2024 |
Sawatske A, Leonard C, Harris J, Dally K, 'The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions', AUSTRALASIAN JOURNAL OF SPECIAL AND INCLUSIVE EDUCATION, [C1]
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2023 |
Lovat T, Toomey R, Clement N, Dally K, 'Preface', Springer International Handbooks of Education, Part F1708 v-vii (2023)
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2023 |
Byatt TJ, Duncan J, Dally K, 'Social capital and identity of d/Deaf adolescents: an interpretive phenomenological analysis', Disability and Society, (2023)
The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one pare... [more]
The social capital experiences of 10 Australian adolescents aged between 13-16 years, who identified as d/Deaf, were explored in semi-structured interviews. Additionally, one parent of each adolescent was interviewed about the adolescents¿ experiences as a way of augmenting the adolescents¿ responses. This study used a social capital framework to explore various aspects of the adolescents¿ lives and ascertained factors that facilitated or diminished the social capital reserves of the young participants through an interpretative phenomenological analysis approach. Four themes were identified: Social Capital Reserves; Social Capital Boosters; Social Capital Barriers; and Identity. Particular attention is drawn to how these adolescents perceived themselves and the role of the school in developing, or diminishing, social capital.
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2022 |
Lovat T, Dally K, Holbrook A, Fairbairn H, 'Oral defence as a feedback mechanism in doctoral development and examination', Australian Educational Researcher, 49 845-860 (2022) [C1]
Oral defence is recognised as an important part of doctoral examination and candidate development. Unlike the UK and New Zealand, the Australian examination process does not norma... [more]
Oral defence is recognised as an important part of doctoral examination and candidate development. Unlike the UK and New Zealand, the Australian examination process does not normally include an end-of-process viva. This paper appraises the views of 20 supervisors and 13 Deans or Directors of Graduate Research from 11 Australian universities as they contemplate the advantages and disadvantages of adding an oral defence component to the Australian process. The majority preferred a ¿pre-completion seminar¿ prior to thesis submission, rather than a viva after thesis submission. Such a seminar is believed to offer the candidate greater opportunity to reflect on their findings and integrate feedback into the final product. The findings are discussed in light of formative assessment and learner agency.
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Nova |
2022 |
Byatt TJ, Dally K, Duncan J, 'Social capital and adolescents who are deaf: Associations with wellbeing, school connectedness, and pragmatics', DEAFNESS & EDUCATION INTERNATIONAL, 24 356-374 (2022) [C1]
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Nova |
2022 |
Page A, Dally K, Anderson J, Thraves G, 'Media representation and the Paralympics: A step too far or not far enough?', Media International Australia Incorporating Culture and Policy: quarterly journal of media research and resources, (2022) [C1]
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2022 |
Ray K, Dally K, Rowlandson L, Tam KI, Lane AE, 'The relationship of handwriting ability and literacy in kindergarten: a systematic review', READING AND WRITING, 35 1119-1155 (2022) [C1]
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Nova |
2022 |
Ray K, Dally K, Lane AE, 'Impact of A Co-taught Handwriting Intervention for Kindergarten Children in A School Setting: A Pilot, Single Cohort Study', Journal of Occupational Therapy, Schools, and Early Intervention, 15 244-264 (2022) [C1]
Write Start is a co-taught, whole of class approach to handwriting instruction developed for students in grade one and delivered collaboratively by teachers and occupational thera... [more]
Write Start is a co-taught, whole of class approach to handwriting instruction developed for students in grade one and delivered collaboratively by teachers and occupational therapists. Write Start emphasizes the development of handwriting fluency utilizing evidence-based cognitive and perceptual motor strategies within a station-based teaching approach. This pilot study assessed the impact of a modified Write Start on handwriting fluency in Australian kindergarten students (first year of formal schooling), and investigated the effects of early literacy on intervention outcomes using a retrospective analysis of existing clinical data. Participants were kindergarten students (n¿=¿81; mean age¿=¿65.9¿months) attending a large independent primary school in a regional metropolitan center. Participants received the modified Write Start, over one school term, in two x 45 minute sessions per week for 8 weeks. Handwriting fluency was measured pre- and post-intervention using a researcher-designed tool, the Letter Form Assessment (LFA), based on and extending commonly used measures. LFA scores for the whole cohort were significantly higher post-intervention, indicating improved handwriting after the intervention (Z¿=¿-4.457, p <¿.0001). In order to determine if school entry ability impacted responsiveness to the intervention, students were assigned to a high or low performing tier based on scores from three early literacy skills measured by teachers as part of routine assessment at school entry (n¿=¿70). There was no effect of Low or High Tier literacy skills groupings on change to LFA score for phonics (f (19, 50)¿=¿1.11, p =¿.36), phonemic awareness (f (19,50)¿=¿1.32, p =¿.21) or writing (f (19,50)¿=¿0.59, p =¿.89). The modified Write Start shows promise as an effective intervention for kindergarten handwriting, however further revisions and testing should address the potential impact of literacy and the interrelationship of perceptual motor and cognitive skills on outcomes.
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Nova |
2022 |
Dally K, Holbrook A, Lovat T, Fairbairn H, 'Supervisor perspectives on the end-stage of the doctoral examination process', Higher Education Research and Development, 41 315-329 (2022) [C1]
There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received ... [more]
There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received and addressed. This article reports survey findings (n = 262) from a study investigating supervisor perceptions about Australian end-stage doctoral examination processes. In general, supervisors believed that existing university processes were satisfactory, with the caveat that, at times, there was undue variability between examiners, or difficult-to-reconcile committee decisions about the outcome. Supervisors generally identified that revisions and the preparation of the response-to-examiner report was a ¿shared responsibility¿. While supervisors strongly agreed that graduates achieve doctoral level in terms of substantive knowledge, they were less sanguine about their research autonomy. This impression was compounded if candidate input into the decisions about examiner comments was undervalued or if there was no direct avenue of response by the candidate.
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Nova |
2021 |
Foggett J, Conway R, Dally K, 'Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model', Australasian Journal of Special and Inclusive Education, 45 191-204 (2021) [C1]
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Nova |
2021 |
Barr M, Duncan J, Dally K, 'Parent experience of the national disability insurance scheme (NDIS) for children with hearing loss in Australia', DISABILITY & SOCIETY, 36 1663-1687 (2021) [C1]
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Nova |
2021 |
Ray K, Dally K, Colyvas K, Lane AE, 'The Effects of a Whole-Class Kindergarten Handwriting Intervention on Early Reading Skills', Reading Research Quarterly, 56 S193-S207 (2021) [C1]
The ultimate goal of reading is to comprehend written text, and this goal can only be attained if the reader can decode written words and understand their meanings. The science of... [more]
The ultimate goal of reading is to comprehend written text, and this goal can only be attained if the reader can decode written words and understand their meanings. The science of reading has provided compelling evidence for the subskills that form the foundation of decoding. Decoding words requires understanding of the alphabetic principle and letter¿sound, or grapheme¿phoneme, correspondence. In the first year of formal schooling (kindergarten), this same understanding is also required for young learners who are learning to write the letters of the alphabet. In this article, we examine the effectiveness of a handwriting intervention, Write Start¿K, that emphasizes the recall, retrieval, reproduction, and repetition (the 4Rs model) of grapheme¿phoneme relations. We conducted a two-group, pre/posttest study at two Australian schools across four kindergarten classes (n = 77 students). One school received the intervention, and the other continued with standard teaching. Participants (mean age¿= 5 years 8.45 months, standard deviation = 4.18 months) at both schools were assessed at baseline, immediately after the eight-week intervention period, and at 12 weeks following the end of the intervention (follow-up). We used linear mixed models to determine the statistical significance of effects over three time intervals. We identified statistically significant Group × Time effects for letter name knowledge and word reading, whereas changes in letter sound knowledge and nonsense word¿reading fluency approached statistical significance. These results indicate that a handwriting intervention, incorporating repeated practice in recalling and reproducing letter forms, had a statistically significant impact on early reading skills.
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Nova |
2021 |
Byatt TJ, Duncan J, Dally K, De Beuzeville L, 'Evolving identities of adolescents who are deaf or hard of hearing: A scoping review', American Annals of the Deaf, 166 5-30 (2021) [C1]
The authors employed a scoping review to examine peer-reviewed journal articles published 2002¿2020 focusing on adolescents who are deaf or hard of hearing and their self-reported... [more]
The authors employed a scoping review to examine peer-reviewed journal articles published 2002¿2020 focusing on adolescents who are deaf or hard of hearing and their self-reported identities. d/Deaf identity theory was explored in light of recent advances in developed countries, e.g., universal newborn hearing screening, increased access to mainstream school placements, and rising rates of cochlear implantation. Key themes were explored, including deafness acculturation, competing and complementary identities, and flexibility and fluidity. The results demonstrated that the way adolescents perceive their identity is evolving, in what is often a flexible and fluid process dependent on the adolescents¿ context. Other identities, such as those relating to ethnicity and culture, were often seen as equal in importance to one¿s d/Deaf identity. These findings are contrasted with those of wider research on d/Deaf identity, and further research investigating adolescents¿ perceptions of themselves is recommended.
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Nova |
2021 |
Sheedy AJ, Brent J, Dally K, Ray K, Lane AE, 'Handwriting Readiness among Digital Native Kindergarten Students', Physical and Occupational Therapy in Pediatrics, 41 655-669 (2021) [C1]
Aims: Handwriting is an essential life skill, impacted by proficiency in visual-motor integration and fine motor control. The increase in the use of digital technology has changed... [more]
Aims: Handwriting is an essential life skill, impacted by proficiency in visual-motor integration and fine motor control. The increase in the use of digital technology has changed the way children interact with their environments, and potentially, the development of the important requisite skills for handwriting. This study examined the ¿handwriting readiness¿ skills of children born in the digital age. Methods: 219 children in their first year of formal schooling (mean age = 5 years, 10 months), completed the Beery Buktenica Developmental Test of Visual Motor Integration (Beery-VMI) and the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) Short Form to assess visual motor integration, overall motor proficiency, and fine motor proficiency. Pencil grasp was also observed. Data analysis consisted of descriptive statistics and comparison to established normative data using summary t-tests. Results: Participants met the expected performance level on the Beery-VMI and the manual dexterity subtest of the BOT-2. However, overall motor proficiency on the BOT-2 for our sample was lower than published normative data. Further, 60.3% of participants used static pencil grasps. Conclusions: The findings prompt us to question the potential contribution of digital technology to changes in motor performance among children in the digital age.
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Nova |
2020 |
Barr M, Dally K, Duncan J, 'Services for children with hearing loss in urban and rural Australia', Australian Journal of Rural Health, 28 281-291 (2020) [C1]
Objective: To report satisfaction with services for children with hearing loss in urban and rural Australia. Design: Mixed-method approach using surveys and semi-structured interv... [more]
Objective: To report satisfaction with services for children with hearing loss in urban and rural Australia. Design: Mixed-method approach using surveys and semi-structured interviews. Setting: Australian organisations that serve children with hearing loss. Participants: One hundred parents of children with hearing loss and 91 professionals that serve children with hearing loss completed surveys. Seven parents and eight professionals were interviewed. Main outcome measures: Comparison of satisfaction with services in rural and urban areas. Results: Timing of initial hearing services was similar in rural and urban areas. Children with hearing loss in rural areas had less satisfaction with services than children in urban areas. Parents of children with hearing loss in rural areas had higher costs, mainly linked to travel, than parents in urban areas. Parents and professionals were concerned that advantaged parents received more services for their child than disadvantaged parents. Parents and professionals in urban and rural areas were satisfied with mainstream education, but less satisfied with education for children with hearing loss and additional disability. Professional satisfaction was lower in rural areas than urban areas. Conclusions: This small-scale study adds to research citing reduced services in rural areas. An exception is the newborn hearing screening program, with the limited data presented indicating the program is effectively overcoming the barrier of distance. However, children with hearing loss in rural areas have reduced access to ongoing services.
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Nova |
2019 |
Ralston MM, Dally KA, Dempsey I, 'Content Analysis of Australian Special Education Research 2005-2015', INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, 15 82-131 (2019) [C1]
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Nova |
2019 |
Byatt TJ, Dally K, Duncan J, 'Systematic Review of Literature: Social Capital and Adolescents who are Deaf or Hard of Hearing', Journal of Deaf Studies and Deaf Education, 24 319-332 (2019) [C1]
Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychoso... [more]
Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are DHH and adolescents with other disabilities to identify future research directions. Themes identified in the reviewed literature viewed through social capital theory included psychosocial outcomes; the importance of language; the benefit of online social networking sites; the role of the family; the role of the school; inclusion and identity; role models; and post-school transition. Results demonstrated that social capital is an area with much promise as it relates to buffering outcomes for adolescents who are DHH. More empirical evidence is required in the form of quantitative research using validated social capital instruments and qualitative research that gives a voice to adolescents who are DHH. The role of social capital in facilitating inclusion, identity, and friendships, were identified as possible future research directions.
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Nova |
2019 |
Dally KA, Ralston MM, Strnadová I, Dempsey I, Chambers D, Foggett J, 'Current issues and future directions in australian special and inclusive education', Australian Journal of Teacher Education, 44 57-73 (2019) [C1]
In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provi... [more]
In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provisionof educational services to students with disability in Australia. We contend that the shift ineducational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.
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Nova |
2019 |
Barr M, Dally K, Duncan J, 'Service accessibility for children with hearing loss in rural areas of the United States and Canada', International Journal of Pediatric Otorhinolaryngology, 123 15-21 (2019) [C1]
Objectives: Children in rural areas have difficulty accessing the same services as their urban peers, which is a particular challenge in large countries such as the U.S. and Canad... [more]
Objectives: Children in rural areas have difficulty accessing the same services as their urban peers, which is a particular challenge in large countries such as the U.S. and Canada. Despite known problems providing services in rural areas, there is limited research investigating services for children with hearing loss living in rural areas. This scoping review examines the accessibility of services for children with hearing loss in rural U.S. and Canada. Methods: The search strategy included four databases and gray literature from 2008-2018. Eight government documents and 16 articles met the inclusion criteria and the main findings in the literature were themed. Results: Children with hearing loss, experienced difficulties accessing specialized services which influenced the timing of diagnosis of hearing loss, receiving hearing technology and accessing ongoing support. Families in rural areas also had access to less information about hearing loss than urban families. Managing funding and health insurance was also a challenge for families in rural areas. Conclusion: The limited research in this area indicates that children with hearing loss in rural areas can experience barriers when accessing the same services as their urban peers. Limited service provision can negatively influence outcomes for children with hearing loss. Alternate service delivery such as teleintervention and visiting specialists can improve service provision in rural areas. Comprehensive research of the experience of children with hearing loss across states, provinces and territories would guide improvements to services for children with hearing loss in rural areas of the U.S. and Canada.
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Nova |
2019 |
Dolly K, Holbrook A, Lovat T, Budd J, 'Examiner feedback and Australian doctoral examination processes', AUSTRALIAN UNIVERSITIES REVIEW, 61 31-41 (2019) [C1]
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Nova |
2018 |
van Dongen B, Finn T, Hansen V, Wagemakers A, Lubans D, Dally K, 'The ATLAS school-based health promotion programme', European Physical Education Review, 24 330-348 (2018) [C1]
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Nova |
2018 |
Lovat T, Dally K, 'Testing and Measuring the Impact of Character Education on the Learning Environment and its Outcomes', Journal of Character Education, 14 1-22 (2018) [C1]
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Nova |
2018 |
Barr M, Duncan J, Dally K, 'A Systematic Review of Services to DHH Children in Rural and Remote Regions.', Journal of Deaf Studies and Deaf Education, 23 228-130 (2018) [C1]
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Nova |
2017 |
Holbrook A, Dally K, Avery C, Lovat T, Fairbairn H, 'Research Ethics in the Assessment of PhD Theses: Footprint or Footnote? (vol 15, pg 321, 2017)', JOURNAL OF ACADEMIC ETHICS, 15 341-341 (2017)
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2017 |
Holbrook A, Dally K, Avery C, Lovat T, Fairbairn H, 'Research Ethics in the Assessment of PhD Theses: Footprint or Footnote?', Journal of Academic Ethics, 15 321-340 (2017) [C1]
There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in qual... [more]
There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in quality indicators and codes of responsible researcher conduct, it appears to have little profile in doctoral assessment. There seems to be an implicit assumption that ethical competence has been achieved by the end of doctoral candidacy and that there is no need for candidates to report on the ethical dimensions of their study nor for examiners to assess this integral aspect of researcher development. In the context of ensuring that institutions are fulfilling their responsibility of producing ethically sensitive and competent researchers, it is salient to investigate whether doctoral thesis examiners make comment about ethical issues in their reports. This study analysed an archive of examiner reports to identify the frequency, magnitude and nature of examiner comment about ethics. Although comment was rare (5% of reports) examiners provided: prescriptive instruction on ethical review processes; formative instruction on the design, conduct, and reporting of research projects; and positive or negative judgments about a candidate's ethical competence, the latter often aligned with meeting, or not meeting, 'doctoral standards'. The scarcity of ethics in examination criteria and examiner reports implies a silence that needs to be addressed to ensure graduating candidates are prepared to conduct ethical and responsible research.
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Nova |
2017 |
Smith JJ, Morgan PJ, Lonsdale C, Dally K, Plotnikoff RC, Lubans DR, 'Mediators of change in screen-time in a school-based intervention for adolescent boys: findings from the ATLAS cluster randomized controlled trial', Journal of Behavioral Medicine, 40 423-433 (2017) [C1]
The mechanisms of behavior change in youth screen-time interventions are poorly understood. Participants were 361 adolescent boys (12¿14¿years) participating in the ATLAS obesity ... [more]
The mechanisms of behavior change in youth screen-time interventions are poorly understood. Participants were 361 adolescent boys (12¿14¿years) participating in the ATLAS obesity prevention trial, evaluated in 14 schools in low-income areas of New South Wales, Australia. Recreational screen-time was assessed at baseline, 8- and 18-months, whereas potential mediators (i.e., motivation to limit screen-time and parental rules) were assessed at baseline, 4- and 18-months. Multi-level mediation analyses followed the intention-to-treat principle and were conducted using a product-of-coefficients test. The intervention had a significant impact on screen-time at both time-points, and on autonomous motivation at 18-months. Changes in autonomous motivation partially mediated the effect on screen-time at 18-months in single and multi-mediator models [AB (95% CI)¿=¿-5.49 (-12.13, -.70)]. Enhancing autonomous motivation may be effective for limiting screen-time among adolescent males. Trial registration: Australian New Zealand Clinical Trials Registry No: ACTRN12612000978864.
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Nova |
2016 |
Khairuddin KF, Dally K, Foggett J, 'COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS IN MALAYSIA', Journal of Research in Special Educational Needs, 16 909-913 (2016) [C1]
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Nova |
2016 |
Lubans DR, Smith JJ, Morgan PJ, Beauchamp MR, Miller A, Lonsdale C, et al., 'Mediators of psychological well-being in adolescent boys', Journal of Adolescent Health, 58 230-236 (2016) [C1]
Purpose: The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to... [more]
Purpose: The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to examine the potential mediating mechanisms that might explain this effect. Methods: ATLAS was evaluated using a cluster randomized controlled trial in 14 secondary schools located in low-income communities (N = 361 adolescent boys, mean age = 12.7 ±.5 years). The 20-week intervention was guided by self-determination theory and involved: professional development for teachers, provision of fitness equipment to schools, enhanced school sport sessions, researcher-led seminars, a smartphone application, and parental strategies for reducing screen time. Assessments were conducted at baseline and immediately post intervention (8 months). Psychological well-being was measured using the Flourishing Scale. Motivational regulations (intrinsic, identified, introjected, controlled, and amotivation) and basic psychological needs (autonomy, competence, and relatedness) in school sport, muscular fitness, resistance training skill competency, and recreational screen time were examined as potential mediating mechanisms of the intervention effect. Results: The intervention effect on well-being was small but statistically significant. Within a multiple mediator model, changes in autonomy needs satisfaction, recreational screen time, and muscular fitness significantly mediated the effect of the intervention on psychological well-being. Conclusions: In addition to the physical health benefits, targeted physical activity programs for adolescent boys may have utility for mental health promotion through the mechanisms of increasing autonomy support and muscular fitness and reducing screen time.
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Nova |
2016 |
Lubans DR, Smith JJ, Plotnikoff RC, Dally KA, Okely AD, Salmon J, Morgan PJ, 'Assessing the sustained impact of a school-based obesity prevention program for adolescent boys: The ATLAS cluster randomized controlled trial', International Journal of Behavioral Nutrition and Physical Activity, 13 (2016) [C1]
Background: Obesity prevention interventions targeting 'at-risk' adolescents are urgently needed. The aim of this study is to evaluate the sustained impact of the '... [more]
Background: Obesity prevention interventions targeting 'at-risk' adolescents are urgently needed. The aim of this study is to evaluate the sustained impact of the 'Active Teen Leaders Avoiding Screen-time' (ATLAS) obesity prevention program. Methods: Cluster RCT in 14 secondary schools in low-income communities of New South Wales, Australia. Participants were 361 adolescent boys (aged 12-14 years) 'at risk' of obesity. The intervention was based on Self-Determination Theory and Social Cognitive Theory and involved: professional development, fitness equipment for schools, teacher-delivered physical activity sessions, lunch-time activity sessions, researcher-led seminars, a smartphone application, and parental strategies. Assessments for the primary (body mass index [BMI], waist circumference) and secondary outcomes were conducted at baseline, 8- (post-intervention) and 18-months (follow-up). Analyses followed the intention-to-treat principle using linear mixed models. Results: After 18-months, there were no intervention effects for BMI or waist circumference. Sustained effects were found for screen-time, resistance training skill competency, and motivational regulations for school sport. Conclusions: There were no clinically meaningful intervention effects for the adiposity outcomes. However, the intervention resulted in sustained effects for secondary outcomes. Interventions that more intensively target the home environment, as well as other socio-ecological determinants of obesity may be needed to prevent unhealthy weight gain in adolescents from low-income communities. Trial registration: Australian Clinical Trial Registry ACTRN12612000978864.
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Nova |
2015 |
Dally K, Dempsey I, 'Content validation of statements describing the essential work of Australian special education teachers', Australian Journal of Teacher Education, 40 112-125 (2015) [C1]
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Nova |
2015 |
Dally K, Dempsey I, 'Content Validation of Statements Describing the Essential Work of Australian Special Education Teachers', AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 40 112-125 (2015)
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2014 |
Dempsey I, Dally K, 'Professional standards for Australian special education teachers', Australasian Journal of Special Education, 38 1-13 (2014) [C1]
Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of... [more]
Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways that teachers may pursue to achieve accreditation. In this paper, we review professional standards for special education teachers in the UK and the US, and the related yet limited work completed in Australia. Substantial commonalities across these jurisdictions demonstrate that much of the groundwork has been completed in the important task of developing special education standards in this country. © The Authors 2014.
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Nova |
2014 |
Smith JJ, Morgan PJ, Plotnikoff RC, Dally KA, Salmon J, Okely AD, et al., 'Rationale and study protocol for the 'Active Teen Leaders Avoiding Screen-time' (ATLAS) group randomized controlled trial: An obesity prevention intervention for adolescent boys from schools in low-income communities', Contemporary Clinical Trials, 37 106-119 (2014) [C3]
Introduction: The negative consequences of unhealthy weight gain and the high likelihood of pediatric obesity tracking into adulthood highlight the importance of targeting youth w... [more]
Introduction: The negative consequences of unhealthy weight gain and the high likelihood of pediatric obesity tracking into adulthood highlight the importance of targeting youth who are 'at risk' of obesity. The aim of this paper is to report the rationale and study protocol for the 'Active Teen Leaders Avoiding Screen-time' (ATLAS) obesity prevention intervention for adolescent boys living in low-income communities. Methods/design: The ATLAS intervention will be evaluated using a cluster randomized controlled trial in 14 secondary schools in the state of New South Wales (NSW), Australia (2012 to 2014). ATLAS is an 8-month multi-component, school-based program informed by self-determination theory and social cognitive theory. The intervention consists of teacher professional development, enhanced school-sport sessions, researcher-led seminars, lunch-time physical activity mentoring sessions, pedometers for self-monitoring, provision of equipment to schools, parental newsletters, and a smartphone application and website. Assessments were conducted at baseline and will be completed again at 9- and 18-months from baseline. Primary outcomes are body mass index (BMI) and waist circumference. Secondary outcomes include BMI z-scores, body fat (bioelectrical impedance analysis), physical activity (accelerometers), muscular fitness (grip strength and push-ups), screen-time, sugar-sweetened beverage consumption, resistance training skill competency, daytime sleepiness, subjective well-being, physical self-perception, pathological video gaming, and aggression. Hypothesized mediators of behavior change will also be explored. Discussion: ATLAS is an innovative school-based intervention designed to improve the health behaviors and related outcomes of adolescent males in low-income communities. © 2013 Elsevier Inc.
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Nova |
2014 |
Smith JJ, Morgan PJ, Plotnikoff RC, Dally KA, Salmon J, Okely AD, et al., 'Smart-phone obesity prevention trial for adolescent boys in low-income communities: The ATLAS RCT', Pediatrics, 134 e723-e731 (2014) [C1]
OBJECTIVE: The goal of this study was to evaluate the impact of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention for adolescent boys, an obesity prevention interv... [more]
OBJECTIVE: The goal of this study was to evaluate the impact of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention for adolescent boys, an obesity prevention intervention using smartphone technology.
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Nova |
2014 |
Al-Khalaf A, Dempsey I, Dally K, 'The Effect of an Education Program for Mothers of Children with Autism Spectrum Disorder in Jordan', International Journal for the Advancement of Counselling, 36 175-187 (2014) [C1]
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Nova |
2013 |
Lubans DR, Lonsdale C, Plotnikoff RC, Smith J, Dally K, Morgan PJ, 'Development and evaluation of the Motivation to Limit Screen-time Questionnaire (MLSQ) for adolescents.', Prev Med, 57 561-566 (2013) [C1]
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Nova |
2011 |
Lovat T, Dally K, Clement N, Toomey R, 'Values Pedagogy and Teacher Education: Re-conceiving the Foundations', AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 36 59-72 (2011)
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2011 |
Lovat TJ, Dally KA, Clement ND, Toomey R, 'Values pedagogy and teacher education: Re-conceiving the foundations', Australian Journal of Teacher Education, 36 31-44 (2011) [C1]
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Nova |
2011 |
Lovat TJ, Clement ND, Dally KA, Toomey R, 'The impact of values education on school ambience and academic diligence', International Journal of Educational Research, 50 166-170 (2011) [C1]
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Nova |
2010 |
Lovat TJ, Clement ND, Dally KA, Toomey R, 'Values education as holistic development for all sectors: Researching for effective pedagogy', Oxford Review of Education, 36 713-729 (2010) [C1]
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Nova |
2010 |
Lovat TJ, Clement ND, Dally KA, Toomey R, 'Addressing issues of religious difference through values education: An Islam instance', Cambridge Journal of Education, 40 213-227 (2010) [C1]
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Nova |
2006 |
Dally K, 'The influence of phonological processing and inattentive behavior on reading acquisition', JOURNAL OF EDUCATIONAL PSYCHOLOGY, 98 420-437 (2006)
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2006 |
Dally KA, 'The influence of phonological processing and inattentive behavior on reading acquisition', Journal of Educational Psychology, 98 420-437 (2006) [C1]
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Nova |
2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'Investigating PhD thesis examination reports', International Journal of Educational Research, 41 98-120 (2004) [C1]
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Nova |
2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'PhD Theses at the Margin: Examiner Comment on Re-examined Theses', Melbourne Studies in Education, 45 89-115 (2004) [C1]
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Nova |
2004 |
Dally KA, Holbrook AP, Graham AM, Lawry MJ, 'The processes and parameters of Fine Art PhD examination', International Journal of Educational Research, 41 136-162 (2004) [C1]
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Nova |
2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'Qualities and Characteristics in the Written Reports of Doctoral Thesis Examiners', Australian Journal of Educational & Developmental Psychology, 4 126-145 (2004) [C1]
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Nova |
2004 |
Dally KA, Holbrook AP, Lawry MJ, Graham AM, 'Assessing the exhibition and the exegesis in visual arts higher degrees: perspectives of examiners', Working Papers in Art & Design, 3 1-14 (2004) [C1]
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Nova |
2001 |
Chan LKS, Dally KA, 'Learning disabilities and literacy & numeracy development', Australian Journal of Learning Disabilities, 6 (1) 12-19 (2001) [C1] |
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2001 |
Chan LKS, Dally KA, 'Instructional techniques and service delivery approaches for students with learning difficulties', Australian Journal of Learning Disabilities, 6 (3) 12-19 (2001) [C1] |
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Nova |