| Title | Author | Year | Add to Folder |
| The future of work and skills.
| Lambert, Phil | 2017 |
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Title: The future of work and skills.
Author(s): Lambert, Phil |
Journal Details: Professional Educator v.17 n.2 p.15-17
Published: Quarter 2/3 2017
ISSN: 1447-3607
Abstract: There is a growing interest across the globe in identifying and progressing the competencies young people will need to navigate the complexities and challenges of life and work. While there are variations in the particular competencies countries are looking to have addressed in teaching and learning, there are five drivers: economic competitiveness; contemporary employability skills and dispositions; active citizenship and understanding regarding identity; improved social cohesion, understanding and valuing diversity, respect; and competencies related to personal growth. Two projects - OECD's Future of Education and Skills and OECD Education 2030 Framework and UNESCO's Transversal Competencies Project - have enabled countries to share their efforts and planned directions.
URL (open access) : http://www.austcolled.com.au/wp-content/uploads/2018/01/Prof-Ed-Vol-16-Issue-2.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=219853
Record No: 219853 From EdResearch online
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| Financial literacy : a 21st century imperative.
| Larbey, Miles | 2016 |
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Title: Financial literacy : a 21st century imperative.
Author(s): Larbey, Miles |
Journal Details: Professional Educator v.15 n.1 p.22-25
Published: February 2016
ISSN: 1447-3607
Abstract: An emphasis on educating young people for life in the 21st century challenges educators to not only support opportunities to innovate, but to also drive the innovation agenda. Allied to this, and foremost on the education agenda, is the need to embrace learning through real-life contexts. Sound financial decision making is a core 21st century skill. Financial literacy is an area of learning that students find consistently engaging and the breadth of the issues to be explored encourages innovative programs of learning in school communities. The Australian Securities and Investments Commission (ASIC) is responsible for the financial literacy portfolio and has developed the MoneySmart Teaching program which focuses on using real life context for learning. To have the best chance of improving the financial literacy of Australians, we must build on the significant work done to date by innovative and engaging programs to provide financial literacy education which have a long lasting impact on a child's behaviour and give them valuable life skills. This requires sustained efforts from Australia's financial services, government, community and education sectors to bring together expertise, resources and commitment to help young Australian's along their journey. The National Financial Literacy Strategy 2014-17 places the formal education system firmly in the driver's seat and provides support to effectively teach financial literacy.
URL (open access) : http://www.austcolled.com.au/wp-content/uploads/2017/09/41.-Prof-Ed-February-2016.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=218471
Record No: 218471 From EdResearch online
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| Flourishing without limits.
| Cummins, Trina | 2016 |
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Title: Flourishing without limits.
Author(s): Cummins, Trina |
Journal Details: Independence v.41 n.2 p.60, 62-63
Published: October 2016
ISSN: 1324-2326
Abstract: In the ever-increasingly complex social landscape of the 21st Century, there is urgency for students to learn skills and strategies that will enable them to navigate through challenges in life and help them to develop and have the foundation for positive wellbeing. One could argue that there is a social crisis happening across our communities that is impacting on our schools, where the rise of mental health issues affecting students is spilling into school environments. Schools are now bearing the weight of dealing with these unprecedented issues in a way never seen before. Because one in five Australian children and adolescents are now affected by mental health problems and disorders there is urgency for schools to have systematic change so they are able to teach necessary life skills. [Author abstract]
URL (open access) : http://independence.realviewdigital.com/?iid=147421
URL (conditional access) : https://library.acer.edu.au/document/?document_id=215867
Record No: 215867 From EdResearch online
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| Learning to drive : capacity and challenges for youth with an autism spectrum disorder.
| Cohen, Annie | 2016 |
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Title: Learning to drive : capacity and challenges for youth with an autism spectrum disorder.
Author(s): Cohen, Annie |
Journal Details: Special Education Perspectives v.25 n.1 p.3-6
Published: 2016
ISSN: 1038-6475
Abstract: Driving is an adaptive skill of independence, and teens and young adults with an autism diagnosis are less likely than their peers to acquire a driver's licence. The research literature supports this, and notes that those who do drive find it stressful, often only driving when absolutely necessary. For this population of young people learning to drive can be anxiety provoking and challenging. In large cities public transport can be a viable alternative for mobility, but even then, sensory experiences and anxiety may preclude this. In rural and remote areas a driver's licence is essential for independent mobility. In this article, the author presents an account of her experiences teaching driving skills to young people with autism and dyspraxia. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=216815
Record No: 216815 From EdResearch online
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| Flourishing without limits : creating a school environment where all students flourish.
| Cummins, Trina | 2015 |
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Title: Flourishing without limits : creating a school environment where all students flourish.
Author(s): Cummins, Trina |
Journal Details: Australian Educational Leader v.37 n.2 p.52-54
Published: Term 2, 2015
ISSN: 1832-8245
Abstract: Positive Education provides the key environment to educate the whole child. Specifically, it seeks to combine principles of Positive Psychology with best practice teaching to promote optimal development and flourishing (positive mental health) in the school setting. One of the challenges facing schools is how to implement well being across a school with consistency and fidelity. This article describes how this was achieved at the Wilderness School in Adelaide, South Australia.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=209316
Record No: 209316 From EdResearch online
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| Using a Hero as a Model in Video Instruction to Improve the Daily Living Skills of an Elementary-aged Student with Autism Spectrum Disorder : A Pilot Study.
| Ohtake, Yoshihisa | 2015 |
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Title: Using a Hero as a Model in Video Instruction to Improve the Daily Living Skills of an Elementary-aged Student with Autism Spectrum Disorder : A Pilot Study.
Author(s): Ohtake, Yoshihisa |
Journal Details: International Journal of Disability, Development and Education v.62 n.4 p.363-378
Published: July 2015
ISSN: 1034-912X
Abstract: The present pilot study investigated the impact of video hero modelling (VHM) on the daily living skills of an elementary-aged student with autism spectrum disorder. The VHM, in which a character much admired by the student exhibited a correct response, was shown to the participant immediately before the situation where he needed to exhibit the target behaviours. Results of a multiple-probe design across three behaviours showed that each of the three target behaviours improved only when the VHM was introduced. In addition, the participant and his teachers demonstrated positive attitudes toward the use of VHM. However, the teachers hesitated to develop the VHM by themselves due to the perceived complexity of the development process and time constraints. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2015.1027179
Record No: 208009 From EdResearch online
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| The importance of quality transition processes for students with disabilities across settings : Learning from the current situation in New South Wales.
| Strnadová, Iva
Cumming, Therese M. | 2014 |
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Title: The importance of quality transition processes for students with disabilities across settings : Learning from the current situation in New South Wales.
Author(s): Strnadová, Iva | Cumming, Therese M. |
Journal Details: Australian Journal of Education v.58 n.3 p.318-336
Published: November 2014
ISSN: 0004-9441
Abstract: This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=205800
http://dx.doi.org/10.1177/0004944114543603
Record No: 205800 From EdResearch online
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| Needs and readiness assessments : tools for promoting community-university engagement with Aboriginal communities.
| Fletcher, Fay
Hibbert, Alicia
Robertson, Fiona
Asselin, Jodie | 2013 |
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Title: Needs and readiness assessments : tools for promoting community-university engagement with Aboriginal communities.
Author(s): Fletcher, Fay | Hibbert, Alicia | Robertson, Fiona | Asselin, Jodie |
Journal Details: Gateways v.6 p.131–49
Published: 2013
ISSN: 1836-3393
Abstract: Community-based participatory research (CBPR) is an important means of connecting the perspectives of community members with critical social issues, such as health and wellness. As beneficial as CBPR can be, effective engagement with community members remains a difficult goal to achieve. In this article, the authors draw on the international literature around needs and readiness assessments to explore their potential for establishing solid foundations for engaged research. They examine the stages and dimensions identified in the literature, and use these as a framework for a needs and readiness assessment project undertaken with a Métis Settlement community in Alberta, Canada. They share how the needs and readiness assessments helped to foster the emergence of community priorities, informing the next steps in research design, program content and evaluation methods, and heightening community-university engagement. It is their hope that their example of engagement, which focuses on the role of needs and readiness assessments in strengthening community-university partnerships, will better inform engagement approaches so that they become relevant, culturally appropriate and community specific. [Author abstract]
URL (open access) : http://epress.lib.uts.edu.au/journals/index.php/ijcre/article/view/3219/3779
URL (conditional access) : http://dx.doi.org/10.5130/ijcre.v6i1.3219
Record No: 207213 From EdResearch online
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| Providing culturally safe care in the best interests of unaccompanied humanitarian minors.
| Miller, Keith
Irizarry, Carol
Bowden, Margaret | 2013 |
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Title: Providing culturally safe care in the best interests of unaccompanied humanitarian minors.
Author(s): Miller, Keith | Irizarry, Carol | Bowden, Margaret |
Journal Details: Journal of Family Studies v.19 n.3 p.276-284
Published: December 2013
ISSN: 1322-9400
Abstract: This paper reports empirical South Australian research that aimed to give voice to carers' concerns about providing appropriate care to unaccompanied humanitarian minors (UHM), and UHMs' perceptions of how their care meets their best interests during transition to life in Australia. Twenty-two carers and 17 Afghani male UHMs participated in semi-structured interviews. Thematic analysis revealed carers' key concerns were achieving a balance between the UHMs' cultural safety and fitting into the Australian social context, providing UHMs with sufficient psychological support, and training. The UHMs felt their best interests were largely met but requested broader opportunities for education, mixing with Australians and learning living skills, and expressed concern about their accommodation when they began living independently at age 18. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/jfs.2013.19.3.276
Record No: 201593 From EdResearch online
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| Adult language, literacy, numeracy and problem-solving skills in the workplace.
| Athanasou, James A. | 2012 |
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Title: Adult language, literacy, numeracy and problem-solving skills in the workplace.
Author(s): Athanasou, James A. |
Journal Details: Australian Journal of Adult Learning v.52 n.1 p.173-182
Published: April 2012
ISSN: 1443-1394
Abstract: This article examines the performance of the eight major occupational categories across the four skill areas of the Adult Literacy and Life Skills Survey conducted by the Australian Bureau of Statistics. The results indicated that some 38–64% of employed Australians were below minimal competence (at Level 1 or Level 2) in one of the four skill areas of prose literacy, document literacy, numeracy or problem-solving skills. A pattern of greatest need was identified amongst two occupational groups, namely, machinery operators/drivers and labourers. There was also a clear occupational hierarchy in the area of problem-solving skills that was considered to reflect a social bias since it was inconsistent with the three other skill areas. The findings also highlight pockets of social disadvantage and inequality with many labourers outperforming managers and professionals. It was concluded that the pattern of performance across occupations and skill levels was statistically and significantly different than chance. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=193950
Record No: 193950 From EdResearch online
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| Architecture, craftmanship, and the art of inhabitation.
| Imms, Wesley | 2011 |
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Title: Architecture, craftmanship, and the art of inhabitation.
Author(s): Imms, Wesley |
Journal Details: Journal of Artistic and Creative Education v.5 n.2 p.94-109
Published: 2011
ISSN: 1832-0465
Abstract: This paper uses a range of images from the author's own architectural craftsmanship to illustrate sociological, creative and emotional aspects central to peoples' attempts to create a sense of inhabitation within their private world. It relates this to art curriculum, referencing the philosophies of de Botton, Foucault, Banchelard and others concerned with the interplay of space, place and architecture, to explore how students use their 'everyday' creative skills to occupy curriculum in a manner that is engaging and relevant to their daily existence. [Author abstract, ed]
URL (open access) : https://jace.online/index.php/jace/issue/view/16/Volume%205%20%7C%20number%202%20%7C%202011
Record No: 195700 From EdResearch online
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| The effectiveness of a sex education program facilitating social skills for people with intellectual disability in Japan.
| Hayashi, Mayumi
Arakida, Mikako
Ohashi, Kazutomo | 2011 |
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Title: The effectiveness of a sex education program facilitating social skills for people with intellectual disability in Japan.
Author(s): Hayashi, Mayumi | Arakida, Mikako | Ohashi, Kazutomo |
Journal Details: Journal of Intellectual and Developmental Disability v.36 n.1 p.11-19
Published: March 2011
ISSN: 1366-8250
Abstract: Sex education should include social skills, such as those that allow individuals to relate, socialise, and communicate with others, to assist people with intellectual disability (ID) to live life fully in the community. The authors administered and investigated the effects of a program involving 8 interactive sex education sessions that were aimed at improving the social skills of people with ID. Participants were 17 people with ID and 17 control group participants in Japan. The evaluation was conducted with a questionnaire based on KiSS-18 (Kikuchi's Scale of Social Skills: 18 items; Kikuchi, 2007). The score of KiSS-18 in the experimental group was 55.4 + 12.9 before the administration of the program, as compared to a mean of 61.8 + 13.2 after the program. A significant increase was identified. There was no significant difference between the first and second average score in the control group. The sex education program involving social skills training for people with ID had significant effects. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2010.549463
Record No: 193787 From EdResearch online
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| An exploration into the coping strategies of preschoolers : implications for professional practice.
| Chalmers, Kiersten
Frydenberg, Erica
Deans, Jan | 2011 |
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Title: An exploration into the coping strategies of preschoolers : implications for professional practice.
Author(s): Chalmers, Kiersten | Frydenberg, Erica | Deans, Jan |
Journal Details: Children Australia v.36 n.3 p.120-127
Published: 2011
ISSN: 1035-0772
Abstract: This study explores the coping strategies of preschoolers, by asking 4-year-old children (N = 46) at an early learning centre in Melbourne to describe their coping strategies when dealing with seven age-appropriate challenging situations. The interviews were recorded, transcribed and thematically analysed. The results indicated that preschoolers could articulate coping strategies that are theoretically clustered into productive and nonproductive coping styles. The capacity to identify a range of coping strategies related to specific situations has implications not only for theory development, but also for the design of effective prevention and intervention programs to help children more effectively deal with life challenges. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1375/jcas.36.3.120
Record No: 191882 From EdResearch online
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| 'I do lots of things' : children with cerebral palsy's competence for everyday activities.
| Kramer, Jessica M.
Hammel, Joy | 2011 |
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Title: 'I do lots of things' : children with cerebral palsy's competence for everyday activities.
Author(s): Kramer, Jessica M. | Hammel, Joy |
Journal Details: International Journal of Disability, Development and Education v.58 n.2 p.121-136
Published: June 2011
ISSN: 1034-912X
Abstract: This study explored how children with cerebral palsy describe competent performance in everyday activities and sought to better understand the processes by which the children developed competence. Five children with cerebral palsy aged six to 17 years participated in a three-step procedure that included two observations, one semi-structured interview with narrative elaboration, and one cognitive interview. Three factors influenced the competence of children in this study: the environment-people, places, and objects; the quality of the activity-fun and importance; and the child's personal characteristics-strengths and impairments. The process of building competence was characterised by practice and problem-solving. The outcome of this process was being competent or 'doing lots of things'. Children played an active role by problem-solving impairment-related challenges or environmental barriers. 'Doing' was not related to the child's skills or level of independence, but to engagement in activities considered fun and important to the child. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2011.570496
Record No: 186271 From EdResearch online
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| Skills and education for all from Jomtien (1990) to the GMR of 2012 : a policy history.
| King, Kenneth | 2011 |
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Title: Skills and education for all from Jomtien (1990) to the GMR of 2012 : a policy history.
Author(s): King, Kenneth |
Journal Details: International Journal of Training Research v.9 n.1-2 p.16-34
Published: 2011
ISSN: 1448-0220
Abstract: This paper reviews, from 1990-2010, the place of different aspects of skill in the literature associated with the influential world conferences of Jomtien and Dakar. It then looks at the particular history of the treatment of skill within the series of global monitoring reports (GMRs) from 2002-2010. The GMR was one of the key mechanisms set up, with the support of development agencies, to assess progress on the six Dakar goals, one of which, goal 3, was concerned with skills. The protracted journey towards an agreement finally to have a GMR on skills for young people and adults is traced for the first time. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijtr.9.1-2.16
Record No: 191781 From EdResearch online
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| Designing routines especially for infants and toddlers in children's services.
| Fewster, Caroline | 2010 |
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Title: Designing routines especially for infants and toddlers in children's services.
Author(s): Fewster, Caroline |
Journal Details: Educating Young Children v.16 n.3 p.21-23
Published: Summer 2010
ISSN: 1323-823X
Abstract: This article discusses routine and transition times in early childhood education settings, and how embedding learning experiences in these times of the day can influence children's learning. Thinking about the relationship between the child, the family and the early childhood environment is the key to designing and implementing routines and transitions. The author discusses possible daily routines that can make learning experiences meaningful, and outlines pedagogical and democratic approaches towards design.
URL (open access) : https://ecta.org.au/wp-content/uploads/2019/06/ECTA-EducatingYoungChildren-16.3-2010S.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=185482
Record No: 185482 From EdResearch online
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| Moving from dependence to independence : a study of the experiences of 18 care leavers in a leaving care and after care support service in Victoria.
| Mendes, Philip | 2010 |
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Title: Moving from dependence to independence : a study of the experiences of 18 care leavers in a leaving care and after care support service in Victoria.
Author(s): Mendes, Philip |
Journal Details: Children Australia v.35 n.1 p.14-21
Published: 2010
ISSN: 1035-0772
Abstract: Young people leaving state out-of-home care are arguably one of the most vulnerable and disadvantaged groups in society. Many have been found to experience significant health, social and educational deficits. In recent years, most Australian States and Territories have introduced specialist leaving care and after care programs and supports, but there has been only limited examination of the effectiveness of these programs. This paper examines the experiences of a group of young people involved in the leaving care and after care support program introduced by St Luke's Anglicare and Whitelion in the Victorian town of Bendigo. Attention is drawn to the impact of some of the key program initiatives around accommodation, employment and mentoring. Some conclusions are drawn about 'what works' in leaving care programs, including particular implications for rural policy and practice. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/S1035077200000924
Record No: 182027 From EdResearch online
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| Effectiveness of non-formal education programs in Nigeria : how competent are the learners in life skills?
| Adewale, J. G. | 2009 |
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Title: Effectiveness of non-formal education programs in Nigeria : how competent are the learners in life skills?
Author(s): Adewale, J. G. |
Journal Details: Australian Journal of Adult Learning v.49 n.1 p.190-207
Published: April 2009
ISSN: 1443-1394
Abstract: In order to achieve the Millennium Development Goals (MDGs), Nigeria adopts both formal and non formal approaches to provide basic education for its citizenry. Thus, to determine the effectiveness of the non formal approach in providing basic education in Nigeria, this study examines the competency level of Nigerian non formal education learners on a life-skills achievement test. The test was administered to a sample of 876 learners. The competency level in life-skills of the majority of the learners was below the national benchmark (50 percent). Rural dwellers were more competent than urban dwellers and young learners were more competent than old learners. The article concludes with recommendations for raising this low level of competence to achieve the Millennium Development Goals. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=176291
Record No: 176291 From EdResearch online
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| Lessons for life.
| Leech, R. | 2009 |
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Title: Lessons for life.
Author(s): Leech, R. |
Journal Details: Education Review p.14
Published: March 2009
ISSN: 1834-7967
Abstract: This articles sums up an interview with Guy Claxton, UK education expert and professor at the University of Winchester. Claxton questions the meaning and substance being the oft-touted concept of lifelong learning. For Claxton, school should prepare students to adjust to the many changes they will encounter during their lives, rather than make them lifelong consumer of accredited courses.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=174017
Record No: 174017 From EdResearch online
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| Between the covers : suffering, trauma and cultural perspective in children's picture books (1980-2006).
| Belcher, Christina E. | 2008 |
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Title: Between the covers : suffering, trauma and cultural perspective in children's picture books (1980-2006).
Author(s): Belcher, Christina E. |
Journal Details: Journal of Christian Education v.51 n.2 p.41-57
Published: September 2008
ISSN: 0021-9657
Abstract: This paper proposes that cultural change in literature alters the lens through which life is viewed, thus producing a different kind of 'story- child' which reflects the cultural perspective, or frequently termed, 'worldview' of the writer. Across a sampling of children's literature from 1980-2006, this research explores the history and subsequent changes in children's literature across the themes of trauma, suffering and the sublime, and investigates how the representation of the child in relation to suffering has altered. Suggestions arise which challenge further exploration of the value of story and the way readers may become the stories they tell. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=179574
Record No: 179574 From EdResearch online
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| A Kickstart to life : Australian Football League as a medium for promoting lifeskills in Cape York Indigenous communities.
| Dinanthompson, M.
Sellwood, J.
Carless, F. | 2008 |
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Title: A Kickstart to life : Australian Football League as a medium for promoting lifeskills in Cape York Indigenous communities.
Author(s): Dinanthompson, M. | Sellwood, J. | Carless, F. |
Journal Details: Australian Journal of Indigenous Education v.37 p.152-164
Published: 2008
ISSN: 1326-0111
Abstract: This article presents evidence collected from an evaluatory study of the Kickstart program conducted by Australian Football League (AFL) Cape York in far North Queensland. The aim of the study was to investigate the effectiveness of the Kickstart program in meeting its overall objective of enhancing lifeskills of Indigenous Australians through participation in AFL. The focus of the article is not on the total effectiveness of the Kickstart program in Cape York communities, but rather the interpretation of 'lifeskills' and successful achievement or demonstration of those skills as told by Indigenous students, parents, teachers and Kickstart stakeholders (including community representatives). Evidence collected via interviews suggest mixed meanings surrounding the interpretation of 'lifeskills', but there was improvement in the education, attitudes and lifestyle choices of Indigenous youth in the selected Cape York communities. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=174419
http://dx.doi.org/10.1017/S1326011100016197
Record No: 174419 From EdResearch online
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| Reflections on teaching year 7 science.
| Kissane, A. | 2008 |
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Title: Reflections on teaching year 7 science.
Author(s): Kissane, A. |
Journal Details: Lab Talk v.52 n.2 p.24-25
Published: 2008
ISSN: 1059-2033
Abstract: The author reflects on the nature of contemporary year 7 students and some of the implications this has for science teaching and classroom management. Are parents over protecting children? The teacher observes that many year 7 students have not acquired the basic life skills needed to operate scientific equipment such as Bunsen burners in the science classroom.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=168960
Record No: 168960 From EdResearch online
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| What impact does developmental coordination disorder have on daily routines?
| Summers, J.
Larkin, D.
Dewey, D. | 2008 |
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Title: What impact does developmental coordination disorder have on daily routines?
Author(s): Summers, J. | Larkin, D. | Dewey, D. |
Journal Details: International Journal of Disability, Development and Education v.55 n.2 p.131-141
Published: June 2008
ISSN: 1034-912X
Abstract: In order to understand how age and motor difficulties impact on daily routines, this qualitative investigation used focus groups and in-depth interviews with Australian and Canadian parents to examine the daily routines of younger (5 to 7 years of age) and older children (8 to 9 years of age) with and without Developmental Coordination Disorder (DCD). Parents were asked to describe the typical school-day routine, one that was not typical and how weekend routines differed. Daily routines were consistent across families and cultures. Older children were expected to participate more independently in the daily routine. The level of structure and assistance provided to children with DCD was greater, and the parents' expectations of independent performance were lower. Children with DCD required consistent prompting and more structure to complete the morning tasks within the allotted time. Children with DCD were reported to be much happier on weekends and holidays, enjoying the relaxed atmosphere free of the time pressures and tasks of a school-day routine. The main factors that modified participation in daily routines were the child's age and their motor difficulties. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/10349120802033485
Record No: 168290 From EdResearch online
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| Can outdoor educators make a difference?
| Allen-Craig, S.
Miller, J. | 2007 |
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Title: Can outdoor educators make a difference?
Author(s): Allen-Craig, S. | Miller, J. |
Journal Details: ACHPER Healthy Lifestyles Journal v.54 n.2 p.5-12
Published: 2007
ISSN: 1445-8918
Abstract: This study aims to improve the understanding of the impact that Outdoor Educators' teaching has on the development of the life effectiveness skills of participants during outdoor education programs. This study also looks to further the understanding of changes in life effectiveness skills which develop most significantly during an outdoor education program. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=160327
Record No: 160327 From EdResearch online
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| Routines for younger children.
| | 2007 |
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Title: Routines for younger children.
Author(s):
Journal Details: Learning Links News n.4 p.8-9
Published: 2007
ISSN: 1446-7844
Abstract: Routines and transition times are an important part of life especially in preschools and child care settings. Children learn skills such as self help skills, independence, sequencing and how to act appropriately in a group by taking part in routines. This article includes tips for routines that might assist educators and parents in difficult times. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=166814
Record No: 166814 From EdResearch online
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| The use of public reflection circles and the promotion of metacognition : teaching for autonomy and good practice.
| Reilly, R. C.
Bramwell, G. | 2007 |
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Title: The use of public reflection circles and the promotion of metacognition : teaching for autonomy and good practice.
Author(s): Reilly, R. C. | Bramwell, G. |
Journal Details: Journal of Educational Enquiry v.7 n.1 p.44-63
Published: November 2007
ISSN: 1444-5530
Abstract: The purposes for this study range from the professional to the personal. The authors are university instructors who teach undergraduate and graduate courses about classroom processes, group development and facilitation, educational psychology, and change processes to pre-service teachers or individuals who use groups as vehicles for classroom, personal, community, or organisational learning and transformation. The authors are interested in how individuals in groups can co-develop expertise in practice. They are also committed to creating social environments in which individuals can learn, release their creativity, and become competent. Sometimes they are successful in this undertaking, and sometimes they are not. They would like to better elucidate and understand the powerful elements of this process, so they can implement them mindfully in the future. [Author abstract, ed]
URL (open access) : http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/494/363
URL (archived) : http://nla.gov.au/nla.arc-14288
Record No: 163545 From EdResearch online
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| What outcomes are we trying to achieve in our outdoor education programs?
| McLeod, B.
Allen-Craig, S. | 2007 |
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Title: What outcomes are we trying to achieve in our outdoor education programs?
Author(s): McLeod, B. | Allen-Craig, S. |
Journal Details: Australian Journal of Outdoor Education v.11 n.2 p.41-49
Published: 2007
ISSN: 1324-1486
Abstract: This paper examines the effect an outdoor and experiential education program on the life effectiveness skills of its participants. A private boys school in Melbourne focused on the challenging time of year nine to implement a program they hoped would enable the boys to develop life effectiveness skills in the areas of time management, social competence, achievement motivation, intellectual flexibility, task leadership, emotional control, active initiative and self confidence. The program involved a progression through a variety of curriculum areas including a number of outdoor education components and trips. The authors specifically considered two major areas of the program. The first, an examination of the boys life effectiveness skills after the program; and secondly whether participation in the outdoor education component had a more significant impact on life effectiveness skills compared to the other programs. Results showed the life effectiveness skills of the boys increased after each aspect of the program, with a significant difference found between the life effectiveness skills of the boys who participated in two outdoor education programs compared to only one. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=163911
Record No: 163911 From EdResearch online
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| Functional assessment to predict capacity for work in a population of school-leavers with disabilities.
| Eagar, K.
Green, J.
Gordon, R.
Owen, A.
Masso, M.
Williams, K. | 2006 |
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Title: Functional assessment to predict capacity for work in a population of school-leavers with disabilities.
Author(s): Eagar, K. | Green, J. | Gordon, R. | Owen, A. | Masso, M. | Williams, K. |
Journal Details: International Journal of Disability, Development and Education v.53 n.3 p.331-349
Published: September 2006
ISSN: 1034-912X
Abstract: This study reports on an assessment system for school-leavers with disabilities to identify their capacity for work and the type of transition-to-work program best suited to each person. Participants were 1,556 high school students in four cohorts who left school between 1999 and 2002. Each school-leaver was assessed by rehabilitation counsellors for functional ability and capacity for work. In a supplementary study, the 2002 cohort was assessed by special transition teachers using a short screening tool. The results demonstrate that there is a predictable hierarchy of functional acquisition among school-leavers with disabilities and that the single best predictor of future capacity for work and need for transition-to-work programs among this group of young people is the capacity to manage activities of daily living. The results also demonstrate that a short screen used by teachers, together with a behavioural assessment, is sufficient to stream school-leavers with a disability into a range of transition-to-work programs. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/10349120600847755
Record No: 154344 From EdResearch online
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| How the Pathways to Possibilities pilot project utilised adult learning principles to engender success for its participants.
| Evans, L. | 2006 |
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Title: How the Pathways to Possibilities pilot project utilised adult learning principles to engender success for its participants.
Author(s): Evans, L. |
Journal Details: Interaction v.20 n.1 p.13-20
Published: 2006
ISSN: 0818-6286
Abstract: This article is an extension of the evaluation process which the Pathways to Possibilities program underwent as part of an agreement with the Department of Families and Community Services Stronger Families program. The evaluation of the program was conducted by Whetstone 2004, an independent consulting company. The criteria of the evaluation included a comparison of Pathways outcomes against seven community capacity levels developed by team of researchers from the Royal Melbourne Institute of Technology (RMIT). RMIT were contracted by the Department of Family and Community Services (FaCS) to conduct a national evaluation of all their Commonwealth funded community programs. The RMIT research determined that seven possible levels of capacity could be reached during a community project. While the Whetstone evaluation established that the Pathways project matched each of the seven community capacity levels, it did not investigate how this success had occurred. This article examines how the Pathways project succeeded in eclipsing each RMIT community capacity level. From this examination of the Pathways project, components which contributed to its success are isolated and identified. If these components can be transferred into future capacity building projects, it may increase their likelihood of becoming as successful as the Pathways project. [Author abstract]
URL (open access) : http://aiidd.org.au/interaction/20/20.1/volume20issue1.pdf
http://aiidd.org.au/interaction/20/20.1/Lionel.%20References.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=156279
Record No: 156279 From EdResearch online
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| My Pathways to Possibility Journey.
| Chandler, W. | 2006 |
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Title: My Pathways to Possibility Journey.
Author(s): Chandler, W. |
Journal Details: Interaction v.20 n.1 p.21-27
Published: 2006
ISSN: 0818-6286
Abstract: This story discusses the author's journey with Parent to Parent — from her first experience in attending one of their courses, which was a turning point in her life, to becoming a Family Facilitator for Parent to Parent, which enabled the author to plan a desirable future for her son with a disability, gain more personal skills and have the opportunity to share with others. [Author abstract]
URL (open access) : http://aiidd.org.au/interaction/20/20.1/volume20issue1.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=156280
Record No: 156280 From EdResearch online
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| Personal reflections on needs and services for young people leaving care : from local to international to national (1996-2005).
| Clare, M. | 2006 |
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Title: Personal reflections on needs and services for young people leaving care : from local to international to national (1996-2005).
Author(s): Clare, M. |
Journal Details: Children Australia v.31 n.3 p.11-17
Published: 2006
ISSN: 1035-0772
Abstract: This paper describes and reflects on a Western Australian initiative in which a university Department of Social Work and Social Policy developed a partnership with a major bank's staff charity and the West Australian Association of Young People in Care (WAAYPIC) to develop a preparatory Life Skills Workshop and a Peer Mentoring program for young people about to leave State care. The program was designed and provided by WAAYPIC members. The paper reflects on partnership processes in securing funding and implementing two pilot projects for care graduates. There is a review of predominantly United Kingdom and Australian research literature on the experiences and life-chances of young people leaving the care of the 'government as parent'. Notions of social justice and 'good enough parenting' are challenged. While their peers living with birth parents are leaving home in their mid-20s, able to rely on emotional and financial support from their families, the average age of leaving care is 17 years and the quality and continuity of emotional and financial support is problematic. The author describes and reflects on local initiatives in leaving care policies and programs and goes on to reflect on the growing arguments for a national system of service standards and necessary funding to achieve these standards. Recent UK initiatives are reviewed in the context of the 2005 Face to Face Workshop on leaving care needs and policies in Australian States and Territories. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/S1035077200011184
Record No: 156254 From EdResearch online
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| The school curriculum and liberal education.
| Crittenden, B. | 2006 |
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Title: The school curriculum and liberal education.
Author(s): Crittenden, B. |
Journal Details: Education Research and Perspectives v.33 n.1 p.105-127
Published: June 2006
ISSN: 0311-2543
Abstract: In the development of public systems of education, the intention was that everyone should have access to schooling; however, the democratic idea did not extend to giving everyone the opportunity of becoming familiar with the main forms of understanding that make up the critical, reflective level of culture and illuminate the key social institutions. Schooling in this sense - which belongs to the tradition of liberal education - was thought to be the preserve of a minority. (Of course, even the elite schools often fell far short of the ideals of liberal education). Despite all the changes that have occurred, the dualism (or the idea of different curricula for different groups) still persists in various forms. In the past, liberal education presupposed both social responsibility and leisure. With the developments in technology, most members of a democracy now possess adequate leisure as well as all having an equal responsibility as citizens. [Author abstract]
URL (open access) : http://erpjournal.net/wp-content/uploads/2020/01/ERPV33-1_Crittenden-B.-2006.-The-school-curriculum-and-liberal-education.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=154281
Record No: 154281 From EdResearch online
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| Young people's journey to independence : towards a better future for young people leaving state care in Victoria.
| Moslehuddin, B.
Mendes, P. | 2006 |
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Title: Young people's journey to independence : towards a better future for young people leaving state care in Victoria.
Author(s): Moslehuddin, B. | Mendes, P. |
Journal Details: Children Australia v.31 n.3 p.47-54
Published: 2006
ISSN: 1035-0772
Abstract: Young people leaving state care have been found to experience deficits in all aspects of their life cycle. These include homelessness, poor educational and employment outcomes, involvement in juvenile crime and prostitution, mental and physical health problems, early parenthood and inadequate social support systems. These poor outcomes experienced by care leavers result from a range of factors relating to their pre-care abuse and neglect, poor quality and unstable care history and inadequate support for their successful transition to independence. Young people leaving state care in Victoria are currently lacking the ongoing and guaranteed support that would be expected of a good parent. Using relevant local and international literature and findings from a qualitative study involving 10 care leavers, this paper examines the factors that contribute to negative as well as positive outcomes for young people leaving state care. Some conclusions are drawn regarding policy and practice reforms that could lead to improved outcomes for care leavers. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/S1035077200011238
Record No: 156256 From EdResearch online
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| Assessing learning achievements and development impact : Ghana's national functional literacy program.
| Aoki, A. | 2005 |
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Title: Assessing learning achievements and development impact : Ghana's national functional literacy program.
Author(s): Aoki, A. |
Journal Details: Australian Journal of Adult Learning v.45 n.1 p.63-81
Published: April 2005
ISSN: 1443-1394
Abstract: This paper summarises findings and lessons from a recently conducted evaluation of an adult functional literacy program in Ghana. The study attempted to assess learners' literacy and numeracy skills, and ascertain participants' knowledge and skills in various development aspects as well as their impact. The literacy and numeracy skills assessment exercise suggested that the learners are gaining significant reading skills and modest numeracy skills, while achievements in writing appear to remain weak. The findings also highlight the question of sustainability of these skills, which implies a need for improvements in post-literacy programs. The assessment demonstrated significant impact of the program on various areas of development. In particular, the study revealed the program's strong impact on learners' and their children's education and livelihood activities. In addition, the learners gained knowledge and skirls in health, environment and civic awareness. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=148444
Record No: 148444 From EdResearch online
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| The forthcoming adult literacy and lifeskills (ALL) survey.
| Tout, D. | 2005 |
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Title: The forthcoming adult literacy and lifeskills (ALL) survey.
Author(s): Tout, D. |
Journal Details: Literacy Link v.25 n.2 p.3-5
Published: April 2005
ISSN: 0158-3026
Abstract: The Adult Literacy and Lifeskills (ALL) Survey is a large scale, comparative survey that goes beyond previous international studies. The skills to be measured are prose and document literacy, numeracy, and problem solving/analytical reasoning. Two other skill domains will also be measured: teamwork, and information and communication technology (ICT) literacy.
URL (open access) : http://www.acal.edu.au/publications/newsletters/LL2005/LL_Mar05.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=143232
Record No: 143232 From EdResearch online
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| Improving the initial teacher education of adult literacy and numeracy teachers in England : issues and challenges.
| Norman, L. | 2005 |
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Title: Improving the initial teacher education of adult literacy and numeracy teachers in England : issues and challenges.
Author(s): Norman, L. |
Journal Details: Literacy and Numeracy Studies v.14 n.2 p.31-45
Published: 2005
ISSN: 1441-0559
Abstract: This paper focuses on research of initial teacher education (ITE) of adult literacy and numeracy teachers in England, although the wider issues are not unique to one country. The discussion concerns a new challenge to the old problem in teacher education of meeting individual trainee need; giving trainees a supported, varied and wide experience, and finding the balance between theory and practice. It also shows that 'making sense' or the 'transformation' of subject knowledge to subject pedagogic knowledge is a complex issue that is not enhanced when standards and specifications are applied in a prescriptive way. The paper argues that the key learning zone for a trainee for transforming or re-contextualising knowledge is the learning environment itself. In many respects, the lack of mentor and subject mentor support in colleges is a systemic weakness in all adult ITE programs. This requires a rethink to put structured opportunities for trainees to learn in the workplace with trained mentors at the core of ITE and continuing professional development programs. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=155731
Record No: 155731 From EdResearch online
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| Individual characteristics associated with community integration of adults with intellectual disability.
| Vine, X. K. L.
Hamilton, D. I. | 2005 |
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Title: Individual characteristics associated with community integration of adults with intellectual disability.
Author(s): Vine, X. K. L. | Hamilton, D. I. |
Journal Details: Journal of Intellectual and Developmental Disability v.30 n.3 p.171-175
Published: September 2005
ISSN: 1326-978X | 1366-8250
Abstract: This study identifies individual characteristics associated with community integration of adults with an intellectual disability. A group of 37 males with high support needs, and who had previously lived in a large institution, participated in the study. Using proxy respondents, data were collected on three measures of community integration, and on the participants' adaptive and maladaptive functioning. Chronological age and years of institutionalisation were also examined for their associations with community integration. Level of daily living skills predicted life circumstances. There were no significant associations among the measures of community integration. The examination of the relationships between participant characteristics and community integration produced similar conclusions to previous research. Only daily living skills scores were uniquely associated with variations in life circumstances. Further research is required to determine whether these findings will be replicated with other cohorts of participants. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/13668250500204125
Record No: 145608 From EdResearch online
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| Life skills for employability, citizenship and sustainable development : a case study of vocationalization in Russia.
| Pavlova, Margarita | 2005 |
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Title: Life skills for employability, citizenship and sustainable development : a case study of vocationalization in Russia.
Author(s): Pavlova, Margarita |
Journal Details: Prospects v.35 n.3 p.343-354
Published: September 2005
ISSN: 0033-1538
Abstract: This article addresses a problem in the implementation of educational reforms in Russia - a mismatch between the content of education/teaching strategies and the demands of the current society and economy. In particular, what the labour market requires from a potential employee is not specific levels of theoretical knowledge, but demonstrable, adequate levels of responsible behaviour, professional competence and communication skills. The development of a modern system of lifelong vocational education and an increase in the quality of vocational education are two of four priorities for educational reform. This article explores the processes of vocationalization of secondary schooling in Russia as a way of achieving the above priorities. It argues that skills for employability, citizenship and sustainable development could be successfully developed through the early stages of lifelong vocational education and training (VET) programs.
URL (conditional access) : http://dx.doi.org/10.1007/s11125-005-4274-0
Record No: 179970 From EdResearch online
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| Lomandra School.
| Stephenson, J.
Green, G. | 2005 |
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Title: Lomandra School.
Author(s): Stephenson, J. | Green, G. |
Journal Details: Special Education Perspectives v.14 n.2 p.18-22
Published: 2005
ISSN: 1038-6475
Abstract: Lomandra School is a school for students with significant behaviour problems. Located in Campbelltown in South Western Sydney, it enrols 42 students (only one female) Year 5 to Year 10, and has a staff of nine teachers (including a support teacher learn eight teacher aides and a non-teaching principal. This paper describes the journey undertaken by the school since the current principal took over the school in November 2002. During the early days in the school he dealt with rioting students, a police presence, the trashing of his office, ongoing violent behaviour by students, and a staff that was in survival mode. From this difficult starting point, the principal set out to create a school that was a visible part of the community and that was not seen as 'special'.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=146718
Record No: 146718 From EdResearch online
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| Learning outcomes for students of school leaving age in special schools : a preliminary study of stakeholders' perceptions.
| Dowrick, M. K. | 2004 |
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Title: Learning outcomes for students of school leaving age in special schools : a preliminary study of stakeholders' perceptions.
Author(s): Dowrick, M. K. |
Journal Details: Journal of Intellectual and Developmental Disability v.29 n.4 p.293-305
Published: December 2004
ISSN: 1326-978X | 1366-8250
Abstract: As part of a larger study, a process was developed for ascertaining and measuring desirable learning outcomes for students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were communication, community living, financial management, independent living, interpersonal skills, literacy and personal development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/13668250400014475
Record No: 140735 From EdResearch online
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| Personal space.
| Mogensen, K. | 2004 |
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Title: Personal space.
Author(s): Mogensen, K. |
Journal Details: Australian Educator n.43 p.24-29
Published: Spring 2004
ISSN: 0728-8387
Abstract: The federal Health Minister Tony Abbott says society has an inappropriate and lax attitude towards sexual activity in its young people. He has clear ideas about the solution: he wants to increase parental control over teenagers' medical access, to limit availability of the morning-after pill, and reduce teen abortions by discouraging 'promiscuity'. Some parents and teachers may share his views, but most health educators and medical experts say that he is wrong. They argue that the only way to reduce teen pregnancies and sexually transmitted infections (STIs) is through appropriate education and access to community services and contraception.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=138169
Record No: 138169 From EdResearch online
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| A vegetable stall to teach functional skills.
| Baker, A-L.
Stephenson, J. | 2004 |
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Title: A vegetable stall to teach functional skills.
Author(s): Baker, A-L. | Stephenson, J. |
Journal Details: Special Education Perspectives v.13 n.2 p.27-30
Published: 2004
ISSN: 1038-6475
Abstract: Holroyd SSP enrolls students with moderate to sever intellectual disabilities, many of whom have additional disabilities. It has a commitment to teaching functional skills to these students. One functional activity that has been developed for senior students is based around a vegetable stall. Students source vegetables from Flemington markets then have a stall at which they sell vegetables to school staff. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=139835
Record No: 139835 From EdResearch online
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| Life skills at Mercy Catholic College, Chatswood : an inclusive approach.
| MacCulloch, S.
Stephenson, J. | 2003 |
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Title: Life skills at Mercy Catholic College, Chatswood : an inclusive approach.
Author(s): MacCulloch, S. | Stephenson, J. |
Journal Details: Special Education Perspectives v.12 n.2 p.71-76
Published: 2003
ISSN: 1038-6475
Abstract: This paper describes the mode of special education service delivery at Mercy Catholic College and the inclusive philosophy behind the service. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=136353
Record No: 136353 From EdResearch online
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| People with an intellectual or early onset disability in Australia.
| | 2003 |
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Title: People with an intellectual or early onset disability in Australia.
Author(s): Australian Institute of Health and Welfare
Journal Details: Journal of Intellectual and Developmental Disability v.28 n.1 p.79-83
Published: March 2003
ISSN: 1326-978X | 1366-8250
Abstract: This data brief details the extent of intellectual disabilities in Australian, based on Australian Bureau of Statistics Data. It considers people ageing with an early onset disability, living arrangements and people with an intellectual disability, activities with which assistance is needed, marital status and housing and tenure type and age at onset of disability.
URL (conditional access) : http://dx.doi.org/10.1080/1366825031000086911
Record No: 126148 From EdResearch online
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| Producing knowledge for living.
| von Kotze, A. | 2002 |
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Title: Producing knowledge for living.
Author(s): von Kotze, A. |
Journal Details: Studies in Continuing Education v.24 n.2 p.233-246
Published: November 2002
ISSN: 0158-037X
Abstract: Work is still associated predominantly with employment. A lot of studies focus on the link between learning and labour, but there are few investigations of what kind of knowledge is produced in the act of creating and sustaining life. This is not surprising as subsistence production is not valued as much as work that generates profits. The daily backbreaking work of poor people and women is best captured from the perspective of livelihood systems. These are constantly adjusted and they vary from one person, household or community to another. Working knowledge defined in terms of livelihood activities includes knowing how local hierarchies are tied up in larger socio-political structures, how indigenous herbs can be used for healing, and how communal resources should best be managed so that they serve the interests of all. The paper uses a case study from a village in Zimbabwe to illustrate how the collective actions of a community resulted in learning that led to the rehabilitation of a community dam and a plan for sustainable management of this asset. In this way, villagers could diversify their activities, and thus become less vulnerable to hazards such as drought. The paper suggests that educators have a role in helping villagers to ask the right questions in the process of making really useful knowledge for living. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/0158037022000020018
Record No: 122955 From EdResearch online
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| Training for the 'new adulthood'.
| Wyn, J. | 2002 |
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Title: Training for the 'new adulthood'.
Author(s): Wyn, J. |
Journal Details: Campus Review v.12 n.32 p.32
Published: 21-27 August 2002
ISSN: 1037-034X
Abstract: Australia faces challenges in shaping a post-compulsory education experience that will adequately equip young people for their adulthood, a different adulthood from that known by older generations. The author looks at the findings of the University of Melbourne Youth Research Centre's Life-Pattern project which began with the 1991 cohort of school leavers in Victoria and has followed a sample of approximately 2000 since that date. This cohort, explains the author, gives an opportunity to follow the trajectories of young people through education, work and other life events.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=127949
Record No: 127949 From EdResearch online
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| Coherence, permeability, values, depth.
| Kruse, D. | 2001 |
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Title: Coherence, permeability, values, depth.
Author(s): Kruse, D. |
Journal Details: Teacher Learning Network v.8 n.2 p.32-35
Published: Winter 2001
ISSN: 1444-1284
Abstract: This article discusses the development of appropriate curriculum for young adolescents in order to: assist them to adjust to change; grow towards independence; gain experience in decision making; develop self confidence and self image; establish sexual identity; experience social acceptance, affection and support; become aware of the social and political world; and, establish and maintain relationships. The author looks at curriculum development and the need to continue to review curriculum.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=111280
Record No: 111280 From EdResearch online
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| Feel Safe : a pilot study of a protective behaviours programme for people with intellectual disability.
| Mazzucchelli, T. G. | 2001 |
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Title: Feel Safe : a pilot study of a protective behaviours programme for people with intellectual disability.
Author(s): Mazzucchelli, T. G. |
Journal Details: Journal of Intellectual and Developmental Disability v.26 n.2 p.115-126
Published: June 2001
ISSN: 1366-8250 | 1326-978X
Abstract: A pilot study of a group programme designed to increase personal safety skills in adults with intellectual disability is described. Feel Safe, a curriculum based on Flandreau-West's protective behaviours anti-victimisation and empowerment process, aims to teach the protective behaviours themes 'we all have the right to feel safe all the time' and 'nothing is so awful that we can't talk with someone about it'; how to recognise unsafe situations; and a range of personal coping and problem-solving skills. A quasi-experimental control group design (10 adults in each group) with pre-test, post- test, and follow-up assessments aimed to determine whether participants attending the Feel Safe programme understood and retained the content of the sessions, increased their use of protective behaviours skills and concepts, and perceived themselves as being safer and more satisfied with how safe they felt. The results were promising. They suggested that by attending the Feel Safe programme people could increase their knowledge of personal safety skills and actually apply this knowledge in their day-to-day lives. Participants in the experimental group were not found, however, to perceive themselves as being safer or more satisfied with how safe they felt. Psychometric properties of two new instruments to assess knowledge and use protective behaviours skills were also investigated and are reported. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/13668250020054431
Record No: 110523 From EdResearch online
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| Introducing the Reggio Emilia approach.
| Millikan, J. | 2001 |
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Title: Introducing the Reggio Emilia approach.
Author(s): Millikan, J. |
Journal Details: Teacher Learning Network v.8 n.3 p.8-11
Published: Spring 2001
ISSN: 1444-1284
Abstract: In the Northern Italian city of Reggio Emilia, the present network of early childhood educational services operated by the Municipality includes twenty-one pre- schools and thirteen infant-toddler centres. The children remain with the same two co-teachers for their three years in their schools. When provided with sufficient opportunities and time to experiment, explore and play, children master the many tools and skills of communication and are able to actively translate what they perceive, not only through the spoken work but also through other potent languages such as drawing, sculpture, sound, drama and movement. The underlying philosophy is of the creation of a citizen, at once ready and capable of confronting their future. The theories and practice demonstrated by the Reggio preschools have attracted international attention. The paper records thought provided by teachers from two schools in Victoria and provide insight into the provocations from the Reggio Emilia educational project for teaching in a primary school. The schools are Wooranna Park Primary School and Bialik College. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=113466
Record No: 113466 From EdResearch online
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| 'Life Online' : access to online resources for adult students with a mild intellectual disability.
| Weeks, K. A. | 2001 |
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Title: 'Life Online' : access to online resources for adult students with a mild intellectual disability.
Author(s): Weeks, K. A. |
Journal Details: Australian Journal of Adult Learning v.41 n.3 p.407-415
Published: November 2001
ISSN: 1443-1394
Abstract: While the development of online resources and the use of information technology in education has increased significantly in recent years, there is concern regarding the extension of access to such resources for a number of group in the community, including adult students with a mild intellectual disability. Existing materials that incorporate online delivery are generally inappropriate for adult students with a mild intellectual disability. Often they require skills and knowledge levels above the initial capabilities of this group, and also are based around topics that are not age appropriate. This paper discusses an online resource which has been developed for students with a mild intellectual disability undertaking general adult education courses. The resource is informed by the need for the development of independent learning and living skills which are transferable to real-life situations outside the classroom, and as such, addresses the three topic areas of nutrition, budgeting and shopping, whilst meeting the curriculum outcomes for a number of general education courses. The paper provides an evaluation of the use of the online resource in the classroom, from the perspectives of the product developer, project management, instructor and students, and discusses strategies used to prevent exclusion of this client group from the acquisition of skills and knowledge in the use of information technology. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=115344
Record No: 115344 From EdResearch online
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