Griffith University

About: Griffith University is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 13830 authors who have published 49318 publications receiving 1420865 citations.

Pre-service student-teacher self-efficacy beliefs: An insight Into the making of teachers

Abstract: Pre-service teacher education programs play an important role in the development of beginning teacher' self-efficacy and identity. Research suggests that this development is influenced by the 'apprenticeship of learning'. However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes. This paper reports on the first phase of a longitudinal study that investigates beginning pre-service teachers' views of what it is to be a teacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen- Moran & Woolfolk Hoy, 2001) was administered twice (start and end of the year) to beginning pre-service teachers enrolled in three programs: the Graduate Diploma of Early Childhood Education; the Graduate Diploma of Education - Primary; and the Graduate Diploma of Education - Secondary. Identity data in the form of text and visual representations of the teachers were also collected. This paper focuses on the results from the self-efficacy scale, highlighting the similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy. Implications for further research are shared.

Fish conservation in freshwater and marine realms: status, threats and management

Abstract: Despite the disparities in size and volume of marine and freshwater realms, a strikingly similar number of species is found in each – with 15 150 Actinopterygian fishes in fresh water and 14 740 in the marine realm. Their ecological and societal values are widely recognized yet many marine and freshwater fishes increasingly risk local, regional or global extinction. The prevailing threats in aquatic systems are habitat loss and degradation, invasive species, pollution, over-exploitation and climate change. Unpredictable synergies with climate change greatly complicate the impacts of other stressors that threaten many marine and freshwater fishes. Isolated and fragmented habitats typically present the most challenging environments for small, specialized freshwater and marine fishes, whereas overfishing is by far the greatest threat to larger marine and freshwater species. Species that migrate within or between freshwater and marine realms may face high catchability in predictable migration bottlenecks, and degradation of breeding habitat, feeding habitat or the intervening migration corridors. Conservation reserves are vital to protect species-rich habitats, important radiations, and threatened endemic species. Integration of processes that connect terrestrial, freshwater and marine protected areas promises more effective conservation outcomes than disconnected reserves. Diadromous species in particular require more attention in aquatic restoration and conservation planning across disparate government agencies. Human activities and stressors that increasingly threaten freshwater and marine fishes must be curbed to avoid a wave of extinctions. Freshwater recovery programmes range from plans for individual species to recovery of entire basin faunas. Reducing risks to threatened marine species in coastal habitats also requires conservation actions at multiple scales. Most of the world's larger economically important fisheries are relatively well-monitored and well-managed but there are urgent needs to curb fishing mortality and minimize catch of the most endangered species in both realms. Copyright © 2016 John Wiley & Sons, Ltd.

Riparian Ecosystems in the 21st Century: Hotspots for Climate Change Adaptation?

Abstract: Riparian ecosystems in the 21st century are likely to play a critical role in determining the vulnerability of natural and human systems to climate change, and in influencing the capacity of these systems to adapt. Some authors have suggested that riparian ecosystems are particularly vulnerable to climate change impacts due to their high levels of exposure and sensitivity to climatic stimuli, and their history of degradation. Others have highlighted the probable resilience of riparian ecosystems to climate change as a result of their evolution under high levels of climatic and environmental variability. We synthesize current knowledge of the vulnerability of riparian ecosystems to climate change by assessing the potential exposure, sensitivity, and adaptive capacity of their key components and processes, as well as ecosystem functions, goods and services, to projected global climatic changes. We review key pathways for ecological and human adaptation for the maintenance, restoration and enhancement of riparian ecosystem functions, goods and services and present emerging principles for planned adaptation. Our synthesis suggests that, in the absence of adaptation, riparian ecosystems are likely to be highly vulnerable to climate change impacts. However, given the critical role of riparian ecosystem functions in landscapes, as well as the strong links between riparian ecosystems and human well-being, considerable means, motives and opportunities for strategically planned adaptation to climate change also exist. The need for planned adaptation of and for riparian ecosystems is likely to be strengthened as the importance of many riparian ecosystem functions, goods and services will grow under a changing climate. Consequently, riparian ecosystems are likely to become adaptation ‘hotspots’ as the century unfolds.

Feedback on assessment: students’ perceptions of quality and effectiveness

Abstract: This paper investigated students’ perceptions of written assignment feedback. In the first study students (n = 57) reflected on the feedback they had received on a range of assessment tasks and described aspects of helpful and unhelpful assessor comments. A content analysis of student descriptions was undertaken to identify the domain of criteria students reported using to evaluate the quality of written feedback provided on assessment. In the second study a questionnaire was developed to reflect the aspects of students’ evaluation of assessment feedback. Factor analysis of students’ (n = 277) ratings revealed three dimensions in the structure of their perceptions of marker feedback: developmental, encouraging and fair feedback. While all feedback dimensions were positively correlated with ratings of effectiveness, developmental feedback was most strongly associated with students’ evaluations of effective assessment feedback.