Academic literature on the topic 'Australian Study and teaching Victoria History'
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Journal articles on the topic "Australian Study and teaching Victoria History"
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.
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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Mulcahy, Sean Alexander, and Sean Mulcahy. "Acting Law | Law Acting: A Conversation with Dr Felix Nobis and Professor Gary Watt." Exchanges: The Interdisciplinary Research Journal 4, no. 2 (April 30, 2017): 189–200. http://dx.doi.org/10.31273/eirj.v4i2.158.
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Dr Felix Nobis is a senior lecturer with the Centre for Theatre and Performance at Monash University. He has worked as a professional actor for many years. He previously played an assistant to the Crown Prosecutor in the Australian television series, Janus, which was set in Melbourne, Victoria and based on the true story of a criminal family allegedly responsible for police shootings. He also played an advisor to a medical defence firm in the Australian television series MDA. He is a writer and professional storyteller. He has toured his one-person adaptation of Beowulf (2004) and one-person show Once Upon a Barstool (2006) internationally and has written on these experiences. His most recent work Boy Out of the Country (2016) is written in an Australian verse style and has just completed a tour of regional Victoria. Professor Gary Watt is an academic in the School of Law at the University of Warwick where his teaching includes advocacy and mooting. He also regularly leads rhetoric workshops at the Royal Shakespeare Company. He is the author of Dress, Law and Naked Truth (2013) and, most recently, Shakespeare’s Acts of Will: Law, Testament and Properties of Performance (2016), which explores rhetoric in law and theatre. He also co-wrote A Strange Eventful History, which he performed with Australian choral ensemble, The Song Company, to mark the 400th anniversary of Shakespeare’s death.
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Stevenson-Clarke, Peta, and Bradley Bowden. "Difference of purpose: The usage of railway accounts in Victoria and Queensland (1880–1900), a comparative study." Accounting History 23, no. 1-2 (May 30, 2017): 231–51. http://dx.doi.org/10.1177/1032373217708799.
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In both the New and Old Worlds, the railways were invariably the largest business enterprises of the nineteenth century in terms of both employment and capitalisation. This article explores whether Australia’s railroads were also seminal institutions for the employment of accountants and the advance of their discipline, through a consideration of the effects of commonalities and differences with the American experience. Commonalities exist in the similar roles played by American and Australian railways in the global economy, while differences principally relate to ownership structure – the former being privately owned and the latter state-owned. State ownership is found to have had a more significant influence than economic commonalities. Financial accounting was retarded due to (1) dealings with investment markets being the responsibility of Parliamentarians and (2) the abstinence of Australian railways from financial endeavours such as land speculation. The domination of cost accounting by professional engineers also left little room for qualified accountants.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Biswas, Mathin, and Marjorie Jerrard. "Photo elicitation in management history." Journal of Management History 24, no. 4 (September 10, 2018): 362–76. http://dx.doi.org/10.1108/jmh-02-2018-0018.
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Purpose This paper aims to demonstrate advantages of using the photo elicitation technique from sociology, ethnography and visual anthropology to management history through reference to a study of job loss within the State Electricity Commission of Victoria in the Latrobe Valley, Australia, as it was undergoing transition and privatization in the early 1990s. Design/methodology/approach This is a methodology paper exploring photo elicitation and the theoretical perspectives of life course and identity work when applied in management history. Findings The use of photo elicitation encouraged interview participants to share their perspectives about the common experience of job loss in an Australian regional area which gave rise to some common themes about occupational identity and the challenges of being unemployed. Social implications After job loss, some common experiences have been found, namely, depression; drug and alcohol addiction; domestic violence and family break down; and even suicide. Originality/value Use of photo elicitation provided the methodology and framework to undertake original research in management history in an Australian region still experiencing denidustrialization of brown coal mining and power generation.
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Cardinal, B. R., and L. Christidis. "Mitochondrial DNA and morphology reveal three geographically distinct lineages of the large bentwing bat (Miniopterus schreibersii) in Australia." Australian Journal of Zoology 48, no. 1 (2000): 1. http://dx.doi.org/10.1071/zo99067.
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A combined molecular and morphological analysis was undertaken to resolve the systematics of the Miniopterus schreibersii complex in Australia. The study of skull morphology and sequence analysis of two mitochondrial genes, nicotinamine dehydrogenase subunit 2 and cytochrome-b, revealed three distinct Australian forms of M. schreibersii which are treated as subspecies. M. s. orianae occurs in northern Australia, M. s. oceanensis occurs in eastern Australia from Queensland through to central Victoria and M. s. bassanii, sp. nov. occurs in Western Victoria and eastern South Australia. The biogeographical history of the complex in Australia is discussed in the light of this new revision.
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Moyo, Nompilo, Ee Tay, and Justin Denholm. "‘Know Your Epidemic’: Are Prisons a Potential Barrier to TB Elimination in an Australian Context?" Tropical Medicine and Infectious Disease 3, no. 3 (August 31, 2018): 93. http://dx.doi.org/10.3390/tropicalmed3030093.
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Globally, rates of tuberculosis (TB) cases in prisons are substantially higher than in the general population. The goal of this study was to review TB notifications in Victorian correctional facilities, and consider whether additional interventions towards TB elimination may be useful in this setting. All patients who were notified with or treated for TB in the Australian state of Victoria from 1 January 2003 to 1 December 2017 were included in this study. Descriptive analysis was performed. Demographic and treatment outcome data for individuals with and without a history of incarceration were reviewed and compared. Of the 5645 TB cases notified during the study period, 26 (0.5%) had a history of being incarcerated in correctional facilities while receiving treatment for TB. There were 73,238 inmates in Victorian correctional facilities over the same study period, meaning that approximately 0.04% of inmates were diagnosed or treated with TB disease in correctional facilities. Incarcerated individuals were more likely to have positive sputum smears and cavitation compared with nonincarcerated people with TB. There was no significant difference in treatment outcomes between the general TB population and those who had a history of incarceration during their treatment. There is a low apparent rate of TB in Victorian prisoners, and prisons do not contribute significantly to TB incidence in Victoria. Overall, TB outcomes do not differ between prisoners and nonprisoners. Ongoing efforts to sustain these lower rates and comparable outcomes in this vulnerable cohort are important for continued progress towards TB elimination.
Dissertations / Theses on the topic "Australian Study and teaching Victoria History"
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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.
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Moore, Laurence James, and res cand@acu edu au. "Sing to the Lord a New Song: a Study of changing musical practices in the Presbyterian Church of Victoria, 1861-1901." Australian Catholic University. School of Arts and Sciences, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp49.29082005.
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The latter half of the 19th century was a time of immense change in Presbyterianism worldwide in respect of the role of music in worship. Within this period the long tradition of unaccompanied congregational psalmody gave way to the introduction of hymnody, instrumental music (initially provided by harmoniums and later by pipe organs) and choral music in the form of anthems. The Presbyterian Church of Victoria, formed in 1859 as a union of the Church of Scotland and the majority of the Free Presbyterian and the United Presbyterian churches and numerically the strongest branch of Presbyterianism in Australia, was to the forefront in embracing this tide of change. Beginning in 1861with the proposal for the compilation of a colonial hymnbook, issues associated with musical repertoire and practice occupied a prominent place in discussions and decision making over the next 30 years. Between 1861 and 1901 hymnody was successfully introduced into church worship with the adoption of three hymnals in 1867, 1883 and 1898. Programs of music education were devised for the teaching of the new repertoire and for improving the standard of congregational singing. A hallmark tradition of Presbyterianism was overturned with the introduction of instruments into worship, initially as a support for congregational singing but in time as providers of purely instrumental music also. The profile of the choir changed dramatically. Making extensive use of primary sources, this study aims to document the process of change in Victoria between 1861 and 1901, exploring the rationales underlying decisions taken and historical factors facilitating change. Musical developments in Victoria are viewed in the context of those elsewhere, especially Scotland and of general changes in aesthetic taste. The study concludes that the process of musical change shows the Presbyterian Church of Victoria to have been a forwardlooking and well-endowed institution with the confidence to take initiatives independent of Scottish control. It is also concluded that changes in musical practice within the worship of the Presbyterian Church of Victoria reflect developments taking place in other denominations and the changing aesthetic tastes of the Victorian era.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Davies, Llewellyn Willis. "‘LOOK’ AND LOOK BACK: Using an auto/biographical lens to study the Australian documentary film industry, 1970 - 2010." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154339.
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While much has been written on the Australian film and television
industry, little has been presented by actual producers,
filmmakers and technicians of their time and experiences within
that same industry. Similarly, with historical documentaries, it
has been academics rather than filmmakers who have led the
debate. This thesis addresses this shortcoming and bridges the
gap between practitioner experience and intellectual discussion,
synthesising the debate and providing an important contribution
from a filmmaker-academic, in its own way unique and insightful.
The thesis is presented in two voices. First, my voice, the
voice of memoir and recollected experience of my screen
adventures over 38 years within the Australian industry, mainly
producing historical documentaries for the ABC and the SBS. This
is represented in italics. The second half and the alternate
chapters provide the industry framework in which I worked with
particular emphasis on documentaries and how this evolved and
developed over a 40-year period, from 1970 to 2010.
Within these two voices are three layers against which this
history is reviewed and presented. Forming the base of the
pyramid is the broad Australian film industry made up of feature
films, documentary, television drama, animation and other types
and styles of production. Above this is the genre documentary
within this broad industry, and making up the small top tip of
the pyramid, the sub-genre of historical documentary. These form
the vertical structure within which industry issues are
discussed. Threading through it are the duel determinants of
production: ‘the market’ and ‘funding’.
Underpinning the industry is the involvement of government, both
state and federal, forming the three dimensional matrix for the
thesis. For over 100 years the Australian film industry has
depended on government support through subsidy, funding
mechanisms, development assistance, broadcast policy and
legislative provisions.
This thesis aims to weave together these industry layers, binding
them with the determinants of the market and funding, and
immersing them beneath layers of government legislation and
policy to present a new view of the Australian film industry.
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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.
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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." 2000. http://hdl.handle.net/2440/38422.
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Erratum pasted onto front end paper.Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
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Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." Thesis, 2000. http://hdl.handle.net/2440/38422.
Full textAbstract:
Erratum pasted onto front end paper.Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
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Ryan, Michael Francis. "Does early colonial art provide an accurate guide to the nature and structure of the pre-European forests and woodlands of South-Eastern Australia? : a study focusing on Victoria and Tasmania." Master's thesis, 2009. http://hdl.handle.net/1885/147606.
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Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919." Thesis, 2000. http://hdl.handle.net/2440/19740.
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Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
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Scott, Margaret (Margaret Mary). "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy / Margaret Scott." 2000. http://hdl.handle.net/2440/19740.
Full textAbstract:
Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
Books on the topic "Australian Study and teaching Victoria History"
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Darian-Smith, Kate, Gus Worby, and David Carter. Thinking Australian studies: Teaching across cultures. St Lucia, Qld: University of Queensland Press, 2004.
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The Australian study of politics. New York: Palgrave Macmillan, 2009.
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Clark, Anna. Teaching the nation: Politics and pedagogy in Australian history. Carlton, Vic: Melbourne University Pub., 2006.
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Grigg, Russell. Golwg ar Gymru yn oes Victoria =: Wales in the Victorian age. Caerdydd: Uned Iaith Genedlaethol Cymru CBAC, 2000.
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Australian school science text-books, 1850-1939: A bibliography. Bundoora, Vic: Borchardt Library, La Trobe University, 1986.
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Renegades: Australia's first film school from Swinburne to VCA. Ivanhoe East, Vic: Helicon, 1996.
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John, Frow, and Morris Meaghan, eds. Australian cultural studies: A reader. St Leonards, NSW: Allen & Unwin, 1993.
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Directory of resources for Australian studies in North America. Clayton, Vic., Australia: National Centre for Australian Studies, Monash University, 1992.
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Jackomos, Alick. Living aboriginal history of Victoria: Stories in the oral tradition. Cambridge [England]: Cambridge University Press, 1991.
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Scott, Ben R. Leading by example: An historical review, 1957 to 1992. B at Floreat, W.A: Access Press, 1992.
Find full textBook chapters on the topic "Australian Study and teaching Victoria History"
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Eklund, Erik. "Creating a Global Industry?" In Global History of Gold Rushes, 184–206. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520294547.003.0008.
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This chapter, by Erik Eklund, focuses on the gold-mining industry from the middle of the nineteenth century through to the 1930s, with a focus on the role of company formation, working conditions, and state intervention. Utilizing case studies from Canada, South Africa, Ghana, Fiji, and the Australian colony of Victoria, it explores the rise of “industrial mining” over this period. Industrial mining involved larger, more heavily capitalized enterprises, in which workers became wage laborers and owners became shareholders. Industrial mining gendered and racialized the workforce in different ways according to local circumstances, which are explored in each case study. State intervention either underpinned the rise of industrial mining or worked to create uneasy accommodations between industrial work and older traditional patterns of subsistence.
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Simpson, Jane. "Language studies by women in Australia." In Women in the History of Linguistics, 367–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0015.
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Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Ahmad, Arshad, Denise Stockley, and Roger Moore. "3M Fellows Making a Mark in Canadian Higher Education." In Cases on Quality Teaching Practices in Higher Education, 182–90. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch011.
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The 3M National Teaching Fellowship program has a rich history in Canada as the premier teaching award, coveted by university professors and post-secondary institutions alike. This program was developed in 1985 through a unique partnership with the Society for Teaching and Learning in Higher Education (STLHE) and 3M Canada. It has evolved into one of the most successful public/private partnerships in Canada. While the Fellowship Program has expanded and strengthened over the years, the original vision of celebrating teaching excellence and leadership in teaching continues to distinguish it from other national award programs. Each year, 10 new individuals are chosen to join the Fellowship through the submission of a detailed nomination package, which in turn is adjudicated by a rigorous selection process. Unlike the UK National Teaching Fellowship Scheme, the European Award for Teaching Excellence, or the Australian Awards for University Teaching that offer significant monetary benefits, the 3M Fellows are not awarded money. In addition, while self-nomination is not encouraged, increasingly institutions nominate their recent award winners, especially when they have been recognized for teaching internally and by regional and provincial bodies. So, why do the 3M Fellowships receive nominations year after year and why are they perceived to be more prestigious than ever before? This case study reveals why by highlighting the history of this award, the selection process, and the multiplier effect of the community of 3M Fellows. Further, the authors distinguish the salient aspects of the 3M Fellowship Program from other award schemes in higher education.
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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.
Full textAbstract:
This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
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Strang, Kenneth David. "Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University." In Cases on Technological Adaptability and Transnational Learning, 42–68. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch003.
Full textAbstract:
This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.
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"Balancing Fisheries Management and Water Uses for Impounded River Systems." In Balancing Fisheries Management and Water Uses for Impounded River Systems, edited by Neville Fowler. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874066.ch4.
Full textAbstract:
<em>Abstract</em>.—The Murray-Darling basin produces about 40% of the total value of Australia’s agricultural output from 1.9 million ha of irrigated agriculture that represents around 75% of the nation’s total irrigation. Major reservoirs in the southeastern states regulate the basin’s river systems for irrigation but also provide recreational fisheries. One of these storages is Lake Eppalock in the state of Victoria, a multi-use impoundment built in 1964 covering 3,230 ha and holding 312,000 ML at full supply level. It has been actively developed as a mixed species recreational fishery (golden perch <em>Macquaria ambigua </em>and Murray cod <em>Maccullochella peeli</em>) and is a popular angling water. The principal recreational target species in the lake compete with invasive pest species (common carp [also known as European carp] <em>Cyprinus carpio</em>). Drought is part of the natural variability of the Australian climate and its rainfall history features several periods of a decade or longer that have been distinctly drought-prone. Eastern Australia was in the eighth year of the latest drought cycle in 2007, and Lake Eppalock had fallen to less than 1% of its full supply level. These conditions highlighted increasing competition for water and brought into focus the interdependence and linkages between fisheries management and water needs, both for irrigation and for the environment. Fisheries managers faced a very strong likelihood of extensive fish deaths in the lake and elsewhere that could cause significant long-term impacts requiring many years to recover the recreational fishery. A planned partnership approach with the storage water authority was adopted in 2006 for integrated fisheries and water management, with response actions targeted to achieve storage conditions ensuring the maximum survivability of key recreational angling species in the lake through the drought. The framework for cooperation established in this study provides an example for future water allocation disputes.