http://hdl.handle.net/2328/2985 Sat, 25 May 2013 06:41:25 GMT 2013-05-25T06:41:25Z http://hdl.handle.net/2328/26783 Title: Teachers’ knowledge and confidence for promoting positive mental health in primary school communities Authors: Askell-Williams, Helen; Lawson, Mike Joseph Abstract: This paper reports an investigation into Australian primary school teachers’ knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected components of mental health promotion. Independent judgments by staff about students’ mental health status concurred with students’ scores on the Strengths and Difficulties Questionnaire in about 75% of cases, indicating a good level of staff awareness about students’ mental health status. Exposure to the KidsMatter Primary mental health promotion initiative was associated with improvements in teachers’ efficacy, knowledge and pedagogy, with small to medium effect sizes. Qualitative analysis indicated that teachers’ subject-matter and pedagogical knowledge were heavily reliant on curriculum resources. Implications of the findings for the implementation of school-based mental health promotion initiatives are discussed. Mon, 29 Apr 2013 00:00:00 GMT http://hdl.handle.net/2328/26783 2013-04-29T00:00:00Z http://hdl.handle.net/2328/26560 Title: Following the leader: the social character of learning in the Australian Army Authors: Talbot, Steven; O'Toole, Kathleen Margaret (Paddy) Abstract: The complex environments in which modern soldiers operate require high functioning individuals who are able to adapt and apply their knowledge, skills and experience in a variety of contexts. In order to adapt to challenges associated with increasing complexity and take advantage of its various knowledge bases, the Australian Army has pursued a goal of becoming a learning organisation. Drawing on data collected from 20 unstructured group discussions conducted with over 150 Army personnel, this qualitative study explores the significance of leaders (usually commanding officers but also instructors) as ‘creators’ or ‘shapers’ of learning environments within their units, and the extent to which they facilitate learning by their staff. Findings suggest that the creation of learning environments (within units) often occurs in an ad hoc manner, reflecting the personalities or dispositions of leaders, rather than reflecting an organisational commitment to ‘empowered’ learners. Consequently, soldiers’ abilities to make and learn from mistakes, ask questions, and display initiative fluctuated according to their posting. However, in contrast to the top-down approach to facilitated learning and empowerment often reported in the literature, findings also suggest that subordinates facilitate learning for leaders. Thus, the paper extends the theory of facilitated learning through leadership by acknowledging the recursive nature of empowerment and the agency of subordinates in shaping their learning environment. Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/2328/26560 2009-01-01T00:00:00Z http://hdl.handle.net/2328/26505 Title: Finding the rainbow: reflections upon recruiting openly gay men for qualitative research Authors: Filiault, Shaun Michael; Drummond, Murray John Abstract: It has been suggested that greater attention needs be paid to the methods used when engaging in research with gay men, including enhanced focus on methods of recruitment. Pursuant to that argument, this manuscript reflects upon the methods of recruitment used in research about gay men, and the importance of recruitment with regards to research validity and reliability. It is argued that recruitment is best conceptualised as a dynamic process which influences the entire research program, rather than a static event, as recruitment is often characterised in the literature. The authors then engage in a critical self-reflection regarding the recruitment methods used in their body of research about gay men. Issues related to cyber-recruitment, emic and etic, and inclusion criteria are discussed. Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/2328/26505 2009-01-01T00:00:00Z http://hdl.handle.net/2328/26317 Title: Scaffolding cognitive and metacognitive strategy instruction in regular class lessons Authors: Askell-Williams, Helen; Lawson, Mike Joseph; Skrzypiec, Grace Abstract: The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching-learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’ typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/2328/26317 2012-01-01T00:00:00Z