Peter Moodie Grimbeek

Factors influencing quality of life for people with dementia: A qualitative perspective

Objectives: An exploration and understanding of quality of life (QOL) can help to enhance understanding and respect for people with dementia and assist in improving care and treatment of this population. This study sought to understand the factors that influence QOL for people living with dementia in long-term care (LTC), including an understanding of how they perceived they were valued. Methods: In-depth interviews were conducted with 32 older people with dementia from one service provider and across four large care settings, in two Australian states. Results: While these residents were either satisfied or dissatisfied with elements of their life, the factors influencing a positive QOL were related to their relationship with family and other people, and ‘things’ such as needing some control over their life and, more importantly, needing to contribute to their community. Participants reported feeling of little use and therefore of limited value to society. Conclusion: This study proposes a need to understand how relationships might be maintained and strengthened following a move into LTC and highlights the importance of control and its influence on feeling valued.

Measuring the Use of Information and Communication Technologies (ICTs) in the Classroom

Abstract In 2003, the “ICT Curriculum Integration Performance Measurement Instrument” was developed froman extensive review ofthe contemporary international and Australian research pertaining to the definition and measurement of ICT curriculum integration in classrooms (Proctor, Watson, & Finger, 2003). The 45-item instrument that resulted was based on theories and methodologies identified by the literature review. This paper describes psychometric results from a large-scale evaluation of the instrument subsequently conducted, as recommended by Proctor, Watson, and Finger (2003). The resultant 20-item, two-factor instrument, now called “Learning with ICTs: Measuring ICT Use in the Curriculum,” is both statistically and theoretically robust. This paper should be read in association with the original paper published in Computers in the Schools(Proctor, Watson, & Finger, 2003) that described in detail the theoretical framework underpinning the development of the instrument.

Child sexual abuse and mandatory reporting intervention preservice content preferred by student teachers.

The importance of preservice university teacher training about child sexual abuse and its mandatory reporting intervention is addressed in educational literature, although very little is known about student teachers’ learning interests and preferences in this area. In this article, student teachers refer to students in university who are training to become teachers whose training includes teaching experiences in schools. This study examines the content about child sexual abuse and its intervention that student teachers believe they should learn. Results based on quantitative analyses show the relative importance of gender in determining responses to questions about university training and, to a lesser extent, the importance of a previous acquaintance with victims of sexual abuse, previous employment, and the length of the university course. Results based on qualitative data show that content knowledge preferred by elementary/primary and secondary school student teachers includes the teachers role in mandatory reporting of child sexual abuse and signs, experiences, and responses to student disclosure. Student teachers prefer content examples of school professionals’ responses and procedures after disclosure and prefer direct learning content from intervening school professionals. These outcomes could usefully guide teachers and educators who design intervention curricula on child sexual abuse for preservice teachers.

Sources of Knowledge of Departmental Policy on Child Sexual Abuse and Mandatory Reporting Identified by Primary School Student-Teachers.

The introduction of a Department of Education policy on child sexual abuse and mandatory reporting is significant for school teachers. The mandatory reporting of child sexual abuse by school teachers carries wide‐ranging and significant implications for the lives of school‐aged children, and for the teachers who must implement the policy’s requirements, processes and procedures. There is very little literature on student‐teachers’ pre‐service knowledge about such a mandate. Most student‐teachers do not receive compulsory university training in Child Protection and its legal requirements. This study audits an Australian cohort of 56 Bachelor of Education (BEd) primary school student‐teachers in their final fourth year, on the sources of the professional knowledge they garnered during those four years concerning the Department of Education’s policy on child sexual abuse and its mandatory reporting. The results show that such sources of knowledge that were available to student‐teachers during their BEd were incidental, sparse and sporadic. These results are cause for concern; however, they may be used to help educators and curriculum planners design effective, appropriate and compulsory pre‐service training for student‐teachers.

Surveying Primary Teachers about Compulsory Numeracy Testing: Combining Factor Analysis with Rasch Analysis

This paper reports the use of several quantitative analytic methods, including Rasch analysis, to re-examine teacher responses to questionnaire items probing opinions related to the compulsory numeracy tests conducted in Years 3, 5, and 7 in Queensland, Australia. Nisbet and Grimbeek (2004) previously reported an interpretable and statistically acceptable 6-factor exploratory factor solution. The present paper improved on this outcome by utilising Rasch analysis to identify items with orderly sequences of scores across response categories, and to subject these to fresh exploratory and confirmatory factor analysis. The resulting 3-factor scale proved acceptable in terms of exploratory and confirmatory factor analysis as well as in terms of Rasch item analysis. The paper briefly discusses the implications of these outcomes in relation to the refined instrument’s capacity to gather information about how teachers view the Queensland numeracy reporting system.

Socio-praxis preferences in teacher preparation for child sexual abuse and its mandatory reporting

Child abuse and neglect, particularly child sexual abuse, is a pastoral care issue that deeply concerns all education professionals. The literature strongly supports specific training for pre-service teachers about child sexual abuse and its mandatory reporting, although few studies identify how such training should be academically structured. Experiential theory suggests that learning, at any age, is greatly enhanced when students experience content in practice, rather than abstractly as lectures or handouts, and that consideration of students’ needs, interests and preferences greatly enhances their engagement and learning outcomes. This study gathers and explores quantitative and qualitative data on the specific preferences that primary and secondary school student-teachers (N = 321) have for a pre-service course on child sexual abuse and mandatory reporting, considering factors, including duration, timing, mode, academic value, size and integration. Results show that student-teachers want more content regarding child sexual abuse than they currently get, they want it to be integrated with early experiential in-school learning, and they want it delivered just before their first block of practice teaching in schools. These findings support pre-service implementation of specific, engaging, socio-praxis learning experiences that accommodate student-teachers’ expressed needs and preferences, and so may be used to guide the planning and configuration of a dedicated course regarding child sexual abuse and its mandatory reporting.

Preservice teachers' sources of information on mandatory reporting of child sexual abuse.

Teachers in many countries are mandated by law, professional codes, or education authorities to report child abuse and neglect, including child sexual abuse. However, teachers may not receive adequate preparation for such sensitive interventions, as preservice teacher education degrees provide very few or no compulsory courses on child protection and crucially related, lifelong health and well-being issues. So, where do preservice teachers source their information regarding the mandatory reporting of such abuse? This research examines preservice teachers’ professional university education for their sources of information about mandatory reporting and child sexual abuse. A sample cohort of 56 final 4th-year university bachelor of education (primary school) student teachers in Australia identified the sources they used regarding 10 important aspects of child protection. The results suggest that most did not learn about mandatory reporting or child sexual abuse, and others cited sparse and sporadic public media as their primary information source. These findings, building on previous evidence about inadequate or nonexistent preservice mandatory intervention courses in primary teacher education, may guide the design of appropriate training responses enhancing educational professionals’ knowledge, competencies, skills, and efficacies as mandatory reporters of child sexual abuse.

Dementia and its influence on quality of life and what it means to be valued: Family members perceptions

This pragmatic, exploratory qualitative study, as part of a larger funded research project, sought to explore families’ perspectives on what it means to value a person with dementia and how this value might influence the quality of life of people with dementia. In-depth interviews were conducted with 20 family members who used one long-term care service provider in Australia. Families described the factors influencing a positive quality of life for the person with dementia as being related to the environment and, in particular, to the resident’s room, supportive staff and individualised care that valued the person’s life experience. Family also reported a negative impact on quality of life when staff and the care facility neglected to provide an individualised approach. This study highlights the importance of demonstrating the value of the person with dementia, the family role and partnerships of care.

What do preservice teachers want to learn about puberty and sexuality education? An Australian perspective

Abstract The processes of puberty are now commonly observed in primary school-aged students. Schools, therefore, need to address puberty and sexuality education for students’ health, well-being, safety and pastoral care. Similarly, preservice teacher education needs to address future primary school teachers’ unfamiliarity and lack of confidence with these issues and topics, and develop appropriate and normative learning and teaching practices to benefit students of all ages. This paper explores the types of sexuality education content and pedagogies student-teachers prefer to learn about, and be assessed on, in a dedicated sexuality education course in their preservice Bachelor of Education (Primary) degree. A mixed-method design collected quantitative preference ratings and qualitative responses revealing that student-teachers prefer content about the social, developmental and psychological aspects of primary school children’s puberty and sexuality. Student-teachers also prefer school counsellors and school nurses as guest speakers, learning pedagogies in tutorial or small groups and assessments through case studies by oneself or small groups. This Australian evidence may be useful to designers of preservice health and sexuality education courses, who aim to assist primary school student-teachers become more competent, confident and professionally trained in puberty and sexuality education.

The Mismatch between Australian Population and General Practice Medical Workforce

Aims: To review and analyse Australian general practitioner’s workforce data for the 2000 to 2010 period by comparing this to Australian population trends and to make informed recommendations about GP workforce planning. Study Design: Descriptive analysis of the available Australian government data on GP workforce and the Australian population between 2000 and 2010. Place and Duration of Study: Griffith University, Australia, between April and November 2011. Methodology: Australian GP workforce data for the 2000 to 2010 period was obtained from the Australian Department of Health and Ageing (DoHA) website and population data was obtained from the Australian Bureau of Statistics website. A descriptive analysis of workforce trends using variables of interests such as overseas trained GPs, gender, age,