Relevant bibliographies by topics / Community and school Victoria

Academic literature on the topic 'Community and school Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Community and school Victoria"

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Armstrong, Patricia, Brian Sharpley, and Stephen Malcolm. "The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level." Australian Journal of Environmental Education 20, no. 2 (2004): 1–11. http://dx.doi.org/10.1017/s0814062600002159.

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AbstractThe Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.
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Slaughter, Yvette, and John Hajek. "Community languages and LOTE provision in Victorian primary schools." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.

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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Slaughter, Yvette, and John Hajek. "Community languages and Lote provision in Victorian Primary Schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.

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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Nunn, John. "The Importance of the School to a Rural Town." Australian and International Journal of Rural Education 4, no. 1 (March 1, 1994): 1–7. http://dx.doi.org/10.47381/aijre.v4i1.380.

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The school has a number of roles in a rural community. This paper investigates just what those roles are in three rural high schools in the Wimmera District of Victoria. After summarising the roles provided by interviews in the three schools, four of the roles are examined in more detail. These are the community use of the school facilities, the expenditure of the staffs in the three communities, the involvement of the staff in community associations and organisations and the employment created by the three schools. The investigation shows that in those three communities, the schools are important. In addition, the paper refers to roles which are difficult to quantify such as tradition and community integrity. These roles are also of importance to the rural communities.
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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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Temple, Victoria. "Could you be a school governor?" ITNOW 63, no. 2 (June 1, 2021): 26–27. http://dx.doi.org/10.1093/itnow/bwab043.

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Abstract Getting more IT professionals involved with schools will play a vital role in encouraging the next generation of computing practitioners, writes Victoria Temple, Press and Community Engagement Officer at BCS.
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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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Stanley, Timothy J. "Bringing Anti-Racism into Historical Explanation: The Victoria Chinese Students’ Strike of 1922-3 Revisited." Journal of the Canadian Historical Association 13, no. 1 (February 9, 2006): 141–65. http://dx.doi.org/10.7202/031157ar.

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Abstract Anti-racist theory draws attention to the socially constructed and contested nature of racial categories. This paper applies anti-racist theory to a case study of the 1922-3 Chinese students' strike in Victoria, British Columbia, and argues that school segregation was less about which schools students would attend and more about whether racialized Chinese people were part of, or could be part of, the imagined community of Canada as nation. Racialized discourse not only fixed “the Chinese” as outsiders to the imagined community, it also enacted colonialism by naturalizing the Anglo-European occupation of the territory of British Columbia. But there was also a significant group of Canadian-born Chinese in Victoria who had used provincially controlled schools to assimilate to dominant values and gain sufficient cultural capital to directly challenge racialized binaries. This group claimed “Canadianness” in their own right and staunchly resisted segregation. The intervention of Anglo-European anti-racists in the dispute further underlines the socially constructed and contested nature of racial categories. Finally, the more powerful fixing of Chinese as alien in Canada through the 1923 Chinese Immigration Act helps to explain the manner in which the students' strike came to close at the beginning of the 1923-4 school year.
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Levine, Jill. "Approaches to Indigenous Community History: Mapping the Cemetery at Soowahlie First Nation." Graduate History Review 9, no. 1 (September 23, 2020): 1–19. http://dx.doi.org/10.18357/ghr91202019352.

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This paper is a result of my work at the Ethnohistory Field School at the University of Victoria in 2019. I partnered with Soowahlie First Nation who asked the Field School to produce an updated map of the cemetery on their reserve. The work outlines what I found to be the most useful and relevant practices for researching and mapping Stó:lō community cemeteries. The paper also includes a narrative history of the cemetery itself and its role in the community.
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Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (August 5, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.

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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.
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Dissertations / Theses on the topic "Community and school Victoria"

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Haveric, Dzavid. "History of the Bosnian Muslim Community in Australia: Settlement Experience in Victoria." Thesis, full-text, 2009. https://vuir.vu.edu.au/2006/.

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This thesis examines the settlement experience of the Bosnian Muslims in Victoria. Overall this research exploration takes places against background of the history of the immigration to Australia. The study covers migration patterns of Bosnian Muslims from post World War 2 periods to more recent settlement. The thesis provides contemporary insights on Bosnian Muslims living in a Western society such as Australia. The thesis excavates key issues about Islam and the Muslim communities in Western nations and argues that successful settlement is possible, as demonstrated by the Bosnian Muslim community. By adopting a socio-historical framework about settlement, the thesis reveals the significant, interconnected and complex aspects of the settlement process. Settlement of immigrants takes place within global, historical, economic, political, social and cultural elements of both the sending and receiving countries. Thus any study of settlement must examine theories and concepts on migration, settlement, religion, culture, integration and identity. The purpose for migration, the conditions under which migration takes place, the conditions of immigrant reception are fundamental in the context of Australia. Furthermore, Australia since the 1970s has adopted a policy of multiculturalism which has changed settlement experiences of immigrants. These elements are strongly analysed in the thesis both through a critical conceptual appraisal of the relevant issues such as migration, multiculturalism and immigration and through an empirical application to the Bosnian Muslim community. The theoretical element of the study is strongly supported by the empirical research related to settlement issues, integration and multiculturalism in Victoria. Through a socio-historical framework and using a ‘grounded theory’ methodological approach, field research was undertaken with Bosnian Muslim communities, Bosnian organizations and multicultural service providers. In addition, historical data was analysed by chronology. The data provided rich evidence of the Bosnian Muslims’ settlement process under the various governmental policies since World War 2. The study concluded that the Bosnian community has successfully integrated and adapted to the way of life in Australia. Different cohorts of Bosnian Muslims had different settlement patterns, problems and issues which many were able to overcome. The findings revealed the contributions that the Bosnian Muslim community has made to broader social life in Australia such as contribution to the establishment of multi-ethnic Muslim communities, the Bosnian Muslim community development and building social infrastructure. The study also concluded that coming from multicultural backgrounds, the Bosnian Muslims understood the value of cultural diversity and contributed to the development of Australian multiculturalism and social harmony. Overall conclusion of this research is that the different generations of Bosnian Muslims are well-integrated and operate well within Australian multiculturalism.
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Haveric, Dzavid. "History of the Bosnian Muslim Community in Australia: Settlement Experience in Victoria." full-text, 2009. http://eprints.vu.edu.au/2006/1/Dzavid_Haveric.pdf.

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This thesis examines the settlement experience of the Bosnian Muslims in Victoria. Overall this research exploration takes places against background of the history of the immigration to Australia. The study covers migration patterns of Bosnian Muslims from post World War 2 periods to more recent settlement. The thesis provides contemporary insights on Bosnian Muslims living in a Western society such as Australia. The thesis excavates key issues about Islam and the Muslim communities in Western nations and argues that successful settlement is possible, as demonstrated by the Bosnian Muslim community. By adopting a socio-historical framework about settlement, the thesis reveals the significant, interconnected and complex aspects of the settlement process. Settlement of immigrants takes place within global, historical, economic, political, social and cultural elements of both the sending and receiving countries. Thus any study of settlement must examine theories and concepts on migration, settlement, religion, culture, integration and identity. The purpose for migration, the conditions under which migration takes place, the conditions of immigrant reception are fundamental in the context of Australia. Furthermore, Australia since the 1970s has adopted a policy of multiculturalism which has changed settlement experiences of immigrants. These elements are strongly analysed in the thesis both through a critical conceptual appraisal of the relevant issues such as migration, multiculturalism and immigration and through an empirical application to the Bosnian Muslim community. The theoretical element of the study is strongly supported by the empirical research related to settlement issues, integration and multiculturalism in Victoria. Through a socio-historical framework and using a ‘grounded theory’ methodological approach, field research was undertaken with Bosnian Muslim communities, Bosnian organizations and multicultural service providers. In addition, historical data was analysed by chronology. The data provided rich evidence of the Bosnian Muslims’ settlement process under the various governmental policies since World War 2. The study concluded that the Bosnian community has successfully integrated and adapted to the way of life in Australia. Different cohorts of Bosnian Muslims had different settlement patterns, problems and issues which many were able to overcome. The findings revealed the contributions that the Bosnian Muslim community has made to broader social life in Australia such as contribution to the establishment of multi-ethnic Muslim communities, the Bosnian Muslim community development and building social infrastructure. The study also concluded that coming from multicultural backgrounds, the Bosnian Muslims understood the value of cultural diversity and contributed to the development of Australian multiculturalism and social harmony. Overall conclusion of this research is that the different generations of Bosnian Muslims are well-integrated and operate well within Australian multiculturalism.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.

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The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.
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Bagh, Marie E. "An investigation of teachers’ experience of applying Community Action Projects in the discipline of Humanities in a Victorian Catholic Secondary School." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/11e4a51ff260449bf4673e32a9b1c5d5171e893291549c6255a88e74c7f7f940/3836567/BAGH_MARIE_E_2014.pdf.

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This qualitative research study aimed to investigate, through focus group action research, teachers’ experience of applying Community Action Projects (hereafter, CAP) in the discipline of Humanities in a Victorian Catholic secondary school. In the context of this study, emanating from the philosophies of a social reconstructionist curriculum framework, teachers facilitated CAP with students born between the years 1995 and 2002. In this study, this group of students are referred to as the ‘current learners’ while much of the recent discourse on generations most commonly refer to them as Generation Z. Located within the constructivist epistemology, and taking its theoretical perspective from interpretivism, this qualitative study took its theoretical impetus from symbolic interactionism as a way of examining and reflecting upon the interview transcripts from the focus group of five secondary school teachers in the discipline of Humanities. This perspective also aided the ability of the researcher to gain insight into the strengths and weakness’ of CAP and to understand the teachers’ perspective and experience of applying CAP into the Humanities curriculum. The researcher met with the focus group on three major occasions. The reflection upon the texts of this present study identified five key themes - experience and engagement for the learners; reflections of curriculum leading to action; perceptions about the current learners; challenges integrating CAP into the current school; and integrating CAP into the current curriculum. In addition, three issues were found that appeared to encroach on the integration of CAP: the current learners are not socially active; the structure of the curriculum; and the structure of secondary schools. First, the key issues were analysed against the existing theories about the current learners, and four key themes were discussed: the current learners as digitally literate; socially active; enjoy excitement and entertainment; and appear to have power and dynamism. Second, the issues were analysed against contemporary Catholic Church documents in relation to education and the responsibilities of teachers and the current learners. Third, the issues were analysed against the literature about the current curriculum ideologies, primarily based on Schiro’s (2008) four visions of education, more specifically, the social reconstruction curriculum ideology. Based on this ideology, the researcher put forward a curriculum construct in an attempt to represent the process of the social reconstructionist ideology. This process was employed by the focus group participants in their Humanities classroom with the current learners. The key issues were found to inhibit the successful integration of CAP in secondary schools. As a result of this investigation, the researcher put forward some recommendations to create positive experiences and practice for teachers responsible for integrating the project. These included compulsory community outreach for all students from Years 7 to 10 within the curriculum and across several subject areas. A further recommendation was that a substantial budget be set aside for the integration of CAP in secondary schools. It was also highly recommended that a leadership position be created to oversee the integration of CAP across several year levels. Finally, continued opportunities for professional development in social reconstructionist education, social justice, and community outreach were recommended in order to preserve the momentum of CAP.
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McKenzie, Brigitte. "Developing a community leadership model for Leadership Victoria." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59509.pdf.

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Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.

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"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree" Louis Kahn
Master of Architecture
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Faulkner, Michael, and mikewood@deakin edu au. "Vision and rationalisation : A study of the school psychology profession within the Victorian Government school system." Deakin University. School of Education, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050719.083810.

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Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.
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張鼎國 and Ting-kwok Kenneth Cheung. "Community-School in Shamshuipo: transactionalrelationship between School & Community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31985683.

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Cheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.

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Books on the topic "Community and school Victoria"

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Bewell, Peter. FUNdraising: "we did it our way" : the story of how a community raised £150,000 tohelp refurbish and extend their Victorian village school. Leeds: Bewcraft, 1996.

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Beyer, Lorraine R. Community policing: Lessons from Victoria. Canberra: Australian Institute of Criminology, 1993.

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Stokes, Helen. Out of education: A report for the Victorian Full Service Schools Program. East Melbourne: Dept. of Education, Employment, and Training, Victoria, 2000.

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University School (Victoria, B.C.). University School, Victoria, B.C. [British Columbia?: s.n., 1997.

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University School (Victoria, B.C.). University School, Victoria, B.C. Victoria, B.C.?: s.n., 1995.

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Division, Victoria Department for Victorian Communities Strategic Policy and Research. Indicators of community strength in Victoria. Melbourne: Department for Victorian Communities, Strategic Policy and Research Division, 2004.

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Adams, Gerry. Royal Victoria Hospital: The community proposal. [Belfast]: [Sinn Féin], 1991.

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Winter, Alexandra. Beyond rhetoric: University-community engagement in Victoria. Brisbane, Qld: Eidos, 2005.

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Department of Education & Science. Sinfin Community School. Stanmore: Department of Education and Science, 1990.

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School-community relations. 3rd ed. Larchmont, NY: Eye on Education, 2011.

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Book chapters on the topic "Community and school Victoria"

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Willoughby, Louisa. "The Victorian School of Languages as a Model for Heritage Language Education." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_39-1.

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Davern, Melanie. "Community Indicators Victoria." In Encyclopedia of Quality of Life and Well-Being Research, 1066–69. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3364.

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Bakr, Ali Fouad, and Nehad Abd Gawad. "Building community resilience." In School Farms, 226–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003176558-18.

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Saul, Jack. "School and Community." In Collective Trauma, Collective Healing, 71–88. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003231448-8.

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Fletcher, Colin. "A Community School." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol218:133—Vol218:152. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-12.

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Fiore, Douglas J. "Communication in an Electronic Era." In School–Community Relations, 147–63. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-9.

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Fiore, Douglas J. "Taking the Pulse of the Community." In School–Community Relations, 19–33. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-2.

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Fiore, Douglas J. "Evaluating Effectiveness and Building Confidence— The Future." In School–Community Relations, 225–36. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-14.

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Fiore, Douglas J. "Following and Being Followed." In School–Community Relations, 164–73. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-10.

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Fiore, Douglas J. "Embracing Your External Publics." In School–Community Relations, 91–105. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-6.

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Conference papers on the topic "Community and school Victoria"

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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Goicu-Cealmof, Simona. "Multicultural urbanonyms in Timişoara." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/36.

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The urbanonyms in Timişoara testify to the history of this city: the rule of Charles Robert of Anjou and John Hunyadi (Castelul Huniade), the Habsburg governance (Iosefin, Elisabetin), the royal rule of interwar Romania (Parcul „Regina Maria”), the communist regime (Liceul „Nikos Beloianis”), the post-communist governance (Piaţa Victoriei). The names of high schools are indicative of the ethnic and religious tolerance specific to Timişoara (Liceul Teoretic „Nikolaus Lenau”, Liceul Teoretic Maghiar „Bartók Béla”, Liceul Teoretic Sârbesc „Dositei Obradovici”, Liceul Teologic Romano-Catolic „Gerhardinum”).
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Jensen, Umi. "Bridging the Community-School Divide: 10 Years of School Community Councils in Hawaii." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440854.

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Benton, Jessica. "How School Community Members Discuss Power During a Community School Implementation: A Case Study." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685473.

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Eleftherakis, George, and Panayiota Fatourou. "ACM, a community of learning and sharing." In 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168842.

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Mayger, Linda. "Developing and Supporting Community School Principals." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576424.

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Lee, Vera. "Exploring School-Family-Community Partnerships Across Three Urban School Districts." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576718.

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Stuart McQueen, Shanté. "Becoming a Community School: Teacher Perspectives Through Partnership-Based School Transformation." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444185.

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Kubo, H., H. Ohashi, M. Tamamura, and T. Kowata. "Shared questionnaire system for school community management." In 2004 International Symposium on Applications and the Internet Workshops. 2004 Workshops. IEEE, 2004. http://dx.doi.org/10.1109/saintw.2004.1268671.

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Sencovici, Mihaela. "Environmental Education In School, Family And Community." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.86.

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Reports on the topic "Community and school Victoria"

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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.

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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.
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Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns, and Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, April 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro, and Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, May 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg, and Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, April 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Pizzini, Nigel, and Helen Gremillion. Counsellor Clients as Insider Experts in a School Community. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.82017.

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This paper describes a practice developed at a large secondary school in Auckland whereby students’ experiences of overcoming problems are made available to others in the form of insider brochures. These students are thus able to share their insights and strategies in support of peers who may be experiencing similar problems. Drawing on narrative counseling conversations as well as narrative community work, a school counselor facilitates the process. This paper describes how insider voices contribute to the brochures and provides detail from one case example. In keeping with narrative approaches to problems, the goals are to de-privatise and de-individualise young people’s experiences of difficulties, and to reposition these students from ‘sufferers’ of problems to ‘experts’ on how to overcome them. In the process not only are students’ preferred identities developed but also collective knowledge is created and students are empowered to support one another.
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Grossman, Michele, and Mark Duckworth. Response to Stage 2, Review of The Terrorism (Community Protection) Act 2003, Victoria. Centre for Resilient and Inclusive Societies, July 2022. http://dx.doi.org/10.56311/dctb3988.

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This CRIS submission to the Department of Justice and Community Safety is referenced at many points in the Review of the Terrorism (Community Protection) Act. You can access the CRIS Submission here and read more about the review, including other submissions, on the Engage Victoria website. Mark Duckworth, Professor Michele Grossman
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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, July 2017. http://dx.doi.org/10.17077/h26q-oc79.

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Andrew Nute, Andrew Nute. How Does Clean Water Alter Rural Community Health and School Attendance? Experiment, March 2015. http://dx.doi.org/10.18258/4876.

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Heeren, Tessa, Austin Adams, Natalie Veldhouse, and Sarah K. Bruch. Iowa City Community School District LGBTQ Student Experiences Multi-Stakeholder Task Force Report. Iowa City, Iowa: University of Iowa Public Policy Center, February 2018. http://dx.doi.org/10.17077/a2g1-zzlf.

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