Academic literature on the topic 'Australian educational administrators'
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Journal articles on the topic "Australian educational administrators"
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." Journal of Information Technology Education: Research 15 (2016): 049–73. http://dx.doi.org/10.28945/2335.
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This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Riley, Tasha. "Exceeding Expectations: Teachers’ Decision Making Regarding Aboriginal and Torres Strait Islander Students." Journal of Teacher Education 70, no. 5 (October 20, 2018): 512–25. http://dx.doi.org/10.1177/0022487118806484.
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Although Indigenous and non-Indigenous teachers, administrators, and educational policy makers have made efforts to improve Indigenous educational outcomes, slow progress limits the opportunities available to Indigenous learners and perpetuates social and economic disadvantage. Prior Canadian studies demonstrate that some teachers attribute low ability and adverse life circumstances to Indigenous students, possibly influencing classroom placement. These findings were the catalyst for an Australian-based study assessing the influence students’ Aboriginal and/or Torres Strait Islander status had upon teachers’ placement decisions. Teachers allocated fictional students to supplementary, regular, or advanced programs. Study findings revealed that teachers’ decisions were based upon assumptions regarding the perceived ability, family background, and/or life circumstances of Indigenous learners. The research tool designed for this study provides a way for teachers to identify the implications of biases on decision making, making it a valuable resource for teacher educators engaging in equity work with preservice teachers.
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Lodge, J., and E. Frydenberg. "Cyber-Bullying in Australian Schools: Profiles of Adolescent Coping and Insights for School Practitioners." Australian Educational and Developmental Psychologist 24, no. 1 (2007): 45–58. http://dx.doi.org/10.1017/s0816512200029096.
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AbstractCyber-bullying has emerged as the latest Permutation of school bullying. The growing number and the level of severity of cyber-bullying call for our educators, researchers, administrators, and authorities to take action. But before we can tackle this problem, a better understanding of the issue and how we can best support students is necessary. This study of 652 young people aged 11–17 years from Melbourne independent and state government schools, provides data on bullying that uses information and communication technologies (cyber-bullying), general bullying, and overall patterns of coping. Results revealed significant gender and school differences – with girls from independent schools reporting more cyber-bullying problems. These findings contrast with those of ‘real-world’(general) school bullying. Further analyses suggest that young people who are persistently victimised have most likely exhausted their strategies for responding. Of note, apprehensive and avoidant coping profiles exemplified girls reporting greater levels of cyber-bullying while boys reporting cyber-bullying problems were characterized by apprehensive, but active coping actions. The findings offer clear avenues of support for school practitioners and may also facilitate the identification of young people who are at high risk for negative outcomes.
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Macpherson, R. J. S. "The Politics of Regionalization in Victoria's Education Department, 1955 to 1979." Australian Journal of Education 31, no. 2 (August 1987): 187–204. http://dx.doi.org/10.1177/000494418703100206.
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Recent ethnographic research (Macpherson, 1984) into the realities of three regional directorships in Victoria in the early 1980s stimulated this examination of the influence that politicians and leading educational administrators have had on regionalization policy in earlier decades. Data from that study consistently indicated that politico-historical forces explained much of what later emerged as ‘policy’. This paper begins with the bureaucratic and political machinations of the late 1950s and 1960s, concerned with regionalism, before relating the establishment and development of regional administration to wider Australian contexts and to assumptions and practices in the Education Department during that period. The descriptive treatment serves to emphasize the status of Victoria's regionalization policy in education between 1955 and 1979 as a political artefact that was largely and reluctantly negotiated among centrally located bureaucrats and politicians.
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MacCarrick, Geraldine R. "Professional medical leadership: a relational training model." Leadership in Health Services 27, no. 4 (October 6, 2014): 343–54. http://dx.doi.org/10.1108/lhs-03-2014-0024.
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Purpose – This paper aims to describe the educational philosophy and practice underpinning the Royal Australasian College of Medical Administrators (RACMA) program and how it is aligned with the needs of the Australian and New Zealand health care systems. Preparing future doctors as medical leaders requires keeping pace with developments in medical education and increased sophistication on the part of teaching and supervising faculty. Design/methodology/approach – This paper is a descriptive case study. The data are complemented by workforce data and excerpts from the RACMA Management and Leadership Curriculum. Findings – The RACMA has developed a program informed by current best practices in medical education. The educational underpinnings and instructional practices of the RACMA emphasize leadership as a collaborative social process and the importance of relational leadership in successful modern day practice. The ongoing development of the program has a focus on setting of clear learning objectives, regular and continuous feedback to trainees and reflective practice facilitated by the close relationship between trainees and their preceptor. Research limitations/implications – Although a site-specific case study, the application of relational models of teaching can be applied in other settings. Practical implications – The application of relational models of teaching can be applied in other settings. Social implications – This paper fulfils a social need to describe successful competency models used for medical leadership development. Originality/value – This paper fulfils an identified need to define competency models used as a foundation for medical leadership development.
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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.
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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.
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Dawson, Shane, Bruce Burnett, and Mark O'Donohue. "Learning communities: an untapped sustainable competitive advantage for higher education." International Journal of Educational Management 20, no. 2 (February 1, 2006): 127–39. http://dx.doi.org/10.1108/09513540610646118.
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PurposeThis paper demonstrates the need for the higher education sector to develop and implement scaleable, quantitative measures that evaluate community and establish organisational benchmarks in order to guide the development of future practices designed to enhance the student learning experience.Design/methodology/approachLiterature regarding contemporary Australian higher education policy and community development is critiqued to illustrate the need for universities to adopt scaleable quantitative measures to evaluate stated strategic imperatives and establish organisational benchmarks. The integration of organisational benchmarks guides the implementation of future practices designed to enhance the student learning experience. A current active exemplar methodology is discussed to demonstrate applicability to both higher education administrators and teaching staff across the various organisation levels.FindingsWhile universities are promoting and investing in the concept of community to enhance the student learning experience there are as yet, limited scaleable evaluative measures and performance indicators to guide practitioners. This paper proposes an effective measurement tool to benchmark current pedagogical performance standards and monitor the progress and achievement of future implemented practices designed to enhance the sense of community experienced by the student cohort.Originality/valueThis paper identifies and addresses the current absence of effective scaleable evaluative measures to assess the achievement of stated strategic imperatives implemented as a consequence of reducing government financial support, increasing accountability, and increasing student expectations as result of educational consumerism.
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J. Fahey, Shireen, John R. Labadie, and Noel Meyers. "Turning the Titanic: inertia and the drivers of climate change education." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.
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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings – The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Practical implications – The paper includes implications for postgraduate level curricula design, implementation and programme evaluation. Originality/value – The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.
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Gifford, Edward F. "An Australian Rationale for Music Education Revisited: A Discussion on the Role of Music in the Curriculum." British Journal of Music Education 5, no. 2 (July 1988): 115–40. http://dx.doi.org/10.1017/s0265051700006471.
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One of the outcomes of the National Music Administrators' Conference held in Brisbane, Australia, in 1980 was a ‘Rationale for Music Education’ in Australian schools. This paper uses this Rationale as a stimulus for the discussion of the role of music in the curriculum. The issues raised here are neither new nor distinctively Australian. However, an attempt has been made to evaluate critically what Eisner would categorise as the ‘contexturalist’ and ‘essentialist’ justification for music in education. In an age of accountability and timetable restraints, teachers and administrators must explain their curricula to different audiences. Therefore, the ability to justify music in the curriculum must become part of the teacher's professional equipment.
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E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.
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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
Books on the topic "Australian educational administrators"
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Beavis, Allan. The independent school development officer: An Australian perspective. Armidale, NSW: Ross Thomas Administrative Promotions, 1990.
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Ivory Basement Leadership: Power and Invisibility in the Changing University. Univ of Western Australia Pr, 2004.
Find full textBook chapters on the topic "Australian educational administrators"
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Fernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 662–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch030.
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There is a significant lack of documented research on Australian school improvement that is contextualized within business improvement model settings. This is the case even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing what educational quality is within schools. It will present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organizational level and that focus remains on the important core business of student learning. This adapted version has been described as strategic TQM and a case is made for its use in Australian schools through five transformations that are brought about through the SCOPE cycle for school improvement.
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O’Connell, Nadia, and Ho Yin Wong. "Optimal Motivation and Governance of Education Agents." In Handbook of Research on Transnational Higher Education, 118–37. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch007.
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This chapter addresses the issue of marketing higher education institutions through education agents, focusing on ways to gain a competitive advantage over other institutions in the context of increasing global competition while maintaining close management and governance of this distribution channel. Qualitative in-depth interviews were conducted with 31 Australian university international marketing managers and staff, and 16 education agents based in Australia and overseas. The findings show seven main themes, namely, service and support, joint promotion, incentives, training, gifts, social activities, and relationship enhancement. The contributions of this chapter are the provision of experiences, ideas, attitudes, and perspectives of how Australian universities work in partnership with education agents throughout the world to recruit international students in an increasingly competitive marketplace, whilst ensuring obligations are met under Australian international education legislation. This chapter provides marketing specialists, educational administrators, and policy makers with practical real life examples of motivational and management techniques.
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Fernandes, Venesser. "Investigating the Role of Data-Driven Decision-Making Within School Improvement Processes." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1707–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch077.
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This chapter provides a detailed literature review exploring the importance of data-driven decision-making processes in current Australian school improvement processes within a context of evidence-based organizational change and development. An investigation into the concept of decision-making and its effect on organizational culture is conducted as change and development are considered to be the new constants in the current discourse around continuous school improvement in schools. In a close examination of literature, this chapter investigates how key factors such as collaboration, communication, and organizational trust are achieved through data-driven decision-making within continuous school improvement processes. The critical role of leadership in sustaining data cultures is also examined for its direct impact on continuous school improvement processes based on evidence-based organizational change and development practices. Future implications of data-driven decision-making to sustain continuous school improvement and accountability processes in Australian schools are discussed.
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Lu, Genshu, Mei Tian, and 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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Mohsin, Ahmed Mansour, Fernando F. Padró, and Karen Trimmer. "Using the QFD Matrix as a Major Continuous Improvement Tool to Improve Organizational Quality." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 763–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch035.
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This is a case study of an Australian higher education institution (HEI) using quality function deployment (QFD) to identify areas of improvement in serving and meeting the needs of international students enrolled at this university. The composite institution reflects what is currently happening at the time of this writing as part of a process of determining international student needs and ensuring that these are met while meeting academic and institutional requirements (IR). The use of QFD fills a major gap since most methodologies practiced do not focus on either capturing the international students' voice or align these with IRs to enhance the opportunities for successful completion of a degree and meeting student personal and professional expectations. Results are incomplete at this time and thus cannot be reported, but a discussion of the approach is provided, and initial observations are presented to adequately describe the use of QFD and processes and tools used to complete different parts are the central piece of the process, the house of quality (HoQ).
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Skues, Jason, Jeffrey Pfeifer, Alfie Oliva, and Lisa Wise. "Responding to the Needs of Prisoners with Learning Difficulties in Australia." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 1311–21. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch070.
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Offenders who are convicted of a crime in Australia are encouraged to participate in educational and vocational training programs during their time in prison. However, one of the significant challenges encountered by not only prisoners who enroll in educational and vocational training programs, but also for the staff who teach into these programs, are prisoners who experience learning difficulties. Prison teachers and other staff are ordinarily unaware of which offenders experience such difficulties. Given that unidentified learning difficulties are associated with poor educational, employment and psychological outcomes, it is critical that prisoners who experience specific learning difficulties are identified, and that educational and vocational training programs offered in prisons cater for the diverse learning needs of all prisoners. This review highlights issues with the identification of learning difficulties and proposes methods of supporting prisoners who experience learning difficulties and the people tasked with managing them. Such a review offers an important contribution to the literature on educational and vocational training programs in prisons as well as practical implications for prisoners, teachers and administrators.
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Baskin, Colin. "Transforming the K-12 Classroom with ICT." In Information Communication Technologies, 2084–103. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch152.
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This chapter begins with four very public examples of how K-12 education providers across Australia are attempting to assimilate new teaching and learning technologies into existing teaching and learning structures. The transition as predicted is not altogether smooth, and questions are raised as to where and how the discourses of literacy, education, and technology converge in the information and communication technology classroom. The discussion presents a layered case study that brings together the practical discourse of the teacher, the new discourses of literacy, teaching and learning confronting our students, and the challenge these provide to the management discourse of school administrators. In doing so, it points conclusively to the fact that new configurations of learning are at work in our online classrooms.
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Baskin, Colin, Michelle Barker, and Peter Woods. "Industry-Relevant Smart Community Partnerships." In Encyclopedia of Developing Regional Communities with Information and Communication Technology, 433–38. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-575-7.ch075.
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Logan City (population of 400,000) is Queensland’s third largest city and one of the fastest growing in Australia. The population is expected to grow to almost 500,000 by 2011 (Logan City Council, 2001). Other characteristics of the region include its relatively young population profile, and the higher than average proportions of persons from low socio-economic and non-English speaking backgrounds who live in some areas of the region. Further, unemployment rates tend to be high in parts of the region and higher education participation rates are low. Economic activity tends to be based in small and medium business and light industry. The employment profile of the region has a lower proportion of professionals, managers and administrators than the rest of Queensland. Overall, the regional profile has a higher proportion of tradespersons, clerks, plant and machinery operators, and sales and personal services workers than state averages.
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George-Walker, Linda De, Abdul Hafeez-Baig, Raj Gururajan, and P. A. Danaher. "Experiences and Perceptions of Learner Engagement in Blended Learning Environments." In Cases on Online and Blended Learning Technologies in Higher Education, 23–43. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch002.
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One of the most significant challenges in learning and teaching is to maximize successful and sustainable learner engagement. The growing literature about blended learning environments and technologies provides plenty of scope for an interrogation of the intersection between learner engagement and blended learning. This chapter takes up that interrogation by presenting the case of the University of Southern Queensland, Australia. The chapter focuses on three postgraduate courses offered by the institution: two in the Faculty of Business and the other in the Faculty of Education; and each course representing a different position along the continuum from blended to fully online. The chapter presents a detailed examination of all three courses in relation to design, development, and management, informed by a conceptualization of blended learning as it intersects with learner engagement. Several types of evidence are deployed in evaluating the courses against the assembled information about experiences and perceptions of learner engagement and blended learning communicated by students, academic staff members, and program administrators. This evidence suggests some significant implications for the ongoing theorization of blended learning, how its effectiveness can be maximized, and what its connections with learner engagement are and should be.
Conference papers on the topic "Australian educational administrators"
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.