Victorian Primary School Research Articles

Sleep duration and risk of obesity among a sample of Victorian school children.

BackgroundInsufficient sleep is potentially an important modifiable risk factor for obesity and poor physical activity and sedentary behaviours among children. However, inconsistencies across studies highlight the need for more objective measures. This paper examines the relationship between sleep duration and objectively measured physical activity, sedentary time and weight status, among a sample of Victorian Primary School children.MethodsA sub-sample of 298 grades four (n = 157) and six (n = 132) Victorian primary school children (aged 9.2-13.2 years) with complete accelerometry and anthropometry data, from 39 schools, were taken from a pilot study of a larger state based cluster randomized control trial in 2013. Data comprised: researcher measured height and weight; accelerometry derived physical activity and sedentary time; and self-reported sleep duration and hypothesised confounding factors (e.g. age, gender and environmental factors).ResultsCompared with sufficient sleepers (67 %), those with insufficient sleep (<10 hrs/day) were significantly more likely to be overweight (OR 1.97, 95 % CI:1.11-3.48) or obese (OR 2.43, 95 % CI:1.26-4.71). No association between sleep and objectively measured physical activity levels or sedentary time was found.ConclusionThe strong positive relationship between weight status and sleep deprivation merits further research though PA and sedentary time do not seem to be involved in the relationship. Strategies to improve sleep duration may help obesity prevention initiatives in the future.

Friendship Network Characteristics Are Associated with Physical Activity and Sedentary Behavior in Early Adolescence.

IntroductionThere is limited understanding of the association between peer social networks and physical activity (PA), sedentary and screen-related behaviors. This study reports on associations between personal network characteristics and these important health behaviors for early adolescents.MethodsParticipants were 310 students, aged 11–13 years, from fifteen randomly selected Victorian primary schools (43% response rate). PA and sedentary behaviors were collected via accelerometer and self-report questionnaire, and anthropometric measures via trained researchers. Participants nominated up to fifteen friends, and described the frequency of interaction and perceived activity intensity of these friends. Personal network predictors were examined using regression modelling for PA and sedentary/screen behavior.ResultsPerceived activity levels of friends, and friendships with very frequent interaction were associated with outside-of-school PA and/or sedentary/screen time. Differences according to sex were also observed in the association between network characteristics and PA and sedentary time. A higher number of friends and greater proportion of same sex friends were associated with boys engaging in more moderate-to-vigorous PA outside of school hours. PA intensity during school-day breaks was positively associated with having a greater proportion of friends who played sports for girls, and a greater proportion of male friends for boys.ConclusionFriendship network characteristics are associated with PA and sedentary/screen time in late childhood/early adolescence, and these associations differ by sex. The positive influence of very active peers may be a promising avenue to strengthen traditional interventions for the promotion of PA and reduction in screen time.

Abstract P048: Sodium Intake is Associated with Weight Status in Australian Schoolchildren Aged 4-12 Years

Introduction: A high sodium intake stimulates thirst and in turn may promote greater consumption of high energy sugary beverages, which are linked to obesity risk in children. In this study we assessed the hypothesis that sodium intake, as measured by 24-hr urinary sodium excretion, would be positively associated with weight status in primary school-aged children. Methods: Cross-sectional study completed within a convenience sample of Victorian primary schools (n=43). Sodium intake was assessed via one 24-hr urine collection. Fourteen percent of samples were deemed invalid and excluded. BMI was calculated from measured weight and height and converted to BMI z-scores using the 2000 Centers for Disease Control and Prevention reference growth charts. Participants were grouped into weight categories using the International Obesity Task Force cut-points. Differences in sodium intake and weight status were assessed using multi-level linear and logistic regression analysis with adjustment for random effects (gender, age) and fixed effect (school cluster). Results: Of the 667 children with valid urine samples 55% were male and the average age was 9.3±(SD) 1.8 years. Ten percent were classified as underweight, 73% healthy weight, 14% overweight and 3% obese. Average sodium intake differed across weight categories, underweight 82±29 mmol/day (salt equivalent 4.8±1.7 g/day); healthy weight 102±43 mmol/day (salt 6.0±2.5 g/day); overweight 125±55 mmol/day (salt 7.3±3.2 g/day); obese 148±97 mmol/day (salt 8.7±5.7 g/day) (p=0.001). In the fully adjusted model sodium intake (mmol/d) was significantly associated with BMI z-score (b=0.006, P&lt;0.001). A 17 mmol/day increase in sodium intake (salt 1 g/day) was associated with a 23% (OR: 1.23; 95% CI 1.16, 1.31) greater risk of being overweight or obese, adjusted for age and gender. Conclusions: Higher sodium intake is associated with overweight and obesity in Victorian schoolchildren. This may be related to increased energy intake, and this association should be explored further.

A Fruitful Inter-contextualisation: Fruitful Inter-contextualisation of Multicultural Music in a Victorian Primary School

In multicultural Australia, the state of Victoria is identified as the most culturally diverse state with a thriving multicultural society. To enhance this cultural diversity, the provision of global and multicultural education for school children is prioritised through current legislative, policy and curriculum frameworks. Music education is recognised as one of the most effective mediums of providing such education. An online survey was conducted targeting Victorian school music teachers (n=100) to investigate and to generate a snapshot of the current situation regarding the provision of multicultural music education. The survey found that, many school teachers do not possess apposite knowledge and resources hence as an alternative strategy, artists in residence are often invited to teach multicultural music in schools. Most participants acknowledged this practice as the most effective and authentic approach to educate students. To explore this further, a research study was conducted in an urban school where a range of strategies were employed to provide multicultural education including music. By witnessing the music program in action, it was found that these strategies answered the Australian governmental policy expectations for the formation of future citizens who are tolerant, caring, compassionate and fair and offered an engaging, effective and valued music education program.

Dairy food consumption and blood pressure among adolescents

Dairy food consumption and blood pressure among adolescents

Sleep duration and risk of overweight and obesity among Victorian Primary School children

Bridget Morrissey1,∗, Claudia Strugnell 2, Mary Malakellis 2, Jill Whelan3, Lynne Millar 2, Steven Allender2, Boyd Swinburn4 1 School of Health and Social Development, Deakin University, Burwood, Melbourne, Victoria, Australia 2WHO Collaborating Centre for Obesity Prevention, Population Health Strategic Research Centre, Deakin University, Waterfront, Geelong, Victoria, Australia 3 The CO-OPS Collaboration, WHO-CC, Population Health Strategic Research Centre, Deakin University, Waterfront, Geelong, Victoria, Australia 4 School of Population Health, University of Auckland, Auckland, New Zealand

Socio-Ecological Formations of Nature's Others: A Response

The process of researching ‘Children's conceptions of nature’ was spontaneous — a story in itself! Having taught in Victorian primary schools in the 1970s, after 15 years in teacher education in the university sector, I felt it was important to ‘return’ to the classroom — to walk the talk! Each Friday afternoon for an hour or so, I met with Year 6 children to ‘chat’. In the mid-1990s, ‘philosophy for children’ was emerging. My doctoral, completed in the early 1990s, focused on philosophies of education and environmental ethics. We chatted a lot in class — about anything. One puzzled kid asked, ‘Where does space start and finish?’ Another, ‘Are not running spikes a way to enhance sport performance?’

Let's give them more room: Arts partnerships, Arts education and the Australian Curriculum

This paper summarises an arts partnership between a Victorian-based children's theatre company, Polyglot Theatre, and three Victorian primary schools. The importance of arts partnerships between professional artists and the education sector cannot be overemphasised, especially in light of the implementation of the national (Australian) curriculum. Emerging from an evaluation of the partnership, this paper contextualises the findings in a framework of the key attributes of an arts partnership in schools, and the importance in documenting such processes. The paper maps the divergences and successes of this arts partnership in the broader context of the sustainability of such programs for the benefit of all participants, and considers how generalist primary school teachers might effectively engage arts partnerships as one strategy in meeting the Australian Arts Curriculum's proposed access for every student to the five art disciplines.

Right Peer, Right Now? Endogenous Peer Effects and Achievement in Victorian Primary Schools

This paper presents estimates of endogenous peer effects in pupils’ school achievement using data on national test scores, across multiple subjects and cohorts, for the population of primary school pupils in Years 3 and 5 (aged 7/8 and 9/10 years) in the Australian state of Victoria. Identification is achieved via school-grade fixed effects and instrumental variables (IV), exploiting plausibly random differences in the age distribution of peers and their gender mix across cohorts. The results provide strong evidence for the existence of endogenous peer effects across all subjects, with the IV estimates close in magnitude to the corresponding fixed-effects estimates, although less precisely estimated. In reading, for example, a one point increase in peers’ average test scores leads to between a .14 and .39 point increase in own test score, with similar ranges across other subjects.

Prevailing pedagogies for classes in low SES contexts and the implications for standards-based reform in Australia

Current curriculum and assessment reform for schooling in Australia is based on ideas and practices associated with the setting of standards. Detailed descriptions of levels of achievement for each year of schooling are being ascribed the dual role of measuring the effectiveness of school systems and helping teachers to ensure all students are supported to gain common outcomes. The use of standards to inform teaching and learning has developed from research on differentiation practices and is associated with specific pedagogies designed to support students at risk of not succeeding in schooling. This project aimed to investigate the extent to which the ideas and practices associated with standards-based curriculum reform are currently influencing teachers’ thinking and practice in three Victorian primary schools situated in low socio-economic status contexts. Teachers’ beliefs and practices associated with supporting students from backgrounds traditionally linked with low achievement were collected before and after trialling units of work designed by pre-service teachers. The results reveal that the ideas and strategies currently used by teachers in three schools largely conflict with the pedagogies associated with standards-based reform and the findings question the extent to which current national agendas in Australia will influence classroom practices and student outcomes.

A qualitative thematic analysis: Identification of factors related to the engagement of children in physical activity

Introduction: This study explored the factors related to engagement of primary school aged children in a school-based physical activity program from the perceptions of teachers, facilitators, a school principal, and the children themselves. Three Victorian primary schools received a complimentary fun based 10-week exploratory physical activity program. Classroom teachers actively participated with their students.

Improving our understanding of childhood obesity and the need for early intervention: Nutrition and health behaviours of Victorian primary and secondary school students

Improving our understanding of childhood obesity and the need for early intervention: Nutrition and health behaviours of Victorian primary and secondary school students

So, you want to feel at home? Domesticating Australia in 1950s primary school education1

This article examines Australian nationalism as disseminated to Victorian primary school children in the 1950s. Drawing on school readers it argues that by that decade Australian identity was told as focused around ‘the home’. Following the structure of Robert Menzies’ ‘Forgotten People’ speech the concept of home is divided into three: homes material, homes human and homes spiritual. Under ‘homes material’ cluster the primacy of home ownership in the 1950s, the firming of the nation-state's boundaries and the acceptance into the Australian home of migrants who had crossed the sea. ‘Homes human’ refers to the economic relationships that would hold Australians together. By membership in the networks of production and consumption and by comfortable residence in the Australian rural landscape, 1950s Australians were to belong to the Australian family. With ‘homes spiritual’ the article turns to Britain and its royal family, arguing that by the 1950s the Queen was located as belonging in Australia instead of, as previously, Australia belonging to the Empire. This enabled links to Britain to be retained even as nationalism grew. This home-centered nationalism meant, however, the contraction of identity into an exclusionary political space.

Preliminary evaluation of an exploratory physical activity program in Victorian primary schools

Preliminary evaluation of an exploratory physical activity program in Victorian primary schools

Evaluating children's use of symbol in some recent research

This paper explores a number of examples of what appeared to be recurring symbolic expressions of spirituality found in my recent research into the spiritual experiences of children in Victorian State primary schools. These expressions appeared in drawings and in conversation. In this paper I use hermeneutic phenomenology and a multidisciplinary approach to the literature, to explore the nature of symbol, in particular, the symbols of island, snake and mountain. I examine the children's use of these symbols, with their multiple meanings and function, to gain a greater understanding of their individual and collective spirituality and well‐being. This study can have applications in religious education. Through their symbolic expressions children may be enabled to explore meaning in their lives, and advance in their spiritual development. Moreover, examination by children of their own symbols may provide a bridge to understanding and exploring core ideas of religious faith, which are mainly expressed in metaphoric language. Exploring symbols can provide a way for children to exercise the imagination, grounded in bodily experience, to achieve open and enriching spiritual outcomes.

For King, For Country: Changing “Good” Behaviour in Victoria, 1930s and 1950s

Far from being incidental, what is taught at primary school can reveal key beliefs about the world and its future held at a given period. I compare Victorian primary school curricula and reading resources of the 1930s and 1950s, attending particularly to references to war and cultural difference. I find that in the 1930s war was to be avoided by valuing cultural differences, whereas in the later decade the aim was effacement of difference through modernisation. I argue that this attitude to difference, combined with the imperialism and internationalism of the 1930s, engendered a moral form of identity in Victorian primary school children. In contrast, under the economic nationalism of the 1950s, children were taught to be good citizens taking little moral responsibility to those who were not Australian.

The politics of pedagogy: civics education and epistemology at Victorian primary schools, 1930s and 1950s

Barry Down describes curriculum design in much the same way when he claims that in the years following World War Two Australian civics education was planned under ‘perpetual tension and conflict between the imperatives of capitalism and democracy’. The suggestion seems to be that an ideal democratic education is possible, if short‐term political and economic considerations had not prevented this. I argue that this suggestion is naive. The democratic idea is not static ‘short term prudential requirements of the moment’, whether concerned with war, imperialism, fear of communism, industrial development, or otherwise, create the conditions by which democratic society is defined. This definition is embedded in civics education with the hope that children might perfect that society in adulthood. But visions of the ideal society do not only concern civics education, lessons on right behaviour. Rather, the very world children are educated to see depends on the politics and economics at the time that curriculum is designed. The content of lessons, the way the lessons are taught, and the underlying assumptions about what the world is like ‐ all are constituted by politics. Therefore, to understand civics education it is important to delve deeper and locate the epistemological basis of social studies education in the political context of its time. What children are taught about the social world as a whole should be considered before civics education can make any sense. To make this argument I look at the two curricula used at Victorian primary schools in the mid twentieth century, put in place in 1934 and 1952

Community languages and Lote provision in Victorian Primary Schools

Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.

Community languages and LOTE provision in Victorian primary schools

Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.

‘Like an Iceberg Floating Alone’: A Case Study of Teacher Stress at a Victorian Primary School

This paper presents the case study of a culturally diverse, inner suburban, primary school located on a government housing estate. We report on high levels of stress amongst the teachers at the school and find evidence of professional bureaucratic conflict. Two main findings are reported. First, that teacher stress is attributed to a combination of factors: the unique school characteristics which are not fully acknowledged by the governing bureaucracy; the ensuing professional-bureaucratic conflict resulting from a lack of acknowledgment and inadequate resourcing; and importantly, tensions relating to professional values and standards. Second, that stress can be somewhat ameliorated by the use of proactive teacher and whole-school responses, and that further reduction of stress requires a systemic response.