Relevant bibliographies by topics / Articulation (Education) Australia

Academic literature on the topic 'Articulation (Education) Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Articulation (Education) Australia"

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Keating, Jack. "Post‐school articulation in Australia: a case of unresolved tensions." Journal of Further and Higher Education 30, no. 1 (February 2006): 59–74. http://dx.doi.org/10.1080/03098770500432039.

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Dai, Kun, and Jaime Garcia. "Intercultural Learning in Transnational Articulation Programs." Journal of International Students 9, no. 2 (May 15, 2019): 362–83. http://dx.doi.org/10.32674/jis.v9i2.677.

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Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students’ intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students’ experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants’ intercultural learning experiences were far more complex than the theoretical model of “stress-adaptation-development.” The students’ agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.
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Moyles, Janet. "Nationally Prescribed Curricula and Early Childhood Education: The English Experience and Australian Comparisons—Identifying the Rhetoric and the Reality!" Australasian Journal of Early Childhood 21, no. 1 (March 1996): 27–31. http://dx.doi.org/10.1177/183693919602100107.

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Working in Australia for a short period enabled the writer to make a number of comparisons between the National Curriculum established in England since 1989 and the statements contained within the National Agenda for Curriculum Reform in Australia. The impact of such curriculum reform upon well respected early childhood practices has caused much concern in the UK with many experienced people speaking out strongly against the perceived downward pressures upon under five's practitioners. Areas of particular concern have been those associated with a heavily subject-dominated curriculum and highly formalised assessment arrangements beginning with seven-year-olds. This paper considers some of the rhetoric and reality which underpins both country's curriculum reforms and offers suggestions to Australian early childhood educators as to the issues which are likely to require from them, over the next few months and years, a clear and sound articulation of quality early childhood practice.
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Dai, Kun. "Learning between two systems: a Chinese student’s reflexive narrative in a China-Australia articulation programme." Compare: A Journal of Comparative and International Education 50, no. 3 (September 17, 2018): 371–90. http://dx.doi.org/10.1080/03057925.2018.1515008.

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Biermann, Soenke, and Marcelle Townsend-Cross. "Indigenous Pedagogy as a Force for Change." Australian Journal of Indigenous Education 37, S1 (2008): 146–54. http://dx.doi.org/10.1375/s132601110000048x.

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AbstractIndigenous academics over the past decade and a half have been focusing strongly, in terms of theory development, on Indigenous epistemologies and research methodologies. What has not been given equal academic attention is the theoretical articulation of Indigenous pedagogy, not only as a valid system of knowledge and skill transfer, but also as one that conveys meaning, values and identity. In this paper, we want to explore some of the practical aspects of Indigenous pedagogy in a tertiary setting by way of a student-teacher dialogue and also discuss the wider implications of a theoretical articulation from our perspective as researchers and academics. We argue that at the intersection of the discourses on transformative pedagogy and Indigenous education in Australia lays an unexplored concept which, properly articulated and implemented, could have great benefits for all learners. Having been afforded attention elsewhere, particularly in North America, it is time to discuss Indigenous pedagogy as a teaching methodology based on Indigenous values and philosophies in Australia today.
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Stone, Nick. "Coming in from the interprofessional cold in Australia." Australian Health Review 31, no. 3 (2007): 332. http://dx.doi.org/10.1071/ah070332.

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In Australia, implementation of interprofessional education (IPE) has been slow compared with peer countries. One cause is an apparent uncertainty about where and how to situate IPE at policy levels. Without a clear articulation of related needs, vision and purpose, IPE has largely remained isolated from the strategic planning and funding cycles necessary for implementation as ?core business? across various sectors, systems and levels. This paper draws on international developments and research to emphasise the need to complement innovative IPE practice with supporting policy, specifically to optimise the quality of future health care delivery. Major forces for change are identified, as well as some residual barriers and possible strategies to bring IPE ?in from the policy cold? in Australia.
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FitzGerald, Gerard J., Peter Aitken, Paul Arbon, Frank Archer, David Cooper, Peter Leggat, Colin Myers, Andrew Robertson, Michael Tarrant, and Elinor R. Davis. "A National Framework for Disaster Health Education in Australia." Prehospital and Disaster Medicine 25, no. 1 (February 2010): 4–11. http://dx.doi.org/10.1017/s1049023x00007585.

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AbstractIntroduction:Recent events have heightened awareness of disaster health issues and the need to prepare the health workforce to plan for and respond to major incidents. This has been reinforced at an international level by the World Association for Disaster and Emergency Medicine, which has proposed an international educational framework.Objective:The aim of this paper is to outline the development of a national educational framework for disaster health in Australia.Methods:The framework was developed on the basis of the literature and the previous experience of members of a National Collaborative for Disaster Health Education and Research. The Collaborative was brought together in a series of workshops and teleconferences, utilizing a modified Delphi technique to finalize the content at each level of the framework and to assign a value to the inclusion of that content at the various levels.Framework:The framework identifies seven educational levels along with educational outcomes for each level. The framework also identifies the recommended contents at each level and assigns a rating of depth for each component. The framework is not intended as a detailed curriculum, but rather as a guide for educationalists to develop specific programs at each level.Conclusions:This educational framework will provide an infrastructure around which future educational programs in Disaster Health in Australia may be designed and delivered. It will permit improved articulation for students between the various levels and greater consistency between programs so that operational responders may have a consistent language and operational approach to the management of major events.
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Schembri, Adam, David McKee, Rachel McKee, Sara Pivac, Trevor Johnston, and Della Goswell. "Phonological variation and change in Australian and New Zealand Sign Languages: The location variable." Language Variation and Change 21, no. 2 (July 2009): 193–231. http://dx.doi.org/10.1017/s0954394509990081.

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AbstractIn this study, we consider variation in a class of signs in Australian and New Zealand Sign Languages that includes the signs think, name, and clever. In their citation form, these signs are specified for a place of articulation at or near the signer's forehead or above, but are sometimes produced at lower locations. An analysis of 2667 tokens collected from 205 deaf signers in five sites across Australia and of 2096 tokens collected from 138 deaf signers from three regions in New Zealand indicates that location variation in these signs reflects both linguistic and social factors, as also reported for American Sign Language (Lucas, Bayley, & Valli, 2001). Despite similarities, however, we find that some of the particular factors at work, and the kinds of influence they have, appear to differ in these three signed languages. Moreover, our results suggest that lexical frequency may also play a role.
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Thomas, Ian, Matthias Barth, and Teresa Day. "Education for Sustainability, Graduate Capabilities, Professional Employment: How They All Connect." Australian Journal of Environmental Education 29, no. 1 (July 2013): 33–51. http://dx.doi.org/10.1017/aee.2013.14.

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AbstractEducation for Sustainability (EfS) has an intimate relationship with professional employment as we seek to develop graduates who will take EfS values and understanding into their workplaces to build a sustainable future. The connection is through the capabilities that employers are wanting in the people they employ, and they are the outcomes of the educational experiences that we educators provide for the graduates. This article discusses the role of capabilities and their articulation in universities, particularly the types of capabilities sought by employers, both in Australia and more generally. We discuss similarities and differences articulated by academics and industry, and the implications for curriculum design and outcomes. In parallel, we note the discussion of capabilities associated with EfS and identify similarities with more broadly defined graduate capabilities. Research associated with the exploration of the breadth of the environment profession provides examples of the connections. These insights combine to highlight tension between what is sought by industry and what is needed to embed sustainable development actions into industry through the change agents graduated from our universities.
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Macallan, Brian. "The Openseminary Methodology: Practical Theology as Personal, Local and Transformative." Religions 12, no. 8 (August 17, 2021): 652. http://dx.doi.org/10.3390/rel12080652.

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Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.
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Dissertations / Theses on the topic "Articulation (Education) Australia"

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Richardson, Christine. "The effects of TAFE/university articulation on the education of librarians in Australia." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2581.

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The thesis examines those students in the department of Information Studies at Curtin University of Technology who have articulated into the Bachelor of Applied Science (Information and Library Studies) through holding an Associate Diploma which qualifies them as paraprofessional library technicians.An analysis of students in the department over a period of ten years examines the number and characteristics of library technicians upgrading their qualifications and compares the academic performance of articulating students with those who have no previous qualifications in librarianship. This examination reveals little difference in the academic performance of the two groups. Interviews with academic staff and students reveal attitudes towards articulation, articulating students, education and the relationship between the professional and paraprofessional levels in librarianship which will need to be taken into account in future curricula and course development.
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Richardson, Christine. "The effects of TAFE/university articulation on the education of librarians in Australia." Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16654.

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The thesis examines those students in the department of Information Studies at Curtin University of Technology who have articulated into the Bachelor of Applied Science (Information and Library Studies) through holding an Associate Diploma which qualifies them as paraprofessional library technicians.An analysis of students in the department over a period of ten years examines the number and characteristics of library technicians upgrading their qualifications and compares the academic performance of articulating students with those who have no previous qualifications in librarianship. This examination reveals little difference in the academic performance of the two groups. Interviews with academic staff and students reveal attitudes towards articulation, articulating students, education and the relationship between the professional and paraprofessional levels in librarianship which will need to be taken into account in future curricula and course development.
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Book chapters on the topic "Articulation (Education) Australia"

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McInnerney, Marlyn. "Insider Research: Articulating the Voices of Women Schooling Their Children in Remote Queensland, Australia." In Palgrave Studies in Education Research Methods, 251–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_15.

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Tuapawa, Kimberley. "A Phenomenological Interpretation of Teachers' Online Technology Experiences With Students in Blended Tertiary Environments." In Advanced Online Education and Training Technologies, 27–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7010-3.ch002.

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This research made a phenomenological interpretation of key stakeholders' educational online technology (EOT) experiences to establish their current EOT needs and challenges and provide a basis from which to provide effective support. It analyzed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted their meanings through an abstraction and articulation of local and global themes. This chapter is an update of the fourth in a series of six publications to present the local themes. It documents the interpretations of teachers' experiences with students, in reference to their use of three types of EOTs: learning management systems, online video platforms, and online networking tools. These interpretations, which include descriptions of teachers' challenges using these tools, helped to inform a set of recommendations for effective EOT use, to assist tertiary education institutes (TEIs) to address technology-based challenges and meet their key stakeholders' needs.
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Woods, Leanna, Shiva Sharif Bidabadi, Angela Ryan, Tim Shaw, and Meredith Makeham. "Improving the Digital Capabilities of Australia’s Health Workforce: The National Digital Health Workforce and Education Roadmap." In Healthier Lives, Digitally Enabled. IOS Press, 2021. http://dx.doi.org/10.3233/shti210014.

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There is a need to improve the digital capabilities of the health workforce through training and education. Until now there has not been a national strategy that addresses the digital capability gaps in the existing and emerging health workforce. This paper describes the development of a national strategy to improve the digital capabilities of Australia’s health workforce. A mixed-method approach was used to incorporate the findings of a literature review, stakeholder interviews, online and offline workshops, consumer interviews, and surveys to develop the national strategy. Various stakeholder groups across all Australian jurisdictions were engaged in its development. The final strategy consists of key principles, a three-horizon framework reflecting the maturity levels, and a digital profile framework articulating the expectations of the many stakeholders in health.
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Brown, Mike. "Inclusive Growth in Higher Education." In Advancing Knowledge in Higher Education, 132–50. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6202-5.ch009.

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Much effort has been expended on developing pathways, articulation, and credit for Vocational Education and Training (VET) graduates seeking access and partial credit within a Higher Education (HE) course. In this chapter, the author discusses whether the policy settings of “inclusive growth” associated with the post-Bradley era in Australian higher education provides an opportunity to enact the recognition of fair and just learning equivalence for VET graduates who are seeking to participate in further studies within higher education. It is argued that VET graduates have not always been considered equally and consistently by HE providers; however, the operationalizing of current policy settings may rectify this through the implementation of fair and consistent processes. It is proposed that the inclusion of VET graduates into HE has the potential to make a positive contribution to a more inclusive and broader notion of knowledge and which leads to a richer educational experience for all.
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Tuapawa, Kimberley. "A Phenomenological Interpretation of Students' Online Technology Experiences With Other Students in Blended Tertiary Environments." In Innovative Applications of Online Pedagogy and Course Design, 338–57. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5466-0.ch017.

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This research made a phenomenological interpretation of key stakeholders' educational online technology (EOT) experiences, to establish their current EOT needs and challenges and provide a basis from which to provide effective support. It analysed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted their meanings through an abstraction and articulation of local and global themes. It documents the interpretations of students' experiences with other students, in reference to their use of four types of EOTs: online conference tools, learning management systems, online social networks, and online collaboration tools. These interpretations, which include descriptions of stakeholders' EOT challenges, helped to inform a set of recommendations for effective EOT use, to assist TEIs in their efforts to address EOT challenges and meet their stakeholders' needs.
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Mkrttchian, Vardan. "Avatar Manager and Student Reflective Conversations as the Base for Describing Meta-Communication Model." In Meta-Communication for Reflective Online Conversations, 76–101. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-071-2.ch005.

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This chapter describes the meta-communication model and illustrates its applicability. The model integrates previous discursive approaches to reflective practice and extends them with additional relevant concepts. The meta-communication model concepts are mainly based on Avatar Manager and Student Reflective Conversations pedagogical theory. By means of the case examples, this chapter also illustrates how the model can be used for making meaning in experiential and theoretical based online educational courses and collective sense-making, i.e. the articulation and contesting the meaning and relevance of ideas. This chapter argues that the model provides a way for systematically and meaningfully structuring and organizing meta-level conversations in virtual classroom. The use of reflective pedagogies has long been considered as critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine the student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses which are utilized reflective pedagogies. One course focuses on topics related to the service-learning and the second on the placement-based internships. All of them were instructed using online coursework based in reflective pedagogies to the compliment on-site placements within local communities. Thus, created software of Meta-Communication Model applicable for using in virtual education process and in virtual research collaboration works at the Astrakhan State University (Russian Federation) and at All Armenian Internet University (Australian Federation and the Republic of Armenia) for the development of avatars has significant potential to enhance realism, automation capability, and effectiveness across the training environments variety.
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