourses of lifelong learning, learning communities, personalized learning, inclusivity and excellence are critically analysed in relation to policy and curriculum development in HPE. It is contended that these discourses present a potentially strong focus for advocacy and that their adoption may be an astute political move for HPE. Recent curriculum development in senior physical education in Western Australia is used to illustrate the scope for the discourses to be embedded in curricula and for HPE to thereby be seen to firmly connect with key education agendas.

http://eprints.utas.edu.au/6786/

Penney, D., & Hay, P. R. (2008). Inclusivity and senior physical education. Insights from Queensland and Western Australia. Sport, Education and Society, 13(4), 431-452.

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.

http://www.informaworld.com/smpp/content~content=a904872262~db=all~order=page

Rayner, C., Denholm, C. J., & Sigafoos, J. (2008). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders 3, 291-303.

Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term ‘video-based intervention’ is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding VBI remain largely unanswered.

Reynolds, B., & Cardno, C. (2008). Leadership dilemmas in New Zealand early childhood education and care centres. Journal of Educational Leadership, Policy and Practice, 23(1), 18-29.

Effective leadership is essential in securing the highest possible quality of early childhood care and education services (Ebbeck & Waniganayafe, 2003). This sector is rapidly expanding in New Zealand with a consequent focus on the quality of leadership. There is a body of knowledge that confirms a view that the effectiveness of leaders is contingent upon their capability to resolve the complex problems known as leadership dilemmas (Argyris, 1990; Cradno, 2001). These dilemmas reflect a tension between the needs of the organisation and the needs of the individual and create the most challenging problems for leaders. There is little literature that illustrates the significance of dilemmas for early childhood and education leaders. The purpose of this study was to establish the incidence of, the nature of, and the response of leaders to dilemmas in the specific setting of early childhood care and education. This was a qualitative study employing structured interviews with 15 Head Teachers in the Auckland metropolitan area. The findings indicate that these leaders certainly do have to contend with dilemmas. There is evidence of both organisational dilemmas in a general sense and leadership dilemmas in particular. Head Teachers’ reports of their responses to these leadership dilemmas reflect the typical responses captured in the research base. The research also indicates significant features of dilemma avoidance revealing that inability to recognise dilemmas may be a problem in itself.

Although this is a small study, the results provide a platform for both suggesting forms of leadership learning to assist these leaders to manage dilemmas and options for further research. 

Shillito, S., Beswick, K., & Baguley, M. M. (2008). The aims of art education: An analysis of visual art in Tasmania's Essential Learning curriculum. Australian Online Journal of Arts Education, 4(1).

The study reported in this paper examined the aims of visual art education implicit in Tasmania’s recently introduced Essential Learnings curriculum documents and the explicit views of experts who were influential in the development of the Tasmanian curriculum. Substantial overlap between these aims and those presented in the reviewed arts education literature as well as some interesting distinctions. In addition, discrepancies were identified between the views of the experts and those conveyed in the documents.

The reasons for which visual art is seen as important for students will shape the way programs are structured, supported and delivered. The place of art in curriculum and the outcomes and aims for students are decided by the functions it is perceived to have in education and the lives of students. It was with this in mind that this study sought to uncover both explicit and implicit aims of art education in Tasmania’s curriculum. The findings may serve as a stimulus for arts educators in other jurisdictions to reflect upon the aims inherent in relevant curricula and the ways in which these aims are communicated to the teachers whose understanding thereof is crucial to their achievement. 

http://www.deakin.edu.au/arts-ed/education/teach-research/arts-ed/aojae/4-1.pdf

Watson, J. (2008). Exploring beginning inference with novice grade 7 students. Statistics Education Research Journal, 7(2), 59-82.

This study documented efforts to facilitate ideas of beginning inference in novice grade 7 students. A design experiment allowed modified teaching opportunities in light of observations of components of a framework adapted from that developed by Pfannkuch for teaching informal inference with box plots. Box plots were replaced by hat plots, a feature available with the software TinkerPlots. Data in TinkerPlots were analysed on four occasions and observed responses to tasks were categorised using a hierarchical model. The observed outcomes provided evidence in change of students’ appreciation of beginning inference over the four sessions. Suggestions for change are made for the use of the framework in association with the intervention and the software to enhance understanding of beginning inference.

http://www.stat.auckland.ac.nz/~iase/serj/SERJ7(2)_Watson.pdf

Watson, J., Fitzallen, N. E., Wilson, K., & Creed, J. F. (2008). The representational value of hats. Mathematics Teaching in the Middle School, 14(1), 4-10.

The literature that is available on the topic of representations in mathematics is vast. One commonly discussed item is graphical representations. From the history of mathematics to modern uses of technology, a variety of graphical forms are available for middle school students to use to represent mathematical ideas. The ideas range from algebraic relationships to summaries of data sets. Traditionally, textbooks delineate the rules to be followed in creating conventional graphical forms, and software offers alternatives for attractive presentations. Is there anything new to introduce in the way of graphical representations for middle school students? This article presents a new data representation tool called the hat plot, which is featured tool of the data analysis software TinkerPlots.

http://www.keypress.com/Documents/tinkerplots/MTMS2008-08-4a.pdf

Watson, J., & Kelly, B. A. (2008). Sample, random and variation: The vocabulary of statistical literacy. International Journal of Science and Mathematics Education, 6(1), 741-767.

This paper considers the development of school students’ ability to define three terms that are fundamental to statistical literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random” and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally. For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics and literacy educators are discussed.

http://eprints.utas.edu.au/4332/

Yang, G., & Le, T. (2008). Cultural and political factors in conducting qualitative research in China. Qualitative Research Journal, 8(2), 1-11.

One of the main strengths of qualitative research is to focus on ideas, concepts and meanings involving individuals and groups of people in their own discourse. Instead of testing a narrow hypothesis or making a generalisation about a population on certain issues under investigation, qualitative research attempts to present different insights which can only be unearthed by direct and personal engagement with research participants (Brannen, 1992). This engagement should take place in a natural social context where real life takes place. However, conducting qualitative research in China can pose a huge challenge for both Chinese and international researchers. This paper examines some problems (ethics, linguistics, etc) of using qualitative research methods and tools such as interviews, participant observation, and Critical Discourse Analysis in China.

http://eprints.utas.edu.au/8350/

Callingham, R., & Watson, J. (2008). Research in mental computation: Multiple perspectives (1^st ed.). Australia: Post Pressed.

This book makes a valuable and important contribution to developing the evidence base for mental computation by drawing together several varied research projects in Australia that provide different perspectives on issues surrounding students’ successes and difficulties with mental computation…Where other research has been carried out on calculation strategies it has usually been small scale-qualitative interviews with a limited numbers of students. And the research has usually provided a snapshot of student understanding at a moment in time.  Large scale, quantitative analyses of students’ mental computations over time are rare.

Mulford, W. (2008). The leadership challenge: Improving learning in schools (1^st ed.). Australia: ACER Press.

This review aims to demonstrate that a great deal of a school's success depends on which areas of school life the educational leader chooses to spend time and attention on. It calls for more research and policy attention to be given to the career paths of school principals in order to meet the challenge of identifying and developing the next generation of school leaders. The review is organized into five sections. The first section introduces the three interrelated elements of leadership of school context, school organization, and school leader. Section 2 focuses on the school context, with reference to the forces currently pressing on schools and the implications of these forces for schools and their leaders. Section 3 examines school organizations with a focus on evolving models that move us beyond the outmoded bureaucratic model to communities of professional learners. Section 4 targets the school leader, first questioning whether one type, or "size," of leadership fits all and subsequently what it means to be a successful leader. Section 4 also examines the following: the issue of leader recruitment and retention, including succession planning; leadership in pre-retirement; leadership in small schools and schools in high-poverty communities; leader autonomy and responsibility; leader professional learning and standards, and new shared models of leadership. Most of the explicit references to the conference papers occur in Section 4. Section 5 brings together the key issues and challenges from the earlier sections and makes a number of policy recommendations. (Contains 20 figures.) [Foreword by Geoff Southworth.]

http://www.acer.edu.au/documents/AER_53-TheLeadershipChallange.pdf