Queensland Department of Education

This research examines the effect of participation in an enterprise education program on perceptions of the desirability and feasibility of starting a business. Changes in the perceptions of a sample of secondary school students enrolled in the Young Achievement Australia (YAA) enterprise program are analysed using a pre–test post–test control group research design. After completing the enterprise program, participants reported significantly higher perceptions of both desirability and feasibility. The degree of change in perceptions is related to the positiveness of prior experience and to the positiveness of the experience in the enterprise education program. Self–efficacy theory is used to explain the impact of the program. Overall, the study provides empirical evidence to support including exposure to entrepreneurship education as an additional exposure variable in entrepreneurial intentions models.

The ability to generate written text requires the execution of a complex array of cognitive and metacognitive skills. Because of the cognitive demands of this complexity, successful writers must be able to write letters and words automatically. This article reports 2 studies that examined the relationship between orthographic-motor integration related to handwriting and the ability to generate creative and well-structured written text. Participants in the first study were 114 Grade 1 students. When the effect of reading was controlled, orthographic-motor integration accounted for 67% of the variance in written expression. An intervention study with 19 students experiencing difficulty in handwriting and 19 students matched on gender and reading examined the impact of improving students automaticity in handwriting. The intervention eliminated the detrimental effects on writing of lack of automaticity in orthographic-motor integration.

Abstract Current approaches to understanding learning imply that authentic learning experiences assist students to develop appropriate and effective understandings. Authentic learning experiences are those that are personally relevant from the learner's perspective and situated within appropriate social contexts. In planning for authentic learning to occur, tensions can emerge between providing real-world 'natural' experiences and the nature of experiences that are possible to offer within institutions, which can often be 'artificial' or 'staged', and seen as inauthentic by students. Bridging the gap between the learning taking place within formal institutions and learning within real-life communities of practice can be difficult for university teachers. This article reports the efforts of a university teacher who, through a one-semester course, endeavoured to bridge this gap between university study and learning about the world of business management. Data sources included the teacher's plans, diary and written reflections on his activities related to his teaching during the semester; course materials; teacher and student interviews; and classroom observations undertaken by the researchers. The various strategies the teacher used to develop authenticity in students' learning experiences are discussed, as well as the teacher's reflections on how he tried to capitalize on the formal structures possible in a university setting to support his students as they developed their understandings about what it is like to be practising members of the business management community. Implications for teaching and learning in general, and for university staff development, are outlined. Corresponding author: The Teaching and Learning Centre, University of New England, Armidale, NSW 2351, Australia. Email: sstein@pobox.une.edu.au Corresponding author: The Teaching and Learning Centre, University of New England, Armidale, NSW 2351, Australia. Email: sstein@pobox.une.edu.au Notes Corresponding author: The Teaching and Learning Centre, University of New England, Armidale, NSW 2351, Australia. Email: sstein@pobox.une.edu.au

BACKGROUND AND PURPOSE: Recently, there has been growing interest in the glymphatic system (the functional waste clearance pathway for the central nervous system and its role in flushing solutes (such as amyloid ß and tau), metabolic, and other cellular waste products in the brain. Herein, we investigate a recent potential biomarker for glymphatic activity (the diffusion tensor imaging along the perivascular space [DTI-ALPS] parameter) using diffusion MRI imaging in an elderly cohort comprising 10 cognitively normal, 10 mild cognitive impairment (MCI), and 16 Alzheimer's disease (AD). METHODS: All 36 participants imaged on a Siemens 3.0T Tim Trio. Single-SE diffusion weighted Echo-planar imaging scans were acquired as well as T1 magnetization prepared rapid gradient echo, T2 axial, and susceptibility weighted imaging. Three millimeter regions of interest were drawn in the projection and association fibers adjacent to the medullary veins at the level of the lateral ventricle. The DTI-ALPS parameter was calculated in these regions and correlated with cognitive status, Mini-Mental State Examination (MMSE), and ADASCog11 measures. RESULTS: Significant correlations were found between DTI-ALPS and MMSE and ADASCog11 in the right hemisphere adjusting for age, sex, and APoE ε4 status. Significant differences were also found in the right DTI-ALPS indices between cognitively normal and AD groups (P < .026) and MCI groups (P < .025) in a univariate general linear model corrected for age, sex, and APoE ε4. Significant differences in apparent diffusion coefficient between cognitively normal and AD groups were found in the right projection fibers (P = .028). CONCLUSION: Further work is needed to determine the utility of DTI-ALPS index in larger elderly cohorts and whether it measures glymphatic activity.

Abstract This review article examines current knowledge about the efficacy of art therapy based on the findings of 8 randomized controlled trials (RCTs) conducted with adult populations from 2008–2013 that met a high standard of rigor. Of these studies, all but one reported beneficial effects of art therapy. Review findings suggest that art therapy may benefit a range of individuals, including older adults, war veterans, and prison inmates. However, there is a need for further research using RCTs to examine more conclusively art therapy outcomes and the specific populations in which art therapy interventions offer greatest benefit.

INTRODUCTION: Longitudinal research examining the impact of coronavirus disease 2019 (COVID-19) school closures on the mental health of adolescents is scarce. Prolonged periods of physical and social isolation because of such restrictions may have impacted heavily on adolescents' mental health and loneliness. METHODS: The current study addresses a major gap by examining the impact of school closures on the mental health and loneliness of 785, 10- to 17-year-old Western Australian adolescents (mean age = 14.1, SD = 1.31), who were surveyed across four time points: twice before COVID-19, once as schools closed, and once post reopening of schools. Pre- and post-COVID-19 changes in mental health and loneliness were compared using linear mixed models. Random intercept cross-lagged panel models (RI-CLPMs) assessed temporal associations between loneliness, depression symptoms, and positive mental wellbeing. RESULTS: Compared with pre-COVID-19 symptom levels, there were significant increases in depression symptoms, internalizing and externalizing symptoms, and a significant decrease in positive mental wellbeing at different points over time. Symptom change over time differed according to gender and pre-COVID-19 symptom severity. Significant increases in positive attitudes towards being alone and feelings of isolation occurred at different points over time. Gender differences were evident. RI-CLPMs highlighted the predictive significance of friendship quality and having a negative attitude towards being alone over time in relation to depression symptoms. A positive or negative attitude towards being alone was predictive of positive mental wellbeing over time. CONCLUSION: Findings provide evidence that COVID-19-related school closures adversely affected adolescents' mental health and feelings of loneliness.

In recent years there has been discussion in the management and organisational literature on generational differences and how they may impact on the design of workforce strategies. However, much of the discussion appears to be based on observation rather than large empirical work. Indeed, I would argue that wider support for the requirement to manage the workforce around X and Y issues is absent. For example, employers of choice are looking to win talent by tailoring employment policy to capture the dynamism of the modern era rather than discrete generational values. Significantly, the bulk of generational data cited by popular writers is subjective, non‐representative, makes use of single‐point‐of‐time data and uses retrospective comparisons. Importantly, scholarly literature does not draw arbitrary and abrupt lines between generations. In seeking to determine a preferred workforce strategy organisations would be better served by acknowledging the technical, economic, political and social dynamism of modern life rather than the flawed conclusions of popular generational literature.

BACKGROUND: Current estimates of the rates of alcohol-exposed pregnancies may underestimate prenatal alcohol exposure if alcohol consumption in early trimester 1, prior to awareness of pregnancy, is not considered. Extant literature describes predictors of alcohol consumption during pregnancy; however, alcohol consumption prior to awareness of pregnancy is a distinct behavior from consumption after becoming aware of pregnancy and thus may be associated with different predictors. The purpose of this study was therefore to examine prevalence and predictors of alcohol consumption by women prior to awareness of their pregnancy, and trajectories of change to alcohol use following pregnancy recognition. METHODS: Pregnant women (n = 1,403) were prospectively recruited from general antenatal clinics of 4 public hospitals in Australian metropolitan areas between 2008 and 2013. Women completed detailed interviews about alcohol use before and after recognition of pregnancy. RESULTS: Most women (n = 850, 60.6%) drank alcohol between conception and pregnancy recognition. Binge and heavy drinking were more prevalent than low-level drinking. The proportion of women who drank alcohol reduced to 18.3% (n = 257) after recognition of pregnancy. Of women who drank alcohol, 70.5% ceased drinking, 18.3% reduced consumption, and 11.1% made no reduction following awareness of pregnancy. Socioeconomic status (SES) was the strongest predictor of alcohol use, with drinkers more likely to be of high rather than low SES compared with abstainers (OR = 3.30, p < 0.001). Factors associated with different trajectories (either cessation, reduction, or continuation of drinking) included level of alcohol use prior to pregnancy recognition, age, pregnancy planning, and illicit substance use. CONCLUSIONS: In this sample of relatively high SES women, most women ceased or reduced drinking once aware of their pregnancy. However, the rate of alcohol-exposed pregnancies was higher than previous estimates when the period prior to pregnancy recognition was taken into account.

CONTEXT: The information explosion and continual changes in the means of accessing information have reinforced the importance of preparing graduates to direct their own learning throughout their careers. Increasingly, medical schools are turning to problem-based curricula to develop in graduates the capacity to 'self-direct' further learning. PROBLEM: Experience shows that, to achieve this goal, there needs to be consistency in interpretation of the goal and faculty-wide agreement about the way the problem-based curriculum fosters self-direction. SUGGESTED SOLUTION: This paper describes the conceptual framework developed by the Graduate School of Medicine, The University of Queensland, to guide the achievement of self-directed, lifelong learning in a graduate entry, problem-based curriculum. IMPLICATIONS: It may be useful for others who are experiencing difficulties with implementing problem-based curricula, and for those who are contemplating changing to problem-based models.

edited by D. Mitchell, 2008, London, Routledge, 231 pp. + index, UK£22.50 (paperback), ISBN 9‐78‐041536‐925‐1 Regular classroom teachers and others who work in educational contexts interacting with...

Pinpointing subcellular protein localizations from microscopy images is easy to the trained eye, but challenging to automate. Based on the Human Protein Atlas image collection, we held a competition to identify deep learning solutions to solve this task. Challenges included training on highly imbalanced classes and predicting multiple labels per image. Over 3 months, 2,172 teams participated. Despite convergence on popular networks and training techniques, there was considerable variety among the solutions. Participants applied strategies for modifying neural networks and loss functions, augmenting data and using pretrained networks. The winning models far outperformed our previous effort at multi-label classification of protein localization patterns by ~20%. These models can be used as classifiers to annotate new images, feature extractors to measure pattern similarity or pretrained networks for a wide range of biological applications.

The study investigated the behaviors and interactions of children in structured and unstructured groups as they worked together on a 6-week social studies activity each term for 3 school terms. Two hundred and twelve children in Grade 1 and 184 children in Grade 3 participated in the study. Stratified random assignment occurred so that each gender-balanced group consisted of 1 high-, 2 medium-, and 1 low-ability student. The results show that the children in the structured groups were consistently more cooperative and they provided more elaborated and nonelaborated help than did their peers in the unstructured groups. The children in the structured groups in Grade 3 obtained higher reading and learning outcome scores than their peers in the unstructured groups.

Undergraduate research experiences provide students with opportunities to engage in high-impact experiential learning. Although prevalent in the sciences, there are now extensive banks of case studies demonstrating the use of undergraduate research as an educationally enriching activity across many disciplines. This study investigated the diversity of undergraduate research opportunities available across a wide range of disciplines at a large, research-intensive, Australian university. Through extensive interviews, 68 undergraduate research programmes across 26 discipline-based schools were characterised. A typology of undergraduate research models is proposed, revealing key characteristics underlying the ways in which research experiences are embedded in undergraduate curricula across a diverse range of disciplinary contexts. This provides guidance to academics, administrators and policymakers seeking to improve student access to undergraduate research experiences.

In this paper we examine the historical and social factors associated with language contact in three Queensland settlements – Yarrabah, Cherbourg and Woorabinda – and discuss the impact these may have had on the emergence of the English-lexified vernacular languages associated with these communities today. Our focus is on the 20th century and how Queensland Government policies of removal towards Aboriginal and Torres Strait Islander peoples, including those of the Cape York Peninsula, provided new contexts for sustained language contact in these settlements, not only between traditional languages, but also with pre-existing contact varieties. We show here how each vernacular is different because the sociohistorical circumstances in which they emerged are different. So while the three vernaculars we examine have been labelled as ‘Aboriginal English’, our research demonstrates a much richer picture – one which demands a re-examination of the vernacular of any Aboriginal community today as a product of its own unique history.

This paper analyses the current Australian policy and research context in relation to developing quality teachers. Like other countries, many educational authorities in Australia are developing professional standards for teachers and the evaluation of teachers against those standards as a mechanism for ensuring and extending the quality of teaching in schools. A key policy consideration involves the use of professional standards as tools for extending professional learning and/or for credentialing and appraisal. This paper considers these uses of standards by drawing on an evaluation of Education Queensland's Professional Standards for Teachers pilot. The pilot focused on using a set of standards as a framework for professional learning. Teachers' perspectives on the standards and their intended use, their engagement with the standards during the pilot and the nature of professional learning associated with that engagement are discussed in light of current policy debates about professional standards.

Bourdieu … makes it possible to explain how the actions of principals are always contextual, since their interests vary with issue, location, time, school mix, composition of staff and so on. This ‘identity’ perspective points at a different kind of research about principal practice: to understand the game and its logic requires an analysis of the situated everyday rather than abstractions that claim truth in all instances and places. (Thomson 2001a: 14)

The purpose of this study was to examine where children choose to play on a school ground with a diversity of play spaces. We were particularly interested in understanding the influence of the natural/green part of the school ground on children's choice. Using a momentary time sampling direct observation instrument, a total of 23 scans were taken of six pre-determined Target Areas within an Australian primary school over an 11-day period. Separate scans were taken for girls and boys. Results revealed that the green/natural Target Area (a) attracted the highest number of students in total on average (63.78 students/scan) and (b) was the only area that revealed no statistical difference between the mean number of girls and boys. We discuss a number of design and cultural factors that might explain these findings. The results from this study suggest that when children are given a choice about where to play, they are choosing natural areas. As such, green areas of school grounds stand to make an important contribution in providing equitable, inclusive, healthy and inviting play opportunities for children.

OBJECTIVE: To evaluate the extent to which early self-regulation and early changes in self-regulation are associated with adolescents' academic, health, and mental well-being outcomes. METHODS: Data were collected from 1 of the cohorts in a large dual-cohort cross-sequential study of Australian children. This cohort consisted of a nationally representative data set of 4983 Australian children assessed at 4 to 5 years of age, who were followed longitudinally to 14 to 15 years of age. Using regression within a path analysis framework, we first sought to investigate associations of early self-regulation (at 4-5 years and 6-7 years of age) with a broad range of academic, health, and mental well-being outcomes in adolescence (at 14-15 years). We next investigated the extent to which an early change in self-regulation (from 4 to 7 years of age) predicted these adolescents' outcomes. RESULTS: Early self-regulation predicted the full range of adolescents' outcomes considered such that a 1-SD increase in self-regulation problems was associated with a 1.5- to 2.5-times greater risk of more-negative outcomes. An early positive change in self-regulation was associated with a reduced risk of these negative outcomes for 11 of the 13 outcomes considered. CONCLUSION: These results suggest the potential of early self-regulation interventions, in particular, in influencing long-term academic, health, and well-being trajectories.

This paper examines population trends in morphine prescriptions in Australia, and contrasts them with findings from annual surveys with regular injecting drug users (IDU). Data on morphine prescriptions from 1995 to 2003 were obtained from the Drug Monitoring System (DRUMS) run by the Australian Government Department of Health and Ageing. Data collected from regular IDU as part of the Australian Illicit Drug Reporting System (IDRS) were analysed (2001 - 2004). The rate of morphine prescription per person aged 15 - 54 years increased by 89% across Australia between 1995 and 2003 (from 46.3 to 85.9 mg per person). Almost half (46%) of IDU surveyed in 2004 reported illicit morphine use, with the highest rates in jurisdictions where heroin was less available. Recent morphine injectors were significantly more likely to be male, unemployed, out of treatment and homeless in comparison to IDU who had not injected morphine. They were also more likely to have injected other pharmaceutical drugs and to report injection related problems. Among those who had injected morphine recently, the most commonly reported injecting harms were morphine dependence (38%), difficulty finding veins into which to inject (36%) and scarring or bruising (27%). Morphine use and injection is a common practice among regular IDU in Australia. In some cases, morphine may be a substitute for illicit heroin; in others, it may be being used to treat heroin dependence where other pharmacotherapies, such as methadone and buprenorphine, are perceived as being unavailable or undesirable by IDU. Morphine injection appears to be associated with polydrug use, and with it, a range of problems related to drug injection. Further research is required to monitor and reduce morphine diversion and related harms by such polydrug injectors.

There is growing evidence that children are vulnerable to poor psychological outcomes following exposure to a range of potentially traumatic events. Teachers are in a unique and well-placed position to provide vital support to children following potentially traumatic events and to also provide a vital role in helping to identify children who may be experiencing ongoing psychosocial difficulties. We present a review of mental health trauma resources available for use in educational settings within Australia and New Zealand, with a primary focus on post-disaster resources. We describe the design, development, and dissemination of our resources and training package, Childhood Trauma Reactions: A Guide for Educators from Preschool to Year 12, and present data on how these resources were received. Trauma-informed practices within the school and classroom will enable better outcomes in the immediate post-trauma environment and beyond for all children. Our model focuses on: (1) increasing awareness and understanding of children's post-trauma reactions, (2) exploring effective strategies for teachers within the classroom, and (3) developing policy and procedures for the identification and referral of children who may be at risk. More funding is required to help distribute training and resources and to make mental health following trauma a higher priority.