Thematische Bibliographien / School choice South Australia

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „School choice South Australia“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "School choice South Australia"

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Bills, Andrew, und Nigel Howard. „Social inclusion education policy in South Australia: What can we learn?“ Australian Journal of Education 61, Nr. 1 (03.02.2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.
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Galliott, Natal’ya, Linda J. Graham und Naomi Sweller. „Who Struggles Most in Making a Career Choice and Why? Findings From a Cross-Sectional Survey of Australian High-School Students“. Journal of Psychologists and Counsellors in Schools 25, Nr. 2 (04.05.2015): 133–51. http://dx.doi.org/10.1017/jgc.2015.7.

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This article reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending Years 9–12 (N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make a career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics, such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with their own academic abilities and self-efficacy.
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Moore, Laurence, Andrea de Silva-Sanigorski und Sue N. Moore. „A socio-ecological perspective on behavioural interventions to influence food choice in schools: alternative, complementary or synergistic?“ Public Health Nutrition 16, Nr. 6 (04.03.2013): 1000–1005. http://dx.doi.org/10.1017/s1368980012005605.

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AbstractObjectiveAn increasing focus on legislation, policy and guidance on the nutritional content of school food has in part been in response to the limited impact of more behavioural or educational approaches. However, there is a risk that a sole focus on policy-level action may lead to neglect of the important contribution that more behavioural approaches can make as components of effective, coordinated, multilevel action to improve the dietary intake of schoolchildren. The current paper aims to highlight the potential importance of viewing alternative approaches as complementary or synergistic, rather than competing.DesignThe socio-ecological and RE-AIM frameworks are used to provide a theoretical rationale and demonstrate the importance of explicitly identifying the interdependence of policies, interventions and contextual structures and processes. School food case study evidence is used to exemplify how understanding and exploiting these interdependencies can maximise impact on dietary outcomes.SettingCase studies of trials in schools in the UK (South West England and Wales) and Australia (Victoria).SubjectsSchoolchildren.ResultsThe case studies provide examples to support the hypothesis that the reach, effectiveness, adoption, implementation and maintenance of school food policies and interventions can be maximised by understanding and exploiting the interdependence between levels in the socio-ecological framework.ConclusionsRather than being seen as competing alternatives, diverse approaches to improving the diets of schoolchildren should be considered in terms of their potential to be complementary and synergistic, acting at multiple levels to improve acceptability, fidelity, effectiveness and sustainability.
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Wyse, Rebecca, Tessa Delaney, Pennie Gibbins, Kylie Ball, Karen Campbell, Sze Lin Yoong, Kirsty Seward et al. „Cluster randomised controlled trial of an online intervention to improve healthy food purchases from primary school canteens: a study protocol of the ‘click & crunch’ trial“. BMJ Open 9, Nr. 9 (September 2019): e030538. http://dx.doi.org/10.1136/bmjopen-2019-030538.

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IntroductionSchool canteens are the most frequently accessed take-away food outlet by Australian children. The rapid development of online lunch ordering systems for school canteens presents new opportunities to deliver novel public health nutrition interventions to school-aged children. This study aims to assess the effectiveness and cost-effectiveness of a behavioural intervention in reducing the energy, saturated fat, sugar and sodium content of online canteen lunch orders for primary school children.Methods and analysisThe study will employ a cluster randomised controlled trial design. Twenty-six primary schools in New South Wales, Australia, that have an existing online canteen ordering system will be randomised to receive either a multi-strategy behavioural intervention or a control (the standard online canteen ordering system). The intervention will be integrated into the existing online canteen system and will seek to encourage the purchase of healthier food and drinks for school lunch orders (ie, items lower in energy, saturated fat, sugar and sodium). The behavioural intervention will use evidence-based choice architecture strategies to redesign the online menu and ordering system including: menu labelling, placement, prompting and provision of feedback and incentives. The primary trial outcomes will be the mean energy (kilojoules), saturated fat (grams), sugar (grams) and sodium (milligrams) content of lunch orders placed via the online system, and will be assessed 12 months after baseline data collection.Ethics and disseminationThe study was approved by the ethics committees of the University of Newcastle (H-2017–0402) and the New South Wales Department of Education and Communities (SERAP 2018065), and the Catholic Education Office Dioceses of Sydney, Parramatta, Lismore, Maitland-Newcastle, Bathurst, Canberra-Goulburn, Wollongong, Wagga Wagga and Wilcannia-Forbes. Study results will be disseminated through peer-reviewed publications, reports, presentations at relevant national and international conferences and via briefings to key stakeholders. Results will be used to inform future implementation of public health nutrition interventions through school canteens, and may be transferable to other food settings or online systems for ordering food.Trial registration numberACTRN12618000855224.
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Cho Tang, Kwok, Christine Duffield, Xc Chen, Sam Choucair, Reta Creegan, Christine Mak und Geraldine Lesley. „Nursing as a career choice: Perceptions of students speaking Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese at home“. Australian Health Review 22, Nr. 1 (1999): 107. http://dx.doi.org/10.1071/ah990107.

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Australia is a multicultural society and nowhere is this more evident than in Sydney where 25 percent of the population speaks a language other than English. In one of the largest area health services in New South Wales, the five most frequently spoken languages at home are Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese, with these language groups comprising 12percent of Sydney's population. Yet nurses speaking one of these five languages comprise less than 1 percent of the nursing workforce. A cost-effective method of addressing the shortage of nurses speaking languages other than English is to recruit students who already speak another language into the profession.This study examined high school students' perceptions of nursing in order to determine appropriate methods of recruiting students speaking one of these languages.Implications for the design of recruitment campaigns are also discussed.
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Davis, Julie M., und Jo-Anne Ferreira. „Creating Cultural Change in Education: A Proposal for a Continuum for Evaluating the Effectiveness of Sustainable Schools Implementation Strategies in Australia“. Australian Journal of Environmental Education 25 (2009): 59–70. http://dx.doi.org/10.1017/s0814062600000409.

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AbstractNetworks are increasingly recognised as advantageous when creating and embedding cultural change within organisations. This paper explores and problematises ideas around networks for education for sustainability (EfS), specifically in relation to the implementation of the Australian Sustainable Schools Initiative (AuSSI), a national, whole-school approach to EfS. In three Australian states - New South Wales, Victoria and Queensland – AuSSI has been implemented in different ways. In examining the use of products, facilitators and networks to embed initiatives such as AuSSI in Australian schools, we propose a “continuum of cultural change strategies” as a framework for thinking about each of these approaches to creating organisational and cultural change for sustainability. We anticipate that such a framework may assist where choices need to be made in relation to the kinds of capacity building processes that might best achieve “deep and wide” change within schools hoping to engender significant cultural change.
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Khoo, Shaun, Jenna Zhao, Adrian Walker, Jessica Kirkman und Branka Spehar. „Transitions and choices: Graduate student mentoring for psychology honours students“. Student Success 10, Nr. 1 (07.03.2019): 147–54. http://dx.doi.org/10.5204/ssj.v10i1.648.

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Peer mentoring programs are typically designed to support students transitioning into university. However, recent work has highlighted the importance of supporting transitions through and out of university. The Australian psychology honours year is a particularly stressful period that involves transitioning through university into the research environment and is soon followed by transitions into the workforce or postgraduate study. The School of Psychology at the University of New South Wales, Australia (UNSW) recently developed a graduate/honours peer mentoring program. Pairs of PhD students mentor small groups of honours students in monthly meetings, discussing various aspects of honours and career options. Most honours students sign up for mentoring and evaluation results show that mentees find the program helpful, most frequently acknowledging that their mentors helped them with general advice and understanding their career options. Peer mentoring can therefore support psychology student transitions through and out of university.
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Punt, André E., und David C. Smith. „Assessments of species in the Australian South East Fishery can be sensitive to the method used to convert from size-to age-composition data“. Marine and Freshwater Research 52, Nr. 4 (2001): 683. http://dx.doi.org/10.1071/mf99129.

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Information about the age-structure of the catch is one of the primary inputs to many of the methods of stock assessment currently applied to SEF species. Two methods for calculating the catch-, mean length-, and mean mass-at-age matrices from the data collected from the fishery are outlined. These methods are illustrated by applying them to data for blue grenadier, Macruronus novaezelandiae, and eastern school whiting, Sillago flindersi. The assessment and risk analysis results for blue grenadier are highly sensitive to the choice of method, whereas those for eastern school whiting are not. It is recommended that a method that allows for inter-annual variation in mean length- and hence mass-at-age should be the standard for SEF stock assessments but that sensitivity to alternative methods needs to be examined routinely.
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Wyse, Rebecca, Tessa Delaney, Fiona Stacey, Rachel Zoetemeyer, Christophe Lecathelinais, Hannah Lamont, Kylie Ball et al. „Effectiveness of a Multistrategy Behavioral Intervention to Increase the Nutritional Quality of Primary School Students’ Web-Based Canteen Lunch Orders (Click & Crunch): Cluster Randomized Controlled Trial“. Journal of Medical Internet Research 23, Nr. 9 (07.09.2021): e26054. http://dx.doi.org/10.2196/26054.

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Background School food outlets represent a key setting for public health nutrition intervention. The recent proliferation of web-based food ordering systems provides a unique opportunity to support healthy purchasing from schools. Embedding evidence-based choice architecture strategies within these routinely used systems provides the opportunity to impact the purchasing decisions of many users simultaneously and warrants investigation. Objective This study aims to assess the effectiveness of a multistrategy behavioral intervention implemented via a web-based school canteen lunch ordering system in reducing the energy, saturated fat, sugar, and sodium content of primary students’ web-based lunch orders. Methods The study used a parallel-group, cohort, cluster randomized controlled trial design with 2207 students from 17 Australian primary schools. Schools with a web-based canteen lunch ordering system were randomly assigned to receive either a multistrategy behavioral intervention that included choice architecture strategies embedded in the web-based system (n=9 schools) or the standard web-based ordering system only (n=8 control schools). Automatically collected student purchasing data at baseline (term 2, 2018) and 12 months later (term 2, 2019) were used to assess trial outcomes. Primary trial outcomes included the mean energy (kJ), saturated fat (g), sugar (g), and sodium (mg) content of student lunch orders. Secondary outcomes included the proportion of all web-based lunch order items classified as everyday, occasional, and caution (based on the New South Wales Healthy School Canteen Strategy) and canteen revenue. Results From baseline to follow-up, the intervention lunch orders had significantly lower energy content (−69.4 kJ, 95% CI −119.6 to −19.1; P=.01) and saturated fat content (−0.6 g, 95% CI −0.9 to −0.4; P<.001) than the control lunch orders, but they did not have significantly lower sugar or sodium content. There was also a small significant between-group difference in the percentage of energy from saturated fat (−0.9%, 95% CI −1.4% to −0.5%; P<.001) but not in the percentage of energy from sugar (+1.1%, 95% CI 0.2% to 1.9%; P=.02). Relative to control schools, intervention schools had significantly greater odds of having everyday items purchased (odds ratio [OR] 1.7, 95% CI 1.5-2.0; P<.001), corresponding to a 9.8% increase in everyday items, and lower odds of having occasional items purchased (OR 0.7, 95% CI 0.6-0.8; P<.001), corresponding to a 7.7% decrease in occasional items); however, there was no change in the odds of having caution (least healthy) items purchased (OR 0.8, 95% CI 0.7-1.0; P=.05). Furthermore, there was no change in schools’ revenue between groups. Conclusions Given the evidence of small statistically significant improvements in the energy and saturated fat content, acceptability, and wide reach, this intervention has the potential to influence dietary choices at a population level, and further research is warranted to determine its impact when implemented at scale. Trial Registration Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12618000855224; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375075. International Registered Report Identifier (IRRID) RR2-10.1136/bmjopen-2019-030538
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Mavisakalyan, Astghik. „Immigration and School Choice in Australia“. Australian Economic Review 45, Nr. 1 (März 2012): 29–49. http://dx.doi.org/10.1111/j.1467-8462.2011.00663.x.

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Dissertationen zum Thema "School choice South Australia"

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Collette, Christopher B. „Why parents send their children to Pembroke School“. Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc698.pdf.

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Barnes, Geoffrey R., of Western Sydney Macarthur University und Faculty of Education and Languages. „A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools“. THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.

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This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this difference
Doctor of Philosophy (PhD)
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Bellamy, Stephen, und steve bellamy@flinders edu au. „RESOURCE PARTITIONING BETWEEN TWO SYMPATRIC AUSTRALIAN SKINKS, EGERNIA MULTISCUTATA AND EGERNIA WHITII STEPHEN BELLAMY Thesis submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy AUGUST 2006 SCHOOL OF BIOLOGICAL SCIENCES FLINDERS UNIVERSITY, ADELAIDE, SOUTH AUSTRALIA ________________________________________“. Flinders University. Biological Sciences, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20070124.145924.

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When species compete for resources, in a stable homogeneous environment, there are two possible outcomes. The first is that one species will out-compete the other and exclude it from the environment. This is known as the competitive exclusion principle. The second is that both species will manage to coexist. Coexistence can only occur if the species’ niches are differentiated such that interspecific competition is minimised, or eliminated. This outcome is known as resource partitioning. Two closely related Australian skink species of the Egernia genus, Egernia multiscutata and Egernia whitii, are abundant and sympatric on Wedge Island in South Australia’s Spencer Gulf. The species are morphologically very similar and appear to have very similar life histories and habitat requirements. Ostensibly, they would compete for limiting resources in this environment. This thesis is the first investigation into resource partitioning in this previously unstudied model organism. I report the results of multi-faceted investigations into the coexistence of the skinks, E. multiscutata and E. whitii on Wedge Island and the evidence for, and mechanisms of, any facultative resource partitioning between them. Study methods involved a transect survey of most of Wedge Island to determine the species’ distributions and any evidence for resource partitioning; a morphological comparison to investigate any potential competitive advantages of either species; a habitat choice experiment to establish retreat-site preferences in the absence of interspecific interference; and, a series of staged dyadic encounter experiments to investigate interspecific competitive interactions. Resource partitioning was evidenced by differential distributions of the species among substrates containing the elements required for permanent refuge shelters. This partitioning was not mediated by avoidance of particular substrates but by the presence of the opponent species, combined with attraction to suitable substrates. Asymmetries in some morphological characters were found to confer a potential competitive advantage to E. multiscutata in agonistic encounters with E. whitii. Both species were found to have the same refuge site preferences when interference competition was experimentally removed. This result was not concordant with observed resource partitioning in the field and suggests that the habitat choices of both species are modified by the presence of the opponent species. Analyses of staged dyadic encounter experiments showed that E. multiscutata was more likely to gain greater access to a contested habitat resource and more likely to exclude E. whitii from the resource than vice-versa. Nevertheless, the outcome of competitive interactions was not completely deterministic and there was some tolerance of co-habitation. E. multiscutata’s competitive advantage was attributable largely to its greater mass and head dimensions relative to snout to vent length. However, differential behavioural responses to the threat of larger opponent size also played an important part in resource partitioning between the species.
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Mould, Catherine. „Childbirth, choice and culture : the politics of birth in South Australia /“. Title page, abstract and contents only, 2000. http://web4.library.adelaide.edu.au/theses/09AR/09arm9259.pdf.

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Radbone, Ian. „A history of land transport regulation in South Australia : the relevance of public choice theory“. Title page, contents and summary only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr124.pdf.

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Delery, Alan. „School Choice: The Black Middle-class Dilemma“. ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1128.

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This case study assesses the elementary school choice decision-making process of black middle-class families living in the Algiers community of New Orleans following Hurricane Katrina. The concept of community has been central to the success of blacks in America since Reconstruction. However, as the Civil Rights Movement helped eliminate some of the legal obstacles facing blacks and provided them with more access to opportunities, it also had the unfortunate consequence of redirecting the attention of blacks more inwardly to the success of their own families, thus diminishing some of the formerly needed sense of community responsibility. These families are not oblivious to the racism that still exists. Yet, they go about a process of prioritizing their options within their choice sets in order to strike the best, if not optimal, balance of school characteristics, such as Catholic tradition, racial diversity and academic rigor, to ensure the success of their children.
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Vick, Malcolm John. „Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /“. Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Raw, James S. „Family and school correlates of adolescents' outcomes“. Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.

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Johnson, Bruce. „An evaluation of the use and impact of a school based child abuse prevention program /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.
Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
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Smithson, Alan. „Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985“. Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)
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Bücher zum Thema "School choice South Australia"

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Campbell, Craig. School choice: How parents negotiate the new school market in Australia. Crows Nest, N.S.W: Allen & Unwin, 2009.

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Starr, Graeme. Variety and choice: Good schools for all Australians. Barton, A.C.T: Menzies Research Centre, 2010.

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Bundy, Alan L. Widened horizons: The rural school community libraries of South Australia. Adelaide: Auslib Press, 1997.

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Bonnor, Chris. The stupid country: How Australia is dismantling public education. Sydney, N.S.W: University of New South Wales Press Ltd, 2007.

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God's choice: The total world of a fundamentalist Christian school. Chicago: University of Chicago Press, 1986.

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Bonnor, Chris. The stupid country: How Australia is dismantling public education. Sydney, N.S.W: University of New South Wales Press Ltd, 2007.

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Bonnor, Chris. The stupid country: How Australia is dismantling public education. Sydney, N.S.W: University of New South Wales Press Ltd, 2007.

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Campbell, Craig. Toward the state high school in Australia: Social histories of state secondary schooling in Victoria, Tasmania and South Australia, 1850 - 1925. Sydney: ANZHES, 1999.

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United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Education Reform. No Child Left Behind's education choice provisions: Are states and school districts giving parents the information they need? : field hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, first session, October 20, 2003 in Taylors, South Carolina. Washington: U.S. G.P.O., 2004.

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Seattle and Eastside private school guide: Including independent, parochial, and religious schools for Seattle, the Eastside, south King County, Southern Snohomish, Mercer Island, Bainbridge, and Vashon Islands. Seattle, WA: Capitol Hill Press, 1995.

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Buchteile zum Thema "School choice South Australia"

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Buckingham, Jennifer. „Virtual Schooling in Australia“. In The Wiley Handbook of School Choice, 441–49. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch30.

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MacMullin, Colin, und Lina Scalfino. „Placing Values at the Centre of School Policy and Classroom Practice—A Case Study of Modbury School, South Australia“. In Values Education and Quality Teaching, 45–62. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_4.

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Glasby, Karen. „Embracing the Ethical Possibilities of Researching About Autistic Individuals’ Transition to Post-School Opportunities in South West Queensland, Australia“. In Palgrave Studies in Education Research Methods, 127–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_8.

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Wong, Bronwyn. „Cultivating a Vision for Change: Applying Action Research to Empower Teachers in an Independent Christian School in New South Wales, Australia, in a Market-Driven Schooling System“. In Palgrave Studies in Education Research Methods, 147–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_9.

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Van der Westhuizen, Thea. „South African Undergraduate Students' Access to Entrepreneurial Education and Its Influence on Career Choice“. In Global Considerations in Entrepreneurship Education and Training, 232–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch014.

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Entrepreneurship education was introduced in South African schools in 2000 when it was made part of the Economics and Management Science curriculum for Grades 3 to 9, followed by incorporation in the Business Studies curriculum for grades 10 to 12. Problems noted by Shay and Nchu (2015) were that not all schools offered entrepreneurship education. Little is known about post-program effectiveness in actual start-ups and business performance. A study by Peterman and Kennedy (2013) investigating the effects of Young Achievement Australia on a sample of high school students in Australia found that the desirability and feasibility of entrepreneurship after attending the programme had increased, indicating that entrepre
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De Blasio, Heather, und Michael Francis. „Case study: Wilderness School, Adelaide, South Australia“. In Assessment for Teaching, 266–80. Cambridge University Press, 2017. http://dx.doi.org/10.1017/9781108116053.014.

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Hannaford, B. D. „Case studies in work experience at Marion High School, South Australia“. In Work Experience in Secondary Schools, 109–20. Routledge, 2018. http://dx.doi.org/10.4324/9780429452529-9.

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Reisch, Lucia A., Cass R. Sunstein und Micha Kaiser. „Most People Like Nudges—and Why that Matters“. In Theories of Choice, 73–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863175.003.0005.

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This chapter reports the results of nationally representative surveys in fourteen countries, investigating the attitudes of people towards nudges and nudging, with a particular focus on environmental and health nudges. The countries covered are Australia, Brazil, Canada, China, Denmark, France, Germany, Hungary, Italy, Japan, Russia, South Africa, South Korea, and the United Kingdom. There is strong majority support for both health and environmental nudges in all countries, with the exception of Japan, Denmark, and Hungary. China and South Korea stand out with particularly high acceptance rates. Beyond reporting the results of the combined dataset for the first time, the chapter provides an explanation first, of why policy makers might be interested in public approval or disapproval of nudges, and second, how information of public acceptance can inform both uses of and constraints on nudging.
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Campbell, Gordon. „9. America, Africa, and Australia“. In Garden History: A Very Short Introduction, 116–32. Oxford University Press, 2019. http://dx.doi.org/10.1093/actrade/9780199689873.003.0009.

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‘America, Africa, and Australia’ provides highlights of garden history in North America, Central America, South America, South Africa, and Australia. North America’s earliest traditional gardens were influenced by the settlers from Spain, France, the Netherlands, and England. After independence, garden design was transformed by designers such as Frederick Law Olmsted, the Colonial Revival movement, the Prairie School, and the California Style. The most important gardens in Central America are in Mexico and, in South America, the move away from European styles was led by the Brazilian plantsman and designer Roberto Burle Marx. Australia’s most important and influential garden designers have been William Guilfoyle and Edna Walling.
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Lu, Genshu, Mei Tian und Man Hong Lai. „Analysis of Factors Influencing Chinese Undergraduate Students' Choice of Foreign Postgraduate Education“. In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1048–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch048.

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This questionnaire study, involving 4,903 final year undergraduate students in China, investigated Chinese students' intention to seek foreign postgraduate education. Drawing on college choice models and “push-pull” models, this research presented a comprehensive model to explain Chinese college students' choices of foreign education. Logistic regression analysis showed that personal academic performance, foreign language proficiency, family socio-economic status, institutional factors, and quality of foreign education had significant impact on the intention to study abroad. The students' outward mobility was also driven by their dissatisfaction with domestic postgraduate education. The participants' perception of the academic quality of postgraduate education in the USA was the most positive, followed respectively by the UK, Hong Kong, and Australia. Theoretically, the research indicated that it was the “push-pull” pairs, as exemplified by dissatisfaction with domestic postgraduate education and perceived positive images of foreign postgraduate education, that led to Chinese students' decision to study abroad and their selection of specific study destinations. This study has implications for recruitment and retention of Chinese students in higher education institutions both in and outside China.
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Konferenzberichte zum Thema "School choice South Australia"

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Bense, Katharina, Michael Garrett und Greg Tolefe. „WHAT IT TAKES TO SUCCESSFULLY IMPLEMENT AN ENTERPRISE SOFTWARE SYSTEM: A CASE STUDY OF A LARGE SCHOOL DISTRICT IN NEW SOUTH WALES, AUSTRALIA“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2363.

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Frischknecht, Bart D., und Kate Whitefoot. „Defining Technology-Adoption Indifference Curves for Residential Solar Electricity Generation Using Stated Preference Experiments“. In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48007.

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Success in achieving environmental goals is intrinsically dependent on policy decisions, firm decisions, and consumer decisions. Understanding how consumer product adoption jointly depends on policy incentives and firm design decisions is necessary for both firms and governments to make optimal decisions. This paper demonstrates a methodology for assessing the linkage between policy incentives and firm decisions on the level of consumer adoption of a particular technology. A policy optimization is formulated and technology-adoption indifference curves are constructed to allow firms to identify the most profitable direction for product development given the policy environment, and similarly to allow government organizations to set policies that maximize technology adoption given firm decisions. As an example we use the residential solar electricity industry in New South Wales, Australia. Consumer choice is modeled using a mixed logit choice model estimated with hierarchical Bayes techniques from stated preference experiment data.
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Smith, Warren F., Michael Myers und Brenton Dansie. „F1 in Schools: An Australian Perspective“. In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Pratami, Yustika Rahmawati, und Nurul Kurniati. „Sex Education Strategy for Adolescents: A Scoping Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Berichte der Organisationen zum Thema "School choice South Australia"

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Dix, Katherine, Rachel Felgate, Syeda Kashfee Ahmed, Toby Carslake und Shani Sniedze-Gregory. School libraries in South Australia 2019 Census. Australian Council for Educational Research, September 2020. http://dx.doi.org/10.37517/978-1-74286-583-6.

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