Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences. Simulation and micro-teaching combine to provide a technological solution to bridge the gap between graduate preparation and real application. This study draws on situated learning and reflective practice ideologies to critique and problematise Micro-teaching 2.0 – a combination of traditional micro-teaching practices and human looped simulations. The findings reveal increased self-efficacy of PSTs (n = 376) and identify the benefits and challenges of Micro-teaching 2.0 for initial teacher education programs. Micro-teaching 2.0 proved to be an effective diagnostic tool for identifying the specific needs of PSTs and a preparatory tool for real-life placements. The controlled learning environment addresses previous issues related to the variability of contexts and subsequent moderation of individual capabilities. The findings are timely as the teaching profession continues to be scrutinised and where technological advances continue to offer choice, challenges and creative options for educators.

TeachLivE TM , a mixed reality learning environment originating from University of Central Florida (2011), has recently been introduced to the Australian preservice teaching context by Murdoch University (2016) and the University of Newcastle (2017). This paper, the first of a program of research mapping the implementation of TeachLivE TM within the Australian context, captures preservice teachers' (PSTs) reflections on their initial interactions with the mixed reality learning environment. The study highlights preferred teaching strategies and teaching confidences during initial interactions in the simulation laboratory and introduces a quality measure within the reflective practice process. A Two-Step Cluster analysis of 322 PSTs was conducted. Results showed a positive impact of reflective practice and revealed that most preservice teachers preferred 'Questioning' and 'Direct Instruction' methods of delivering micro-teaching lessons. The authors offer a typology of teaching strategies, confidences and a quality measure for teacher educators.

Objectives:Structured professional judgement is now the most widely accepted approach to clinical risk assessment and risk management. The Suicide Risk Assessment and Management Manual (S-RAMM) is a new structured professional judgement tool closely modelled on the HCR-20. This is the first prospective validation study for this instrument.Methods:Two post-membership registrars jointly interviewed 81 of 83 current inpatients to rate the S-RAMM. Two assistant psychologists independently rated the HCR-20, GAF and PANSS. All incidents of self-harm, attempted suicide, suicide and violence to others were collated from hospital reporting of critical incidents over the next six months supplemented by examination of other records.Results:For combined self-harm and suicide outcomes, the S-RAMM total score using the receiver operating characteristic had an area under the curve AUC=0.89, (95% CI 0.79 to 0.99). The S-RAMM performed as well for the prediction of self-harm and suicide as the HCR-20 did for violence, and better than measures of mental state (PANSS total score) and global function (GAF).Conclusions:The S-RAMM has better than minimum acceptable characteristics for use as a clinical or research tool for suicide risk assessment, and performs almost as well as the HCR-20 does for violence. Further prospective studies are now required, in other populations.

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Early colleges are one alternative to the traditional comprehensive high school. This article examines whether early college students are academically, socially and emotionally ready for university work at age 16. Preliminary data indicate enough promise in the innovation to revision not only the high school curriculum, but middle school and university curricula as well.In 1876, when Alexander Graham Bell invented the telephone, he summoned his assistant, Watson, through the new medium he had created. Bell did not realize that Watson heard him talking through the phone. He did not yet know that his invention worked. As early colleges move their first classes forward toward graduation, our preliminary data show that there may be enough promise in the innovation to revision not only the high school curriculum as we know it, but middle school and university curricula as well. Bell changed communication forever. Can the early college be the spearhead for an overhaul of the P-16 continuum? BackgroundReform of the American high school has been identified as a priority by educators for the last 25 years. Concerns include the low academic standards, the low graduation rates, and the lack of coherence and relevance (Goodlad