Melbourne Graduate School of Education - Research Publications

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    East Learns from West: Asiatic Honeybees Can Understand Dance Language of European Honeybees
    Su, S ; Cai, F ; Si, A ; Zhang, S ; Tautz, J ; Chen, S ; Giurfa, M (PUBLIC LIBRARY SCIENCE, 2008-06-04)
    The honeybee waggle dance, through which foragers advertise the existence and location of a food source to their hive mates, is acknowledged as the only known form of symbolic communication in an invertebrate. However, the suggestion, that different species of honeybee might possess distinct 'dialects' of the waggle dance, remains controversial. Furthermore, it remains unclear whether different species of honeybee can learn from and communicate with each other. This study reports experiments using a mixed-species colony that is composed of the Asiatic bee Apis cerana cerana (Acc), and the European bee Apis mellifera ligustica (Aml). Using video recordings made at an observation hive, we first confirm that Acc and Aml have significantly different dance dialects, even when made to forage in identical environments. When reared in the same colony, these two species are able to communicate with each other: Acc foragers could decode the dances of Aml to successfully locate an indicated food source. We believe that this is the first report of successful symbolic communication between two honeybee species; our study hints at the possibility of social learning between the two honeybee species, and at the existence of a learning component in the honeybee dance language.
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    The development of a psychometrically-sound instrument to measure teachers’ multidimensional attitudes toward inclusive education
    Mahat, M (International Journal of Special Education, 2008)
    The Multidimensional Attitudes toward Inclusive Education Scale (MATIES) was developed to effectively measure affective, cognitive and behavioural aspects of attitudes, within the realm of inclusive education that includes physical, social and curricular inclusion. Models within Item Response Theory and Classical Test Theory were used for calibrating the subscales. Using a sample of primary and secondary school regular teachers in Victoria, pilot study analyses indicate that the final three subscales of eighteen items successfully met standards for internal reliability, content validity, construct validity, criterion validity and convergent validity; and provide preliminary evidence to warrant further use of this instrument for the purpose of measuring teachers' attitudes toward inclusive education.
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    The impact of a GP clinical audit on the provision of smoking cessation advice.
    McKay-Brown, L ; Bishop, N ; Balmford, J ; Borland, R ; Kirby, C ; Piterman, L (Springer Science and Business Media LLC, 2008-10-14)
    AIM: To investigate whether participation in a clinical audit and education session would improve GP management of patients who smoke. METHODS: GPs who participated in an associated smoking cessation research program were invited to complete a three-stage clinical audit. This process included a retrospective self-audit of smoking cessation management practices over the 6 months prior to commencing the study, attending a 2.5 hour education session about GP management of smoking cessation, and completion of a second retrospective self-audit 6 months later. Twenty-eight GPs completed the full audit and education process, providing information about their smoking cessation management with 1114 patients. The main outcome measure was changes in GP management of smoking cessation with patients across the audit period, as measured by the clinical audit tool. RESULTS: The majority of GPs (57%) indicated that as a result of the audit process they had altered their approach to the management of patients who smoke. Quantitative analyses confirmed significant increases in various forms of evidence-based smoking cessation management practices to assist patients to quit, or maintain quitting across the audit period. However comparative analyses of patient data challenged these findings, suggesting that the clinical audit process had less impact on GP practice than suggested in GP's self-reported audit data. CONCLUSION: This study provides some support for the combined use of self-auditing, feedback and education to improve GP management of smoking cessation. However further research is warranted to examine GP- and patient-based reports of outcomes from clinical audit and other educational interventions.
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    Language Planning as Applied Linguistics
    Lo Bianco, J ; DAVIES, AD ; ELDER, CE (Wiley, 2008-01-21)
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    The Words Children Write: Research Summary of the Oxford Wordlist Research Study
    LO BIANCO, J ; SCULL, J ; IVES, DA (Oxford University Press, 2008)
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    Organizing for Multilingualism: Ecological and Sociological Perspectives
    LO BIANCO, J (Teachers of English to Speakers of Other Languages, 2008)
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    Educational Linguistics and Education Systems
    Lo Bianco, J ; Spolsky, B ; Hult, F (Wiley, 2008-03-10)
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    Is Covalently Crosslinked Aβ Responsible for Synaptotoxicity in Alzheimer's Disease?
    NAYLOR, RJ ; Hill, AF ; Barnham, KJ (Bentham Science Publishers, 2008)
    Alzheimer’s disease (AD) is the most common form of dementia in the elderly, and is characterized by the deposition of extracellular amyloid plaques primarily composed of the -amyloid peptide (A ). While these plaques de- fine the pathology of AD, disease progression has been shown to correlate more closely with the level of synaptotoxicity induced by soluble A oligomers. Recent evidence suggests that these oligomers are covalently crosslinked, possibly due to the interaction of A with redox-active metal ions. These findings offer new avenues for the treatment and prevention of disease, by modulating metal binding or preventing the formation of neurotoxic A oligomers. An understanding of the chemical nature of A is also required to elucidate the synaptotoxic process or processes in AD, which have so far resisted explanation.
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    Misconceptions about density of decimals: insights from pre-service teachers’ work
    Widjaja, Wanty ; STACEY, KAYE ; STEINLE, VICKI ( 2008)
    Extensive studies have documented various difficulties with, and misconceptions about, decimal numeration across different levels of education. This paper reports on pre-service teachers’ misconceptions about the density of decimals. Written test data from 140 pre-service teachers, observation of group and classroom discussions provided evidence of pre-service teachers’ difficulties in grasping the density notion of decimals. Incorrect analogies resulting from over generalization of knowledge about whole numbers and fractions were identified. Teaching ideas to resolve these difficulties are discussed. Evidence from this research indicates that it is possible to remove misconceptions about density of decimals.