Bullying in schools is a significant and continuing issue in education. This is despite widespread attention within the professional education community and beyond, into the wider public arena. In ...this paper, we review the existing literature on bullying in schools, with a particular focus on the Australian secondary school context, to develop a position that questions the bully/victim binary pervading public discourse and educational research. In doing this, we identify common themes within the literature including: definitions of bullying; responses and interventions to bullying; discourses of bullying in schools; and the role of stakeholders involved in managing and responding to bullying incidents. Based on this review, we argue that much of the literature approaches the topic from an individual and psychological point of view, and there are multiple problems related to both methodology and representation. There appears to be an absence of research about the broader social contexts and processes in which bullying occurs, while there is a strong argument for its importance. From this basis, we briefly speculate on alternative approaches that potentially address such concerns and allow for new approaches to a continuing problem, in Australia and internationally.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Research in visual arts education is often focused on philosophical issues or broad concerns related to approaches to curriculum. In focusing on the everyday work of teaching, this article addresses ...a gap in the literature to report on collaborative research exploring the experiences of secondary visual arts teachers in regional New South Wales, Australia. Drawing on qualitative data gathered through a process of educational connoisseurship and educational criticism, discussion focuses on visual arts teaching as a particular professional practice that is complex, intricate, emergent and adaptive. In drawing on themes emerging from the research, examples of unplanned aspects of teachers’ work that disrupt linear logics about teaching practice are examined. The article concludes by raising issues for further consideration and research.
Research in visual arts education is often focused on philosophical issues or broad concerns related to approaches to curriculum. In focusing on the everyday work of teaching, this article addresses ...a gap in the literature to report on collaborative research exploring the experiences of secondary visual arts teachers in regional New South Wales, Australia. Drawing on qualitative data gathered through a process of educational connoisseurship and educational criticism, discussion focuses on visual arts teaching as a particular professional practice that is complex, intricate, emergent and adaptive. In drawing on themes emerging from the research, examples of unplanned aspects of teachers' work that disrupt linear logics about teaching practice are examined. The article concludes by raising issues for further consideration and research.
To explore management practices that increase irrigation water productivity (IWP) in U.S. Southern High Plains (SHP) cotton production, the CROPGRO-Cotton crop simulation model was used to evaluate ...the yield, IWP, and profit effects of irrigation amount and timing. Using 2005–2019 weather input data from 21 SHP weather stations, lint yields were simulated for each of the 315 station-years under unirrigated ‘dryland’ conditions and 18 increasing total irrigation (TIRR) levels. As TIRR was increased to 55.9 cm median lint yields asymptotically approached a maximum. However, irrigation above 35.6 cm increased the incidence of total irrigation plus growing season rainfall exceeding 100% of potential crop ET, leading to decreasing marginal yield effects and decreasing IWP. The highest median IWP (0.321 kg m−3) was found with both 33.0 and 35.6 cm of total irrigation, with 30.5 cm providing slightly lower IWP (0.320 kg m−3). In analyses of irrigated profitability under varying lint price and pumping cost conditions, 30.5 cm (12.0 in) of irrigation increases profits relative to dryland conditions under all but low lint price and high pumping cost conditions. But as TIRR is reduced the probability of these positive profit effects become similar to an evenly weighted coin flip at about 17.8 cm (7.0 in). Simulations that varied the timing of 30.5 cm of irrigation increased median IWP up to 0.434 kg m−3 by limiting irrigation to cotton’s reproductive and maturation periods, with no irrigation during the initial vegetative period. As a result, these simulations show that applying 30.5–35.6 cm (12.0–14.0 in) of irrigation during cotton’s reproductive and maturation phases, with little or no vegetative irrigation, maximizes IWP in SHP cotton production under current climate conditions.
•Simulated Upland cotton production using DSSAT CROPGRO-Cotton.•Effects of irrigation amount and timing on irrigated water use efficiency (IWUE).•30.5–35.6 cm (12.0–14.0 in) of total irrigation maximizes IWUE.•Applying irrigation during reproduction and maturation further increases IWUE.
Fecal pellets from 115 federally endangered West Virginia northern flying squirrels (Glaucomys sabrinus fuscus) were collected in the Monongahela National Forest, West Virginia during the spring and ...fall in 1989–1991 and analyzed to determine the squirrel's diet. In spring the squirrel's diet consisted primarily of tree buds, lichens and hypogeous fungi. In fall hypogeous and epigeous fungi and beechnuts were the most common food items. The epigeous fungi were in the families Boletaceae, Strophariaceae and Russulaceae. Hypogeous fungi in the genus Elaphomyces were consumed by 50.8% of the squirrels in the spring and 48.2% in the fall. Five other hypogeous taxa were identified in 5.2% of the samples. All hypogeous species identified in the scats form mycorrhizal relationships with forest trees and are dependent on mycophagy for spore dispersal. West Virginia northern flying squirrels facilitate spore dispersal of these mycorrhizal fungi and may contribute to the health of tree species in high elevation red spruce (Picea rubens)/northern hardwood forests in West Virginia.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Teaching in secondary visual arts classrooms is complex and challenging work. While it is implicated in much research, the complexity of the lived experience of secondary visual arts teaching has ...rarely been the subject of sustained and synthesized research. In this paper, the potential of practice as a concept to examine and represent secondary visual arts teaching is investigated. A range of practice theories are first examined to identify common themes and principles. From this conceptual foundation, four theoretical principles are developed as a framework to consider the classroom-based complexities of secondary visual arts teaching. A methodological design is then derived from this conceptual foundation. In conclusion, the potential of applying this practice-based framework to the study of secondary visual arts classrooms is considered in relation to empirical research undertaken with teachers as co-researchers.
A meta-analysis was performed on 351 studies from 17 articles published between 1990 and 2016 to determine how a water use efficiency (WUE) treatment is affected by irrigation systems and management ...practices on clay and clay loam soils in a semi-arid environment relative to a rainfed control. Several explanatory variables (moderators) were examined to determine their impact on WUE such as crop type, irrigation capacity, rainfall, soil type, planting time, and nitrogen application. Results were sub-grouped by irrigation system. Overall, the impact of irrigation system on WUE directly correlated with the efficiency of the irrigation system. Subsurface drip and center pivot irrigation systems had the largest impacts on WUE with increases of 147 and 99%, respectively, compared to a 14% increase under furrow irrigation. Corn (
Zea mays
L.) had a higher response to WUE in subsurface drip irrigation (260%) compared to center pivot irrigation (46%), whereas WUE in cotton (
Gossypium hirsutum
L.) had a 71% change in center pivot systems compared to 63% under subsurface drip. The biggest increases in WUE relative to a rainfed control were for sorghum (
Sorghum bicolor
(L.) Moench), which had a 13% change under furrow irrigation, 160% change under center pivot and 341% under subsurface drip.
Visual arts teachers engage in complex work on a daily basis. This work is informed by practical knowledge that is rarely examined or drawn on in research or in the development of policy. Focusing on ...the work of secondary visual arts teachers, this article reports on a research program conducted in a regional area of New South Wales, Australia. The research engages in a collaborative process of educational connoisseurship and educational criticism to examine and discuss classroom practice. The process is underpinned by a belief in research as an act of discovery and is guided by a framework that provides a language and grammar of practice. Drawing on qualitative data, discussion focuses on how the collaborative process enables the mobilization and generation of new knowledge. The article concludes by considering the relationship between teaching practice, research, and policy development and by recommending support for collaborative research-based initiatives that foreground the knowledge of teachers.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
For school-based education, museums provide important learning opportunities that potentially bridge the gap between the classroom and the world beyond, enabling education to fulfil its aim of ...preparing students for the opportunities, responsibilities and experiences of adult life. However, little research has specifically addressed the pedagogical demands and challenges of school-based teaching and learning in the specific context of art museums. This paper reports on a doctoral study that engaged the previously largely unrepresented voices of school-based educators and student audiences, in an investigation of interactions between schools and museums, with a specific focus on art educators and art museums. A pedagogical model is proposed that addresses the structural characteristics of art museum contexts while also exploring how approaches to teaching and learning can engage individual subjectivities, to make the invisible determinants of action visible, and to activate the possibilities of agency. The organising structure of the model extends the pedagogical repertoire of school-based educators, equipping them with approaches that allow for the development of purposeful and integrated educational experiences. In the provision of theoretical positions and strategies for inter-and intra-field interactions, the model ultimately identifies art museums as distinctive sites for transformative and inclusive school-based pedagogies that potentially provide a foundation for future cultural practice.
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