scholarly journals Secondary Curriculum Literacy and Teacher Word-Knowledge: Further Findings from a Western Australian ITE Cohort Study

2021 ◽  
Vol 46 (11) ◽  
pp. 89-109
Author(s):  
Brian Moon ◽  
◽  
Barbara Harris ◽  
Anne-Maree Hays ◽  
◽  
...  

The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their ability to teach word knowledge or to self-correct. Current training and resources may thus have limited efficacy for some graduating teachers, placing limits on what can be achieved in schools. We consider the implications for literacy policies and for initial teacher education at secondary level.

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1224.3-1225
Author(s):  
J. Nossent ◽  
D. Preen ◽  
W. Raymond ◽  
H. Keen ◽  
C. Inderjeeth

Background:IgA vasculitis is generally considered to be a self-limiting condition, but this is at odds with the increased mortality observed in adult patients with IgA vasculitis (1).Objectives:With sparse data on prognostic factors in IgAV, we investigated whether pre-existing conditions are risk factors for mortality in adult IgAV patients.Methods:Observational population-based cohort study using state-wide linked longitudinal health data for adults with IgAV (n=267) and matched controls (n=1080) between 1980-2015. Charlson comorbidity index (CCI) and serious infections (SI) were recorded over an extensive lookback period prior to diagnosis. Date and causes of death were extracted from the WA Death Registry. Mortality rate (deaths/1000 person-years) ratios (MRR) and time dependent survival analysis assessed the risk of death. Age and gender specific mortality rate data were obtained from the Australian Bureau of Statistics.Results:During 9.9 (±9.8) years lookback IgAV patients accrued higher CCI scores (2.60 vs1.50 p<0.001) and had higher risk of SI (OR 8.4, p<0.001), not fully explained by CCI scores. During 19 years follow-up, the risk of death in IgAV patients (n=137) was higher than in controls (n=397) (MRR 2.06, CI 1.70-2.50, p<0.01) and the general population (SMRR 5.64, CI 4.25, 7.53, p<0.001). Survival in IgAV was reduced at five (72.7 vs. 89.7 %) and twenty years (45.2% vs. 65.6 %) (both p<0.05). CCI (HR1.88, CI:1.25 - 2.73, p=0.001), renal failure (HR 1.48, CI: 1.04 - 2.22, p=0.03) and prior SI (HR 1.48, CI:1.01 – 2.16, p=0.04) were independent risk factors. Death from infections (5.8 vs 1.8%, p=0.02) was significantly more frequent in IgAV patients.Conclusion:Premorbid accrual of comorbidity is increased and predicts premature death in IgAV patients. However, comorbidity does not fully explain the increased risk of serious infections prior to diagnosis or the increased mortality due to infections in IgAV.References:[1]Villatoro-Villar M, Crowson CS, Warrington KJ, Makol A, Ytterberg SR, Koster MJ. Clinical Characteristics of Biopsy-Proven IgA Vasculitis in Children and Adults: A Retrospective Cohort Study. Mayo Clin Proc. 2019;94(9):1769-80.Acknowledgements:The authors would like to acknowledge the support of the Arthritis Foundation of WA and acknowledge the Western Australian Data Linkage Branch, the Western Australian Department of Health, and the data custodians of, the Hospital and Morbidity Data Collection, the Emergency Department Data Collection the WA Cancer Register and the WA Death Register for their assistance with the study.Disclosure of Interests:None declared


Author(s):  
R.G Kothari ◽  
Mary Vineetha Thomas

Evaluation is widely acknowledged as a powerful means of improving the quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. The state of Kerala has been going through a series of educational reforms over the last decade or so and the introduction of CCE in the state is one among them. As emphasized by Kerala Curriculum Framework (2007) the implementation of new evaluation practices focusing on CCE was introduced right from primary to secondary level. Though the state has made all-out efforts to implement CCE in its true spirit, the questions that remain unanswered are that whether CCE has been actually and effectively implemented in all classes, what problems are being faced by teachers while implementing CCE. The present paper is a brief attempt made in this regard and is directed towards answering these questions and giving suggestions for the same. The study has been conducted on teachers of upper primary government schools of Kerala.


2021 ◽  
pp. 100010
Author(s):  
Bindiya Shenoy ◽  
Bhajan Singh ◽  
Satvinder S Dhaliwal ◽  
Stuart King ◽  
Siobhan C Rea ◽  
...  

2009 ◽  
Vol 154 (2) ◽  
pp. 218-224.e2 ◽  
Author(s):  
Monique Robinson ◽  
Eugen Mattes ◽  
Wendy H. Oddy ◽  
Nicholas H. de Klerk ◽  
Jianghong Li ◽  
...  

2019 ◽  
Vol 16 ◽  
pp. 51-63 ◽  
Author(s):  
Hamish Graham ◽  
Ayobami A. Bakare ◽  
Adejumoke I. Ayede ◽  
Oladapo B. Oyewole ◽  
Amy Gray ◽  
...  

Author(s):  
S. Main ◽  
M. Byrne ◽  
J. J. Scott ◽  
K. Sullivan ◽  
A. Paolino ◽  
...  

AbstractIn 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.


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