Sharon Fraser

The curriculum? That's just a unit outline, isn't it?

The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perceptions of curriculum, which is critiqued through the work of school curriculum theorists, who utilise Habermas’s theory of knowledge‐constitutive interests. The intention of this article is to explore the epistemologies and assumptions that underpin these conceptions, in order to promote an inclusive and shared vocabulary as a basis for curriculum development.

Residence time distributions of solutes in the perfused rat liver using a dispersion model of hepatic elimination: 1. Effect of changes in perfusate flow and albumin concentration on sucrose and taurocholate

The residence time distributions of sucrose and taurocholate have been determined from the outflow concentration-time profiles after bolus input into an in situperfused rat liver preparation. The normalized variance (and the dispersion number) appeared to be independent of perfusate flow rate (10 to 37ml/mm) and perfusate albumin concentration (0–5%). The apparent volume of distribution for sucrose appeared to increase with flow rate but was unaffected by the concentration of albumin (0–5%) present in the perfusate. The changes in taurocholate availability with flow rate were adequately accounted for by the dispersion model, whereas taurocholate availabilityprotein binding changes required an albumin-mediated transport model to be used in conjunction with the dispersion model.

Shaping the university curriculum through partnerships and critical conversations

“Quality teaching”, “curriculum change” and “innovative practice” are just a few of the common phrases used by university academics as a basis for defining and justifying their actions as educators and policy‐makers. Yet our analysis of 25 interviews with academics revealed differences in their conceptions of these terms. While the impact of such disparity upon the clarity of discussions across campus is not known, it is likely to be significant. We suggest there is a real need for academics and developers to work together to identify the meanings behind the language of higher education. By working collaboratively and contributing individual expertise, academics and developers can develop converging understandings and better shape the university curriculum. This paper explores ways in which we can work together to achieve this goal. “Enseignement de qualité”, “changement de programme” et “pratique innovatrice” ne sont que quelques‐unes des expressions communément employées par les universitaires pour définir et justifier leurs actions en tant qu’éducateurs ou responsables de politiques. Toutefois, notre analyse d’entretiens effectués auprès de 25 universitaires révèle des différences en ce qui a trait aux conceptions entretenues à l’égard de ces expressions. Bien que l’impact d’une telle disparité sur la clarité des discussions à la grandeur du campus ne soit pas connu, celui‐ci est susceptible d’être significatif. Nous suggérons qu’universitaires et conseillers pédagogiques travaillent ensemble à identifier les significations sous‐jacentes au langage de l’enseignement supérieur. En collaborant et en fournissant une expertise individuelle, universitaires et conseillers pédagogiques peuvent parvenir à des compréhensions convergentes et, ainsi, mieux informer les programmes universitaires. Cet article explore quelques façons selon lesquelles nous pouvons travailler ensemble vers l’atteinte de cet objectif.

Residence time distributions of solutes in the perfused rat liver using a dispersion model of hepatic elimination: 2. Effect of pharmacological agents, retrograde perfusions, and enzyme inhibition on evans blue, sucrose, water, and taurocholate

The effect of altered physiological conditions on the residence time distributions of sucrose, water, and taurocholate in the rat liver were studied using a bolus injection and quantifying fraction of total outflow per ml-time profiles. Retrograde perfusions increased the residence times of sucrose and water markedly and were associated with very low hepatic availabilities for taurocholate. Resistance by the inlet sinusoids sphincters, which become outlet sphincters during retrograde perfusions, is suggested as the explanation for the observation. Infusions of noradrenaline, propranolol, and lidocaine resulted in relatively small changes in the mean residence times for sucrose and water with no apparent relationship existing between the efficiency number of taurocholate and volumes of either water or sucrose. Taurochenodeoxycholate resulted in an increase in the availability and mean residence time for taurocholate relative to no infusion.

Mapping development in students’ understanding of vision using a cognitive structural model

This exploratory study took two items, which were designed to ascertain childrens understanding of the phenomenon of ‘seeing’, and used them to gather data over the K‐10 age range. One item was adapted from an earlier large‐scale survey by Adams et al. (1990); the other was based on a set of metaphors for ‘seeing’ designed by Guesne (1985). The data gathered were analysed in the context of a cognitive structural model. This analysis showed that, in relation to the concept of vision, the cognitive model selected was able to account for the ‘normal’ developmental sequence, as well as indicate some possible sequences which might help to explain the ‘alternative framework’ phenomenon in this case. There seems to be sufficient evidence from this study to warrant more detailed research in two directions. The first, replicating with a larger sample, the variables discussed in this paper, and the second, carrying out exploratory studies on concepts in other areas of science which have also documented the ‘altern...

The effect of an e-health intervention designed to reduce prolonged occupational sitting on mean arterial pressure

Objective: To evaluate the effect of a workplace health intervention designed to reduce prolonged occupational sitting on the mean arterial pressure (MAP) of desk-based employees. Methods: This randomized controlled trial involved an experimental group who received an e-health intervention and a control group who did not. The 13-week intervention passively prompted participants to stand and engage in short bouts of office-based physical activity by interrupting prolonged occupational sitting time periodically throughout the workday. Mean arterial pressure was measured at pretest and posttest. Results: Between pretest and posttest the experimental group significantly reduced their MAP, whereas MAP in the control group did not. Conclusions: A workplace e-health intervention designed to reduce prolonged occupational sitting was effective in decreasing MAP in desk-based employees.

Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources

Many researchers have identified and expressed concern over the state of science education internationally, but primary teachers face particular obstacles when teaching science due to their poor science background and low confidence with science. Research has suggested that exemplary resources, or units that work, may be an effective way to support primary teachers. This study explores the effect of one such resource on the intentions of pre-service primary teachers to teach science. The resource in question is Primary Connections, a series of learning resources produced by the Australian Academy of Science specifically designed for primary science. Evaluative studies of Primary Connections have indicated its efficacy with practising primary teachers but there is little evidence of its impact upon pre-service teachers. The purpose of this study was to investigate how effective these quality teaching resources were in influencing the intentions of primary pre-service teachers to teach science after they graduated. The theory of planned behaviour highlighted the linkage between the intentions of the pre-service teachers to teach science, and their awareness of and experiences with using Primary Connections during their education studies. This enabled key factors to be identified which influenced the intentions of the pre-service teachers to use Primary Connections to teach science after they graduate. The study also provided evidence of how quality science teaching resources can be effectively embedded in a teacher education programme as a means of encouraging and supporting pre-service teachers to teach science.

Transformative Science Teaching in Higher Education

University science teaching remains fairly traditional in its approach, incorporating teacher-centred and lecture-based methodologies and utilizing cook book laboratory experiences. Innovative science lecturers, however, have transformed their understanding and practice as teachers, placing their students at the heart of their actions and engaging in ongoing critical reflection about what they are doing, why they are doing it, and how their students are learning. Through the consideration of two case studies, this article explores what it is like to be an innovative science lecturer and what initially triggered and now sustains their transformation. It posits that critical reflection and transformative learning are at the heart of innovation in teaching in higher education, but that while intrinsically rewarding, engaging in such practice can put career progression at risk if not undertaken strategically.

Using the STEM framework collegially for mentoring, peer learning and planning

Abstract Effective professional learning communities are crucial for supporting and developing the practice and identity formation of beginning teachers. Professional networks facilitate collegial learning and continuous improvement of professional practice of all teachers, and are especially important for out of field teachers. Rural practice is characterised by professional isolation, the need to be a ‘specialist generalist’ and broad work and social networks that rarely include others working in a closely related professional specialisation. Science, Technology, Engineering and Mathematics (STEM) in rural schools is frequently taught by beginning or out of field teachers. Many rural schools therefore lack depth and breadth in their school-based professional learning network to meet STEM teachers’ needs. This paper reports findings from a research project, based upon a pragmatic qualitative design, in which teachers developed a framework to assist beginning and out of field, rural STEM teachers identify appropriate resources for their context. A qualitative evaluation of its trial suggests professional learning networks among schools can enhance the framework’s effectiveness.

Constructing an Identity

From a sociocultural perspective, an individual’s identity is socially constructed, forming from early childhood from their interactions and relationships with others. Through our identity we come to understand our connection “to the world, how that relationship is constructed across time and space, and … possibilities for the future” (Norton, 2000, p. 5).