Relevant bibliographies by topics / Church schools Victoria Curricula

Academic literature on the topic 'Church schools Victoria Curricula'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Church schools Victoria Curricula"

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Prof. Mellitus N. WANYAMA; Prof. Frederick B. J. A. NGALA, Joyce M. MOCHERE;. "The Relevance of University Music Curricula to the Requirements of Church Music Job Market in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (October 7, 2020): 250–74. http://dx.doi.org/10.51317/ecjces.v2i1.161.

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In the prevailing global church music job market, church worship ministers or music directors are on high demand as they play a crucial role in church liturgy and other church musical events. Globally, many universities offer programmes on music training and pastoral leadership. In Kenya, such training is predominantly in theological schools with few universities offering such programmes. Currently, there is a growing interest of church musicians in Kenya due to the need to spread the gospel beyond the church walls and to promote ecumenism. For example, churches participate in church crusades, church concerts, and inter-churches music festivals. This strengthens the need for church worship ministers with music and leadership training. Universities in Kenya are, therefore, obligated to offer church music programmes that will enable these worship ministers to fit in the current job market. The discourse on church music, though, is rare in Kenya hence limited literature on the same. The study had an objective of establishing the relevance of university music curricula to the requirements of church music job market in Kenya. Elliot's Praxial theory underpinned the study. The study found out that universities are not keen to include music programmes that are relevant to the music job market. The Simple Matching Coefficient (SMC) of university X and Y music curricula to the requirements of church music job market was 0.00. Both universities did not have a church music program hence missing all the requirements of the given job market. The study recommends that there is a need to develop church music programmes in universities in Kenya, and this can be done in collaboration with the Schools of Theology at the university.
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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.

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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Kaščák, Ondrej, and Zuzana Danišková. "For God and for nation! The ideologisation of schools and education under the changing relationship between church and state in Slovakia." Human Affairs 32, no. 2 (April 1, 2022): 162–79. http://dx.doi.org/10.1515/humaff-2022-0013.

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Abstract The present study analyses education policy in Slovakia and determines the role of the church in education governance and the church–state relationship in education policy. The church–state relationship is also evident in the specific constellations of the national curriculum. The study highlights the de-secularisation trend in education policy and curricula and identifies the links between religious and nationalist education content, which are largely a relic of the historical (and controversial) era of Slovak statehood building. It also analyses Ethical Education, which is a specific (and internationally unique) school subject in Slovakia that has been shaped by a particular church–state ‘ideological governing form’.
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Yung, Tim. "Visions and Realities in Hong Kong Anglican Mission Schools, 1849–1941." Studies in Church History 57 (May 21, 2021): 254–76. http://dx.doi.org/10.1017/stc.2021.13.

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This article explores the tension between missionary hopes for mass conversion through Christian education and the reality of operating mission schools in one colonial context: Hong Kong. Riding on the wave of British imperial expansion, George Smith, the first bishop of the diocese of Victoria, had a vision for mission schooling in colonial Hong Kong. In 1851, Smith established St Paul's College as an Anglo-Chinese missionary institution to educate, equip and send out Chinese young people who would subsequently participate in mission work before evangelizing the whole of China. However, Smith's vision failed to take institutional form as the college encountered operational difficulties and graduates opted for more lucrative employment instead of church work. Moreover, the colonial government moved from a laissez-faire to a more hands-on approach in supervising schools. The bishops of Victoria were compelled to reshape their schools towards more sustainable institutional forms while making compromises regarding their vision for Christian education.
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Clark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.

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AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.
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Happell, Brenda. "The Implications of Legislative Change on the Future of Psychiatric Nursing in Victoria." Australian & New Zealand Journal of Psychiatry 32, no. 2 (April 1998): 229–34. http://dx.doi.org/10.3109/00048679809062733.

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Objective: The aim of this paper is to explore the potential implications of the Nurses Act introduced in 1993 upon psychiatric nursing in Victoria. Essentially this Act abolished the existing separate undergraduate education for psychiatric nursing. The focus of this paper is to explore the potential implications of this legislative change to the psychiatric nursing profession, particularly in light of relevant research findings. Method: In order to ascertain the impact of legislative change, a survey of psychiatric nursing content was conducted in Schools of Nursing throughout Victoria. Results: A 100% response rate was achieved. The responses indicated that little alteration had been made to existing general nursing courses to incorporate the change in legislation. The compulsory psychiatric nursing content varies from nil to 17.4% of the total curriculum. Conclusions: The theory and practice of psychiatric nursing constitute only a small proportion of undergraduate curricula. In view of the comparative unpopularity of psychiatric nursing as a career option for undergraduate students, the implications of this situation for the future psychiatric nursing workforce are serious.
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Casey, Erin, Rumyana Kudeva, and Ashley Rousson. "Institutionalization of Religion in Schools to Intercultural Education." Jurnal Ilmiah Peuradeun 6, no. 1 (January 29, 2018): 85. http://dx.doi.org/10.26811/peuradeun.v6i1.215.

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Education is closely associated with religion. Education is the doctrine of morals and intelligence of the mind and religion is belief in God with the teachings of worship and obligations. Religion prepares a comprehensive norm that underlies life educational purposes. Educational institutions have played their significant part in the production and reproduction of European warfare. Nationalist curricula in history, national language and literature, social sciences and religion typify many school systems. Educational institutions are theoretically the opposition to those of religion: critical exegesis of all texts and the subjection of all theories to rigorous attempts at falsification are the commonplace expectations of educational institutions. All too often, however, religious organizations are actually in charge of schools and even universities. Of course state sponsored educational systems have other objectives, which take precedence over the pursuit of knowledge, in particular social control and nation building. It is in these two areas that the alliance between church and state in the control of the reproduction of knowledge is at its most symbiotic. Schools and universities, ostensibly the key intuitions of modernization and modernity, are in actuality one of the main sites for the production and reproduction of religion.
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Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.

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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.
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Kostorz, Jerzy Henryk. "Ecumenical education of children and youth according to The religious education core curriculum of the Catholic Church in Poland (2018) and The curriculum for the Roman Catholic religious instruction in kindergartens and schools (2018)." Studia Oecumenica 19 (December 23, 2019): 129–41. http://dx.doi.org/10.25167/so.929.

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The article presents an ecumenical education in the light of new core curricula for the religion education at schools and kindergartens. These documents were accepted and approved in 2018 and will take effect on the 1st of September of 2020. Currently one can see ongoing work on new series of workbooks. The aim was to notice and detect, whether or not, new documents and propositions within can inspire catechists and teachers to explore and become familiar with an ecumenical education. Goals and contents of the new Core curriculum of the religious education for the Catholic Church in Poland of 2018 for kindergartens and schools were carefully analysed, described and presented. It was done with the focus on ecumenical education. It was observed that the very idea of the ecumenism was treated lightly in aforementioned documents. The authors addressed this idea rarely and sparsely. Clear and concrete description of main foundations of the ecumenical formation were also not observed. The authors of analysed documents don’t put any stock in forming attitudes such as attitude of dialog, openness or respect, or so it seems. According to them, the main focus of religious education should be on history of the Church and general concepts and usual terms (i.e. divisions within the Church, attempts to undertake a dialog, etc.). All of these can create particular challenges and difficulties for those who work on new workbooks to include ecumenical education in its fullness.
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.

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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development. It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts. The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided. The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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Dissertations / Theses on the topic "Church schools Victoria Curricula"

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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.

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Waldron, Peter. "Parish rationalisation : A case study of the effects the clustering of three Catholic parishes has had on the Religious Education Curricula of the parish primary schools." Master's thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/0200c0441c3c0d02dccae4008fc826361beccf016974927d37837dc8f7f0bf9e/4240363/Waldron_2001_Parish_rationalisation_a_case_study_of.pdf.

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The study sets out to examine the impact of the clustering on the relationship between the individual school and the Parish Priest, on the relationship between the individual schools, and on the relationship between the schools and their parish communities. It seeks to propose findings and recommendations to assist similar initiatives in Australia and beyond.
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SHEA, VICTORIA ANNE. "THE PHILOSOPHICAL IMPLICATIONS OF THE CONFLICT BETWEEN SECULAR HUMANISM AND JUDEO-CHRISTIAN TRADITIONALISM IN THE PUBLIC SCHOOLS: AN EXAMINATION OF "FAMILY LIFE" EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188131.

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The purpose of this study was to answer the research question, "Are there areas of philosophical agreement between the contemporary world views of secular humanism and Judeo-Christian traditionalism as they apply to public school curricula, or are these two belief systems mutually exclusive and irreconcilable?" The literature was reviewed with a focus on three areas: (1) the historical development of secular humanism, (2) the contemporary conflict between secular humanism and Judeo-Christian traditionalism regarding the public schools, and (3) this conflict as it is exemplified in "Family Life Education." Utilizing the statements of recognized secular humanist and Judeo-Christian traditionalist leaders, an attempt was made to clarify the philosophical positions of the two world views by having each side in the controversy "speak for itself." The guiding assumptions, beliefs, and values of these leaders were categorized into areas of standard philosophical inquiry, such as metaphysics, ontology, epistemology, and ethics, and into basic educational viewpoints. The resulting composite world views, validated by the reliability of their sources, provided for two comprehensive alternative philosophies of education: that of secular humanism ("humanism") and Judeo-Christian traditionalism ("traditionalism"). The two world views were summarily juxtaposed according to philosophical assumptions. Areas of agreement and conflict were located. In order then to determine the effects of the beliefs of humanism and traditionalism upon actual classroom curricula, a sample "Family Life Education" curriculum was examined from each world view. The sample was chosen as representative of those in use in over three hundred school districts nationwide. A noted humanist and two traditionalist authorities provided a supplemental verification of the results of the study. It can be concluded from this study that there are very few areas of philosophical agreement between humanism and traditionalism as they apply to the public schools. They are based upon mutually exclusive presuppositions and aside from the assumptions of logic, there are no major philosophical beliefs that humanism and traditionalism hold in common. When the public school attempts directly to shape human values, these two world views will come into conflict. They are fundamentally irreconcilable.
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Horner, Jeffrey Michael. "Christian Curricular Emphases and Academic Rigor: A Mixed Methods Study." Diss., 2016. http://hdl.handle.net/10392/5248.

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This study explored the relationship between Christian curricular emphases and academic rigor among Christian secondary schools. It used convergent data transformation methods to analyze published curriculum descriptions in relationship to published academic data. This study correlated the two sets of variables while controlling for the influence of family income on these academic performance metrics. A review of the precedent literature first presented foundations for Christian education. It then examined studies of both Christian curriculum and academic rigor. It reviewed studies of curriculum, both theoretical and practical, and introduced the term “Christian curricular emphases” for discussing intentional assertions of Christian principles. It also reviewed studies examining selected criteria (AP courses, SAT scores, and acceptance into top universities) as measures of academic rigor. Few published studies examined both strands together. The convergent data transformation research design consisted of both qualitative and quantitative analyses consisting of four phases. The study required a population which could demonstrate both Christian curricular emphases and academic rigor, hence the selection of CESA schools. The first phase collected published qualitative curricular data and quantitative academic rigor data. The second phase gathered both tuition and family income data to control for possible confounding variables. The third phase coded schools’ course descriptions for integration of faith and learning (IFL) language, which was then transformed into quantitative data for analysis. The fourth phase performed a multivariate analysis of variance with covariates (MANCOVA) on all collected data. Overall, this study found that CESA schools provided rigorous academics when compared to other categories of schools. Controlling for family income levels strengthened all academic rigor measurements. Increasing years of required Bible courses correlated with lower measures of academic rigor. Higher frequency of IFL language in science course descriptions correlated with higher academic rigor measures, while higher frequency of IFL language in English or social studies courses did not. No school used IFL language in math course descriptions. Evaluating CESA schools’ Christian curricular and academic rigor data confirmed the added clarity of controlling for income data. Additionally, this study provided a new methodology for correlating Christian curricular emphases and academic rigor in Christian secondary schools.
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Campbell, Johanna. "Spirited teaching : the integration of faith and learning in the teaching of Bible in British Columbia Christian schools." Thesis, 2005. http://hdl.handle.net/10500/1440.

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The integration of faith and learning has been the object of study of men and women in the Canadian Calvinistic school movement ever since Dr. Abraham Kuyper pointed out that there could be no dichotomy between the sacred and the secular in the life of a Christian. Acting on the traditions, influences and beliefs these `Reformed' Christians had imbibed in their homeland, the Dutch Calvinistic immigrants who came to British Columbia after WW II built Christian schools as soon as they arrived. As they became more established, they formed curriculum committees of teachers who wrote curriculum for each subject area from a Christian perspective, intentionally planning to integrate their faith and learning in all subject areas. By looking at the history and Bible textbooks of not only the Calvinistic (Reformed) Christian day schools in British Columbia and then branching out to the history and Bible textbooks of three other denominational schools, the Mennonite, the Pentecostal and the Lutheran, I have tried to discover how the faith beliefs of each of these groups are brought to bear on the teaching of Bible. In soliciting the strengths of each of these groups from their history, current practise and teacher comments, I have pitched my own proposal as to how the integration of faith and learning can be enhanced in the teaching of Bible. By blending goals, curricula and best practice, as well combining certain faith belief frameworks in interpreting God's Word, by learning in community, and by listening to the Holy Spirit in the text, I believe the teaching of Bible can become `Spirited teaching'.
Religious Studies and Arabic
D.Th.
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Baumgardt, Jacqueline. "Perceptions of the accelerated Christian education programme as preparation for tertiary education." Diss., 2006. http://hdl.handle.net/10500/1769.

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This study seeks to explore aspects of the educational practice of the Accelerated Christian Education (ACE) programme. The philosophy (the Christian underpinnings) and pedagogy (mastery learning) of the ACE programme as contemporary educational practice is examined against a background of educational reform movements such as outcomes-based education. In addition, the thesis examines the issue of what it takes for a student to succeed in tertiary education, investigates the stated claims of the ACE programme in this regard, and then scrutinises these claims, in an empirical study, that includes ACE graduates, their parents and university admissions officers. Finally recommendations are made to those who use the programme in schools regarding any perceived strengths and/or weaknesses in the programme itself, or in the management and implementation of the programme, with a view to enhancing the educational experience of high school students preparing to enter the realm of tertiary education.
Psychology of Education
M. Ed.(Educational Management)
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Shaba, Christiana Oluleye. "An evaluation of individualized instruction as used in the Accelerated Christian Education curriculum in Plateau State, Nigeria." Diss., 2013. http://hdl.handle.net/10500/14320.

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The dissertation is focused on exploring the aspects of the Accelerated Christian Education curriculum that shows its individualized nature. The aim of the study was to explore individualized instruction from the view of the ACE program with a view of possible recommendation for use on a wider scale in Nigerian schools. This was considered because of the several lapses identified in the present Nigerian education program. The research explored other teaching and learning methodologies to establish commonality and assess if indeed the programs form of individualization is related to any existing form. Interviews were conducted to get the experiences of students and supervisors who are using the program. Recommendations were made for consideration to the users of the program on the strengths and weaknesses examined and suggestions for possible improvement given based on the responses of the research participants.
M. Ed. (Didactics)
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Books on the topic "Church schools Victoria Curricula"

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Rushdoony, Rousas John. The philosophy of the Christian curriculum. Vallecito, Calif: Ross House Books, 1985.

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Haycock, Ruth C. Encyclopedia of Bible truths: [fine arts/health]. Colorado Springs, CO: Association of Christian Schools International/Purposeful Design Publications, 1993.

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Haycock, Ruth C. Encyclopedia of Bible truths: [social studies]. Colorado Springs, CO: Association of Christian Schools International/Purposeful Design Publications, 1993.

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Haycock, Ruth C. Encyclopedia of Bible truths: [language arts/English]. Colorado Springs, CO: Association of Christian Schools International/Purposeful Design Publications, 1993.

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Association of Christian Schools International and Purposeful Design Publications, eds. Encyclopedia of Bible truths: [science/mathematics]. Colorado Springs, CO: Association of Christian Schools International/Purposeful Design Publications, 1993.

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S, Bergt Carolyn, and Rathmann Rodney L, eds. Integrating the faith: A teachers guide for curriculum in Christian schools. St. Louis: Concordia Pub. House, 1997.

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Commission, Catholic Church Archdiocese of Toronto Catholic High School. Curriculum guidelines for religious education : secondary schools. Toronto: The Commission, 1991.

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Plantinga, Theodore. Public knowledge and Christian education. Lewiston, N.Y., USA: E. Mellen Press, 1988.

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Haycock, Ruth C. Encyclopedia of Bible truths for school subjects. [Whittier, Calif.]: Association of Christian Schools International, 1993.

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Association of Christian Schools International, ed. Mathematics. 2nd ed. Colorado Springs, CO: Purposeful Design Publications, a division of ACSI, 2015.

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