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Auswahl der wissenschaftlichen Literatur zum Thema „South Australia. Central Board of Education“
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Zeitschriftenartikel zum Thema "South Australia. Central Board of Education"
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Tesoriero, Frank, und Abel Rajaratnam. „Partnership in education“. International Social Work 44, Nr. 1 (Januar 2001): 31–41. http://dx.doi.org/10.1177/002087280104400104.
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A partnership intended to be of educational mutual benefit has been developed between the School of Social Work and Social Policy of the University of South Australia and the Rural Unit for Health and Social Affairs, Tamil Nadu, India. The challenge of developing a mutually beneficial partnership between north and south, given the inequality in wealth that exists between the two, is a critical component in an ethically based relationship, most especially when it includes a profession that espouses social justice as a central value.
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Martinez, Magdalena, und Creso Sá. „Highly Cited in the South: International Collaboration and Research Recognition Among Brazil’s Highly Cited Researchers“. Journal of Studies in International Education 24, Nr. 1 (18.11.2019): 39–58. http://dx.doi.org/10.1177/1028315319888890.
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For researchers in the global South, international recognition in science arguably involves engaging with the norms, ideas, and people leading research activity in the global North. This article explores the relationship between international research collaboration and the publication activity of highly cited researchers in Brazil, a country that exerts regional leadership in scientific production in Latin America, but remains relatively peripheral to global science. This study examined the career trajectories and publication patterns of highly cited researchers based in Brazilian universities, using Web of Science and CV data. Our findings show a pattern of international mobility among the Brazilian highly cited researchers from the early stages of their careers. With few exceptions, engagement with the academic Anglosphere is central to their achievement of highly cited status, which is derived from co-authored publications with collaborators from the United States, the United Kingdom, and Australia in large teams.
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Nguyen, Hiep Duc, Matt Riley, John Leys und David Salter. „Dust Storm Event of February 2019 in Central and East Coast of Australia and Evidence of Long-Range Transport to New Zealand and Antarctica“. Atmosphere 10, Nr. 11 (28.10.2019): 653. http://dx.doi.org/10.3390/atmos10110653.
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Between 11 and 15 February 2019, a dust storm originating in Central Australia with persistent westerly and south westerly winds caused high particle concentrations at many sites in the state of New South Wales (NSW); both inland and along the coast. The dust continued to be transported to New Zealand and to Antarctica in the south east. This study uses observed data and the WRF-Chem Weather Research Forecast model based on GOCART-AFWA (Goddard Chemistry Aerosol Radiation and Transport–Air Force and Weather Agency) dust scheme and GOCART aerosol and gas-phase MOZART (Model for Ozone And Related chemical Tracers) chemistry model to study the long-range transport of aerosols for the period 11 to 15 February 2019 across eastern Australia and onto New Zealand and Antarctica. Wildfires also happened in northern NSW at the same time, and their emissions are taken into account in the WRF-Chem model by using the Fire Inventory from NCAR (FINN) as the emission input. Modelling results using the WRF-Chem model show that for the Canterbury region of the South Island of New Zealand, peak concentration of PM10 (and PM2.5) as measured on 14 February 2019 at 05:00 UTC at the monitoring stations of Geraldine, Ashburton, Timaru and Woolston (Christchurch), and about 2 h later at Rangiora and Kaiapoi, correspond to the prediction of high PM10 due to the intrusion of dust to ground level from the transported dust layer above. The Aerosol Optical Depth (AOD) observation data from MODIS 3 km Terra/Aqua and CALIOP LiDAR measurements on board CALIPSO (Cloud-Aerosol LiDAR and Infrared Pathfinder Satellite Observations) satellite also indicate that high-altitude dust ranging from 2 km to 6 km, originating from this dust storm event in Australia, was located above Antarctica. This study suggests that the present dust storms in Australia can transport dust from sources in Central Australia to the Tasman sea, New Zealand and Antarctica.
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Ledger, Susan, Alfred Masinire, Miguel Angel Díaz Delgado und Madeline Burgess. „Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico“. education policy analysis archives 29 (14.06.2021): 82. http://dx.doi.org/10.14507/epaa.29.6233.
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The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.
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Heslop, Jim. „A Personal Story of School Development In a Remote Community“. Australian Journal of Indigenous Education 24, Nr. 2 (1996): 12–14. http://dx.doi.org/10.1017/s1326011100002404.
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Between 1978 and 1979 I taught in a number of small newly established schools in some of the communities of what was then referred to as the Central Reserve (now called the Ngaanyatjarra Lands) in Western Australia. I had recently graduated from college and was very uncertain about the content and methodology required to be an effective teacher of Aboriginal students. This general lack of confidence was compounded by my lack of experience in interacting with Aboriginal people, especially those who spoke little English. Moreover, there was no support service from the regional education office in Kalgoorlie (about 1000 kms to the south) and I generally taught in one-teacher situations with little opportunity to share with other colleagues. In general, I found my professional life in the Central Reserve to be quite dissatisfying and disillusioning.
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McKinnon, David H., und C. J. Patrick Nolan. „Cosmology on the Internet: Distance Education for the Gifted and Talented“. Publications of the Astronomical Society of Australia 17, Nr. 2 (2000): 133–40. http://dx.doi.org/10.1071/as00133.
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AbstractIn 1994, the New South Wales Board of Studies, Australia, introduced three high level Distinction Courses for gifted and talented students: Comparative Literature, Cosmology, and Philosophy. All are offered by distance education but the cosmology course employs an interactive design model and an extensive communication system that differentiates it from the other two. This paper explains the model and the way it is used in practice to organise, sequence and deliver the course. A discussion addresses ways in which the model might be used to design a wider range of courses in science for gifted and talented students.
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Zhang, Yixin. „Investigating K-12 teachers’ use of electronic board in the classroom in the Central South of United States“. Education and Information Technologies 24, Nr. 1 (11.09.2018): 825–41. http://dx.doi.org/10.1007/s10639-018-9800-9.
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Veblen, Kari K., Nathan B. Kruse, Stephen J. Messenger und Meredith Letain. „Children’s clapping games on the virtual playground“. International Journal of Music Education 36, Nr. 4 (14.05.2018): 547–59. http://dx.doi.org/10.1177/0255761418772865.
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This study considers children’s informal musicking and online music teaching, learning, playing, and invention through an analysis of children’s clapping games on YouTube. We examined a body of 184 games from 103 separate YouTube postings drawn from North America, Central and South America, Europe, Africa, Asia, Australia, and New Zealand. Selected videos were analyzed according to video characteristics, participant attributes, purpose, and teaching and learning aspects. The results of this investigation indicated that pairs of little girls aged 3 to 12 constituted a majority of the participants in these videos, with other participant subcategories including mixed gender, teen, adult, and intergenerational examples. Seventy-one percent of the videos depicted playing episodes, and 40% were intended for pedagogical purposes; however, several categories overlapped. As of June 1, 2016, nearly 50 million individuals had viewed these YouTube postings.
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Pietsch, Tamson. „Universities, war and the professionalization of dentistry“. History of Education Review 45, Nr. 2 (03.10.2016): 168–82. http://dx.doi.org/10.1108/her-09-2015-0016.
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Purpose The purpose of this paper is to bring together the history of war, the universities and the professions. It examines the case of dentistry in New South Wales, detailing its divided pre-war politics, the role of the university, the formation and work of the Dental Corps during the First World War, and the process of professionalization in the 1920s. Design/methodology/approach The paper draws on documentary and archival sources including those of the University of Sydney, contemporary newspapers, annual reports and publication of various dental associations, and on secondary sources. Findings The paper argues that both the war and the university were central to the professionalization of dentistry in New South Wales. The war transformed the expertise of dentists, shifted their social status and cemented their relationship with the university. Originality/value This study is the first to examine dentistry in the context of the histories of war, universities and professionalization. It highlights the need to re-evaluate the changing place of the professions in interwar Australia in the light both of the First World War and of the university’s involvement in it.
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Clancey, Garner. „Local Crime Prevention: ‘Breathing Life (Back) into Social Democratic and Penal Welfare Concerns’?“ International Journal for Crime, Justice and Social Democracy 4, Nr. 4 (01.12.2015): 40–57. http://dx.doi.org/10.5204/ijcjsd.v4i4.198.
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Fieldwork in the inner-Sydney postcode area of Glebe (New South Wales, Australia) sought to understand how local community workers conceptualise crime causation and the approaches adopted to prevent crime. Observation of more than 30 inter-agency meetings, 15 interviews and two focus groups with diverse local workers revealed that social-welfare or ‘root’ causes of crime were central to explanations of local crime. Numerous crime prevention measures in the area respond directly to these understandings of crime (a youth diversion program on Friday and Saturday evenings, an alternative education program, a police-youth exercise program, and so on). While other more surveillant forms of crime prevention were evident, the findings of this research suggest a significant social-welfare orientation to crime prevention. These findings echo Brown’s (2012) observations of the resilience of penal-welfarism in Australia.
Dissertationen zum Thema "South Australia. Central Board of Education"
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Aland, Jenny, und n/a. „Art and design education in South Australian Schools, from the early 1880s to the 1920s: the influence of South Kensington and Harry Pelling Gill“. University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050601.145749.
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This thesis focuses specifically on what was taught in schools in South
Australia in the context of art and design education. The period covered by the
study extends from the 1880s, when a Central Educational Authority was
established in South Australia, to the late 1920s, when significant changes to art
and design philosophies and course designs became identifiable.
The nature and content of the art and design courses designed and used in
South Australia is examined against an historical background of influences such as
the South Kensington System of drawing and that devised by Walter Smith for the
Massachusetts educational system in the United States of America.
The significant contribution of Harry Pelling Gill to the teaching of art and
design in schools is closely examined. It is posited that his single influence affected
the teaching of art and design in South Australian schools until well into the
twentieth century.
The process of the study looks in detail at the overall philosophies behind the
teaching of art and design, the methodologies employed and the classroom practice
which pupils and teachers undertook in the pursuit of courses outlined. Issues
such as methods of teacher training, correspondence courses, examinations and
exhibitions are considered as these relate to the central theme of the study.
The study concludes in the late 1920s, with the advent of a revised course of
instruction for public elementary schools, which heralded significant changes in
both the content and methodology of art and design teaching in South Australian
schools.
Buchteile zum Thema "South Australia. Central Board of Education"
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Lechtreck, Elaine Allen. „School Desegregation“. In Southern White Ministers and the Civil Rights Movement, 11–53. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496817525.003.0002.
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On 17 May 1954, the Supreme Court of the United States ruled unanimously in Brown v The Board of Education that segregated public schools are unconstitutional. This chapter describes massive resistance organized by politicians and white supremacist groups throughout the South. Crises are described at Clinton High in Tennessee, Central High in Little Rock, Arkansas, the Universities of Mississippi and Alabama, Tuskegee High School in Alabama, and Clemson University in South Carolina as well as the courage of the Reverends Turner, Boggs, Cartwright, Ogden, Campbell, Gray, Davis, Sellers, Morris, Cousins, Lyles, Jackson, and Webster at these locations. It includes statements in support of the decision by the governing boards of major religious denominations, twenty-eight young ministers of the Mississippi Methodist Conference, and contributors to South Carolinians Speak, a booklet on moderation. Later the Supreme Court backed away from enforcing school integration. Scholars Wright, Jacoway, Wolters, Bell, Higgins, and Snider comment.
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Gershenhorn, Jerry. „Segregation Must and Will Be Destroyed“. In Louis Austin and the Carolina Times. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469638768.003.0005.
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During the postwar decade leading up to the Brown v. Board of Education decision, Austin played a central role in increasing black voter registration, working with the Durham Committee on Negro Affairs, leading to the election of the first black member of the Durham city council in 1953. He also made important efforts to integrate public facilities. He organized an integrated football game in Durham, between a white team and a black team, which was hailed as the first racially integrated football game in the South. Austin continued to prioritize the fight for equitable public education for African Americans in the postwar years. Austin pursued a dual strategy, pressing for integration, particularly in higher education, while fighting for equal funding for black schools and equal salaries for black teachers.
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Seltzer, Andrew. „Early Childhood Programs“. In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0016.
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The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.
Konferenzberichte zum Thema "South Australia. Central Board of Education"
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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari und Hanung Prasetya. „Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis“. 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.03.131.
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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131