https://ogma.newcastle.edu.au/vital/access/ /manager/Index en-au 5 https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:42648 Wed 31 Aug 2022 12:55:13 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:37799 Wed 27 Apr 2022 14:47:04 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:35851 Wed 20 Jan 2021 17:08:28 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:49979 Wed 13 Mar 2024 07:47:22 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:21796 bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik (see for example, [2]), and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik.]]> Wed 11 Apr 2018 15:19:33 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:33814 Seeking new and different opportunities; Better income and job security; Personal change and lifestyle improvement and Level of job satisfaction. An existing program to develop the allied health workforce in rural Australia is demonstrating positive short-term outcomes. Ongoing monitoring of workforce outcomes is required to determine the long-term outcomes for rural and remote communities.]]> Wed 04 Sep 2019 09:55:01 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:36028 Tue 28 Jan 2020 16:30:09 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:52561 Tue 17 Oct 2023 15:33:45 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:52070 This paper describes a rural immersive attachment program for allied health students at an Australian University Department of Rural Health and its workforce outcomes. A mixed methods longitudinal cohort study, with data collected via end-of-placement and post-graduation surveys. Over 13 years, 311 allied health ‘year-long’ immersive rural attachments, as well as short-term placements, were supported. Pre- and post-placement rural practice intention ratings were paired (from 572 end of placement surveys) for 553 (96.7%) students. Students from metropolitan (49.4%, n = 273, p < 0.001), and rural origin (50.6%, n = 280, p < 0.001) showed a significant increase in rural practice intention. At 1 year post-graduation, 40.3% (n = 145) of graduates had worked in a rural or remote location in Australia, 39.9% at 3 years (n = 87) and 36.5% (n = 42) at 5 years. Longer-term rural attachments were found to be associated with rural practice location, independent of rural background. Those who had undertaken a longer rural attachment (≥18-weeks) were twice as likely to be working in a rural or remote area than those <18 weeks at 1 year (OR 2.018 95% CI 1.204–3.382) and 2.7 times as likely at 3 years (OR 2.727, 95% CI (1.325–5.614). Supporting students to undertake rural immersive attachments appears to be associated with greater rural practice intention and later rural practice.]]> Thu 28 Sep 2023 08:59:20 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:45404 In the context of English as a global language, compulsory English language education at the primary level has become an inevitable trend in many non-English-speaking countries, including Vietnam. However, there have been concerns regarding how English language policy is realised across contextual settings, especially in rural and remote areas of Vietnam. Based on language-in-education goals, this article investigates English language policy implementation in Vietnam’s rural and remote areas from the perspective of primary English teachers from 2008 onwards. The present paper employs a desk review of existing literature, policy analysis, and semi-structured interviews. Data collected from multiple sources show the inequality of access to English language learning in the rural localities. The findings also indicate a significant gap between the current English language policy goals and implementation in the rural primary sector regarding slow execution, curriculum variations, limited teaching resources, inappropriate pedagogy, and assessment. These problems have been accelerated due to a shortage of teachers as well as inconsistency and limitations related to pre-service teacher training programs and recruitment. Identifying significant challenges of English language policy implementation in the Northwest of Vietnam helps shed light on primary English education in remote and marginalised regions. Therefore, the recommendations target policy makers, teacher educators, and stakeholders to assist primary English teachers in rural areas to improve and advance the success of primary English education in Vietnam’s remote areas and beyond the specific context to which it refers.]]> Thu 27 Oct 2022 17:15:17 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:37798 Fri 23 Apr 2021 16:33:24 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:44726 Fri 21 Oct 2022 15:15:35 AEDT ]]>