Journal articles: 'Curriculum planning Victoria History'

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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.

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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.

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Jackson, Stephen J. "British History is Their History: Britain and the British Empire in the History Curriculum of Ontario, Canada and Victoria, Australia 1930-1975." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 165. http://dx.doi.org/10.14516/ete.161.

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This article investigates the evolving conceptions of national identity in Canada and Australia through an analysis of officially sanctioned history textbooks in Ontario, Canada and Victoria, Australia. From the 1930s until the 1950s, Britain and the British Empire served a pivotal role in history textbooks and curricula in both territories. Textbooks generally held that British and imperial history were crucial to the Canadian and Australian national identity. Following the Second World War, textbooks in both Ontario and Victoria began to recognize Britain’s loss of power, and how this changed Australian and Canadian participation in the British Empire/Commonwealth. But rather than advocate for a complete withdrawal from engagement with Britain, authors emphasized the continuing importance of the example of the British Empire and Commonwealth to world affairs. In fact, participation in the Commonwealth was often described as of even more importance as the Dominions could take a more prominent place in imperial affairs. By the 1960s, however, textbook authors in Ontario and Victoria began to change their narratives, de-emphasizing the importance of the British Empire to the Canadian and Australian identity. Crucially, by the late 1960s the new narratives Ontarians and Victorians constructed claimed that the British Empire and national identity were no longer significantly linked. An investigation into these narratives of history will provide a unique window into officially acceptable views on imperialism before and during the era of decolonization.

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Leahy, Deana, Dawn Penney, and Rosie Welch. "Schooling health: the critical contribution of curriculum in the 1980s." History of Education Review 46, no. 2 (October 2, 2017): 224–35. http://dx.doi.org/10.1108/her-03-2016-0016.

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Purpose Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s. Design/methodology/approach The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers. Findings School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace. Originality/value Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.

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Johnson, Thomas C., Kerry Kelts, and Eric Odada. "The Holocene History of Lake Victoria." AMBIO: A Journal of the Human Environment 29, no. 1 (February 2000): 2–11. http://dx.doi.org/10.1579/0044-7447-29.1.2.

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Ratcliffe, Barrie M. "History in Crisis: Crisis Management through Curriculum Planning." History Teacher 21, no. 1 (November 1987): 21. http://dx.doi.org/10.2307/492800.

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Djordjevic, Dejan, Tijana Dabovic, and Bojana Poledica. "The justification of the subject planning history." Glasnik Srpskog geografskog drustva 97, no. 2 (2017): 65–85. http://dx.doi.org/10.2298/gsgd1702065d.

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Over the last decade of the 20th century the history of the spatial planning was accredited as a subject at schools worldwide, gained its special periodical and accompanying professional organization. When it comes to the Belgrade school of planning, the subject called spatial planning was introduced by the accreditation of the new curriculum at the Department of Spatial Planning of the Faculty of Geography in Belgrade in 2007. Nowadays at the international level and in our country, a serious theoretical discussion on the reach, direction and practical purpose of this subject is underway, and the questions which are posed thereby are sometimes provocative, controversial and far-reaching. These are the most common questions: What is the definition of the planning history? Why teach it? Who can teach it? How to teach it? What is the suitable content of the curriculum of the planning history? Although, this paper aims at the consolidation of the topics and providing the logical connections between the answers to the above questions, it, at same time, reflects the diversity of the individual approaches to planning history, which are the result of the peculiar circumstances in which spatial planning is taught in some countries, with different traditions of planning and different value systems. Nevertheless, the aim of the paper is the definition of something which can be called "intellectual nucleus" of a great topic called history (of spatial and urban) planning and which should be based on the logical theoretical and methodological premises, and, at the same time, should be comprehensible to students, through the flexible curriculum, and it should be applicable in practice.

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REINFELDS, IVARS, IAN RUTHERFURD, and PAUL BISHOP. "History and Effects of Channelisation on the Latrobe River, Victoria." Australian Geographical Studies 33, no. 1 (April 1995): 60–76. http://dx.doi.org/10.1111/j.1467-8470.1995.tb00685.x.

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Johnson, G. Wesley, and Noel J. Stowe. "The Field of Public History: Planning the Curriculum: An Introduction." Public Historian 9, no. 3 (1987): 10–19. http://dx.doi.org/10.2307/3377184.

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Silvera, Alain. "Victoria College, Alexandria." Middle Eastern Studies 40, no. 1 (January 2004): 166–75. http://dx.doi.org/10.1080/00263200412331301947.

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Essa, Fawzia Osman, Abdulai Abukari, and Byabashaija Deusdedit. "Educators’ Perceptions and Curriculum History in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 9 (September 11, 2021): 417–21. http://dx.doi.org/10.36347/sjahss.2021.v09i09.005.

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This study analysed the connection between educators’ perceptions and curriculum history of secondary schools in Somalia. With the utilisation of descriptive research design, a self administered questionnaire and an interview guide were employed to collect information which was used to achieve the specific objective of assessing the effect of educators’ perceptions on curriculum history of secondary schools in Somalia . The study adopted a mixed methods paradigm with descriptive research design , quantitative and qualitative approaches. A sample of 300 participants were chosen using Slovene’s formula. Data was collected using survey questionnaire and interview schedule and analyzed using descriptive statistics and chi-square test for quantitative data and thematic sythesis was used for analyzing qualitative data .The study findings established a significant relationship between educators’ perceptions and curriculum history of secondary schools in Somalia . The study concluded by proposing a model that can assist policy-makers in Somalia to change current history curricula to construct one that supports a Somalia national identity . From the study findings, the researcher recommended that using a humanistic approach to curriculum evaluation in post-conflict contexts may help teachers to explore people’s perceptions, attitudes, and beliefs.

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Essa, Fawzia Osman, and Byabashaija Deusdedit. "Post War Education and Curriculum History in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 8 (August 25, 2021): 363–66. http://dx.doi.org/10.36347/sjahss.2021.v09i08.004.

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This study assessed the correlation between post war education and curriculum history of secondary schools in Somalia. With the use of descriptive research design, a survey questionnaire and an interview schedule were utilized to garner data which was used to answer the research question on how post war education leads to curriculum history of secondary schools with an aim of developing a new curriculum to address contemporary issues in education such as helping address the current identity crisis in Somalia. The study adopted a descriptive research design with quantitative and qualitative approaches. A sample of 300 respondents were selected using Slovene’s formula. Data was collected using questionnaire and interview guide and analyzed using descriptive statistics and Pearson’s chi-square statistical test for quantitative data and thematic analysis was used for analyzing qualitative data .The study findings established a significant relationship between post war education and curriculum history in Somalia . The study concluded that post war education has awakened people in Somalia that a relevant curriculum is essential for national development. From the study findings, the researcher recommended that there is a need for a new history curriculum. An integrated thematic instructional model was proposed to deliver a new content and narrative that seeks to develop social cohesion and reconciliation in order to reconstruct national identity in post-conflict Somalia.

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Abbott, Malcolm J., and Di Thomson. "A History Of The Co-Operative Housing Societies In Victoria, 1944 – 1996." Urban Policy and Research 15, no. 1 (March 1997): 19–30. http://dx.doi.org/10.1080/08111149708551636.

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Beavis, Catherine. "‘A Chart for Further Exploration and a Kind of Rallying Call’: James Moffett and English Curriculum History in Victoria." Changing English 17, no. 3 (September 2010): 297–307. http://dx.doi.org/10.1080/1358684x.2010.505449.

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Friedman, Sigmund L. "MEDICAL SCHOOLS AND TEACHING HOSPITALS: CURRICULUM, PROGRAMMING AND PLANNING." Annals of the New York Academy of Sciences 128, no. 2 (December 16, 2006): 462. http://dx.doi.org/10.1111/j.1749-6632.1965.tb11657.x.

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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.

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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.

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Muir, Carlyn, Ian R. Johnston, and Eric Howard. "Evolution of a holistic systems approach to planning and managing road safety: the Victorian case study, 1970–2015." Injury Prevention 24, Suppl 1 (February 16, 2018): i19—i24. http://dx.doi.org/10.1136/injuryprev-2017-042358.

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BackgroundThe Victorian Safe System approach to road safety slowly evolved from a combination of the Swedish Vision Zero philosophy and the Sustainable Safety model developed by the Dutch. The Safe System approach reframes the way in which road safety is viewed and managed.MethodsThis paper presents a case study of the institutional change required to underpin the transformation to a holistic approach to planning and managing road safety in Victoria, Australia.ResultsThe adoption and implementation of a Safe System approach require strong institutional leadership and close cooperation among all the key agencies involved, and Victoria was fortunate in that it had a long history of strong interagency mechanisms in place. However, the challenges in the implementation of the Safe System strategy in Victoria are generally neither technical nor scientific; they are predominantly social and political. While many governments purport to develop strategies based on Safe System thinking, on-the-ground action still very much depends on what politicians perceive to be publicly acceptable, and Victoria is no exception.ConclusionsThis is a case study of the complexity of institutional change and is presented in the hope that the lessons may prove useful for others seeking to adopt more holistic planning and management of road safety. There is still much work to be done in Victoria, but the institutional cultural shift has taken root. Ongoing efforts must be continued to achieve alert and compliant road users; however, major underpinning benefits will be achieved through focusing on road network safety improvements (achieving forgiving infrastructure, such as wire rope barriers) in conjunction with reviews of posted speed limits (to be set in response to the level of protection offered by the road infrastructure) and by the progressive introduction into the fleet of modern vehicle safety features.

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BECKETT, JOHN, and CHARLES WATKINS. "Natural History and Local History in Late Victorian and Edwardian England: The Contribution of the Victoria County History." Rural History 22, no. 1 (March 7, 2011): 59–87. http://dx.doi.org/10.1017/s0956793310000142.

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AbstractIn 1899 the Victoria County History (VCH) was established as a ‘National Survey’ of England which was intended to show the present day condition of the country and trace the ‘domestic history’ of all English counties to the ‘earliest times’. Natural history was seen as a key component to be included in the first volume for every county. In this paper we examine the reasons for the prominence given to natural history and demonstrate how the expert knowledge of natural historians was marshalled and edited. We use the contrasting counties of Herefordshire and Nottinghamshire to examine key intellectual debates about the role of the amateur and the expert and concern about nomenclature, classification and the state of knowledge about different groups of species. We emphasize the importance of the geography of the natural history and the way in which the VCH charted concerns about species loss and extinction. We examine the reasons why the VCH later abandoned natural history and finally we assess the value of its published output for modern historical geographers, historical ecologists and environmental historians.

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.

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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.

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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.

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Essa, Fawzia Osman, Abdulai Abukari, and Byabashaija Deusdedit. "Post-War and Development of a Historical Curriculum in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 10 (October 14, 2021): 489–501. http://dx.doi.org/10.36347/sjahss.2021.v09i10.003.

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This qualitative approach article assessed the relationship between post war and the development of a Historical Curriculum for secondary schools in Somalia. Relevant knowledge and understanding of history encourages reconciliation and unity. Besides, poor curriculum and inadequate pedagogical practices undermine the merit of the history curriculum as an educational timely intervention. This may be linked to the mismatch between theory and practice. The study was anchored on the Social Identity Theory. The semi-structured interviews were used to garner information for the research study. A total of 11 people participated in the interviews. Results reveal that history curricula of Somalia has no relevancy in terms of developing national social identity. Qualitative interviews discovered five themes that appeared to be traits of a good curriculum: Relevancy, Powerful Knowledge, Cause and Consequences, Change and Continuity, and Difficult History. The results enabled the curriculum developers to possess knowledge for the development of a historical thematic curriculum. It was concluded that establishing a national relevant curriculum may encourage national identity and patriotism. Therefore, there is need for the government to increase funding for the development of a relevant national curriculum for secondary schools in Somalia.

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GARCÍA-ÁLVAREZ, David, and Jonatan ARIAS-GARCÍA. "Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum." European Journal of Geography 13 (February 9, 2022): 1–21. http://dx.doi.org/10.48088/ejg.d.gar.13.1.1.21.

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The European Dimension in Education (EDE) is a policy promoted by the Council of Europe and the European Union that aims to foster active, critical citizenship based on common democratic values. It is also associated with the idea of promoting better knowledge of the European Union and of the concept of European citizenship. Ever since the policy was initially launched, EU Member States have been trying to add a European dimension to their education systems, although little progress has been made. In this paper, we study the way EDE has been integrated into the Spanish education system. Our research is based on an analysis of the national and regional curricula for Social Sciences (Geography, History) and Citizenship Education in compulsory secondary education, as these are the main subjects within which Spanish students are taught civic education. Results showed few signs of progress in the integration of EDE into the Spanish curriculum. In fact, a regressive trend was observed in some cases. The curriculum has varied a lot over the years in line above all with the ideology of the national government. It has also varied considerably across Spain’s different regions, which play an important role in the inclusion of EDE contents in the curriculum. The inclusion of specific subjects on Citizenship Education has provided a considerable boost to the integration of EDE into the Spanish curriculum. However, EU-related content is usually scarce and is never considered as important as content explaining the Spanish political system, citizenship, geography and history. Our paper concludes that a stronger European focus in the national curriculum would be highly recommended, so as to fully embrace EDE. In addition, a cross-party consensus should be reached on citizenship education and its contents, stressing the important role it can play as a separate subject.

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Graves, Kathleen. "The language curriculum: A social contextual perspective." Language Teaching 41, no. 2 (April 2008): 147–81. http://dx.doi.org/10.1017/s0261444807004867.

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This article examines curriculum from a social contextual perspective in which enactment – teaching and learning – is the central process, to which planning and evaluation contribute. It looks at the ways two kinds of contexts, target-language embedded and target-language removed, influence language curriculum planning and enactment. It provides a brief history of syllabus design and a rationale for moving beyond syllabus as the primary construct for curriculum planning. It then explores the classroom as the context of enactment and the role of the teacher as catalyst for curriculum change. It reconceptualizes the classroom as a learning community with potential links with real, virtual and imagined communities. It briefly explores integrated approaches to evaluation and assessment and concludes with examples of promising directions and suggestions for further research. Examples of practice that illustrate concepts are provided throughout the article.

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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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Kusuma, Sumardiansyah Perdana, Diana Nomida Musnir, and Zulfiati Syahrial. "Evaluation of Senior High School History’s Program Curriculum Implementation of Curriculum 2013 in the Province of DKI Jakarta." International Journal of Business, Economics, and Social Development 2, no. 4 (November 8, 2021): 171–76. http://dx.doi.org/10.46336/ijbesd.v2i4.178.

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The purpose in this study to evaluate of Senior High School (SMA) Historys Program Curriculum Implementation in Jakarta Province. This study used the CIPPO program evaluation model includes: (1) Context, consisting of the fundamental framework, curriculum standards, and curriculum goals; (2), Input, consisting of elements of curriculum developers, principal, teacher, and student; (3) Process, consisting of planning, learning, and assessments; (4) Product, and the effect of history (5) Outcomes, consisting of history.This research is qualitative with documentation studies, interviews, and observations, which are then enriched with a quantitative data in the form of tests. Data analysis techniques include data collection, data condensation, data presentation, and conclusions. The population studied were SMAN 70, SMAN 48, SMAN 77, and SMAN 18 which implemented Curriculum 2013 and opened a class Science Social Knowledge (IPS) where the subjects of History Indonesia and History Interest in the same academic Interest in Students. The results of the study show that there is a systemic bias, starting from stakeholder understanding, curriculum documents, processes by teachers, learning outcomes, to learning outcomes in the implementation of the High School History Curriculum in the 2013 Curriculum in DKI Jakarta Province.

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Worden, Nigel, and Elizabeth Van Heyningem. "Signs of the Times : Tourism and Public History at Cape Town's Victoria and Alfred Waterfront." Cahiers d’études africaines 36, no. 141 (1996): 215–36. http://dx.doi.org/10.3406/cea.1996.2009.

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Wallace, Belle. "Book Review: Access to History: Curriculum Planning and Practical Activities for Pupils with Learning Difficulties." Gifted Education International 23, no. 2 (September 2007): 208–9. http://dx.doi.org/10.1177/026142940702300214.

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Brownson, Elizabeth. "Colonialism, Nationalism, and the Politics of Teaching History in Mandate Palestine." Journal of Palestine Studies 43, no. 3 (2014): 9–25. http://dx.doi.org/10.1525/jps.2014.43.3.9.

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For Palestinian nationalists in Mandate Palestine, British education policy was a source of constant frustration. The shortage of schools, the lack of local control over the curriculum, and the marginalization and de-politicization of Palestinian history constituted major grievances. Proceedings from the Peel Commission reveal much about the rationale behind this policy, particularly the bias toward “rural” education and the attempts to control teachers. Drawing on and complementing the work of A.L. Tibawi, this article seeks to shed light on the nationalists' protests by examining both the responses of officials brought before the Commission, as well as the government's history curriculum during the Mandate. In doing so, the research shows that education policy was constructed to maintain the underdevelopment of Palestine and to hinder state-building efforts that could compete with those of the Zionists.

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Kickert, Conrad, and Robert Fishman. "Situated learning in history and theory in the urban design curriculum." Proceedings of the Institution of Civil Engineers - Urban Design and Planning 170, no. 3 (June 2017): 121–32. http://dx.doi.org/10.1680/jurdp.16.00004.

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Guyver, Robert. "Landmarks with questions – England's school history wars 1967-2010 and 2010-2013." History Education Research Journal 11, no. 2 (May 1, 2013): 59–87. http://dx.doi.org/10.18546/herj.11.2.06.

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This is in two parts and provides a background to national curriculum developments mainly from 1967 to 2010 as well as a focus on debates since 2010. It seeks to make links between previous curriculum debates and the current ones in the areas of pedagogy, method and content. The earlier debates had features of many issues that would arise again in the 2010-2013 period, especially: quantitative versus qualitative approaches to education; the place of nation vis-a-vis the rest of the world; the relationship between a disciplinary approach and substantive contexts; the role of historians, government and professional associations; and the role of the media. Progress in planning for the 2013 draft history curriculum in England has been slow, but the nature of the speculation before, and of the reaction after the publication of the draft shows that there are some strongly held and deeply entrenched positions about what function a national history curriculum should fulfil. The debate has involved a Government Minister (Michael Gove) and a range of teachers and academics, and – particularly – historians: from the celebrity academics chosen by him to advise, to others whose response has been divided but public, involving letters and articles in the media. A major concern has been how to organise and rationalise for an English curriculum a national narrative for students 7-14 that encompasses not only a disciplinary approach but also both British and international contexts. Complaints from all groups however show disappointment that the Minister failed to secure his earlier interest in extending compulsory school by two years to the age of 16.

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Pringle, Robert M. "The Nile Perch in Lake Victoria: Local Responses and Adaptations." Africa 75, no. 4 (November 2005): 510–38. http://dx.doi.org/10.3366/afr.2005.75.4.510.

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AbstractIntroduced into Lake Victoria in the 1950s, the Nile perch has gained fame for prompting rapid regional economic growth and for driving scores of endemic fish species into extinction. This study uses oral and archival data to trace the historical development of the Nile perch fishery on Lake Victoria. Particular emphasis is placed on local responses and adaptations to (1) the Nile perch itself; (2) the abrupt integration of the Lake Victoria fishery with the global economy; and (3) the ecological changes that the Nile perch has precipitated. I also attempt to situate Lake Victoria's history in the larger debate about environment and African livelihoods. Because so much of Lake Victoria's species diversity has been lost within one generation – biologist E. O. Wilson (1992) has called this process ‘the most catastrophic extinction episode of recent history’ – the lake is an ideal case study with which to examine ‘local’ perceptions of biodiversity. The data suggest that species diversity is important and highly resolved in the worldviews of Lake Victoria's fishermen; yet, although the will for conservation is present, poverty obstructs its realization. These findings are discussed in relation to other work on indigenous environmental knowledge and ecological ethics. I argue that ‘intrinsic’ valuation of species diversity and ecological processes may be more widespread in rural societies than has traditionally been assumed by natural and social scientists, and that the preponderance of social studies highlighting oppositions between Western science and ethno-science, and between conservation concerns and local livelihoods, may have blinded us to synergies between them. More effort is needed to understand fully the nuances in these complex local ecological worldviews, perhaps via ‘social histories of extinction’ that explore the local consequences of species loss.

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Marcus, Alan P. "The Brazil Reader. History, Culture, Politics ed. by James N. Green, Victoria Langland, Lilia Moritz Schwarcz." Journal of Latin American Geography 19, no. 2 (2020): 305–6. http://dx.doi.org/10.1353/lag.2020.0037.

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Hakim, Abd. "Perencanaan Pendidikan Islam Untuk Meningkatkan Mutu Layanan Pendidikan." FATAWA: Jurnal Pendidikan Agama Islam 1, no. 2 (June 30, 2021): 175–86. http://dx.doi.org/10.37812/fatawa.v1i2.279.

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The purpose of this study is to find a model of the concept of Islamic education planning, with the hope that it can be useful for management science and Islamic education management. In this study, the researcher used a qualitative descriptive research method with data sources from the library (library research) and the main data sources were the Qur'an, interpretations, hadith, Islamic history books and books related to educational planning. Studies on planning and planning for education conventionally have been widely discussed and written by experts, but studies on planning and planning for education in an Islamic perspective are still not many. The findings of this study are as follows: (1) Curriculum planning refers to national curriculum standards and is implemented by determining subjects and scheduling implementation. (2) Curriculum development is carried out by adding religious subjects based on Nahdatul Ulama and giving authority to teachers to develop learning methods (3) Planning for learning resources is carried out by preparing textbooks and student worksheets and preparing libraries (4) Planning for facilities and infrastructure is carried out by prepare basic facilities and infrastructure which is carried out by needs analysis. (5) The principal plans for teaching staff to adapt to the needs and must have a bachelor's status. Educational staff planning is applicable. (6) Teacher performance planning is carried out through the preparation of performance standards that contain the main tasks and functions of educators and education staff.

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Lilley, Keith D. "Review Article: The Victoria County History and the Landscape of Towns: A Review and Critique." Landscapes 13, no. 1 (June 2012): 70–74. http://dx.doi.org/10.1179/lan.2012.13.1.005.

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Semken, M., K. K. Miller, and K. James. "The value of oral history in natural resource management: the Balcombe Estuary Reserve, Mount Martha, Victoria." Australasian Journal of Environmental Management 18, no. 2 (June 2011): 109–22. http://dx.doi.org/10.1080/14486563.2011.588769.

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Jahangiri, M., J. Hyde, P. Sadler, and S. Tsui. "Training in cardiothoracic surgery: how far is the other side of the table?" Bulletin of the Royal College of Surgeons of England 103, no. 2 (March 2021): 68–71. http://dx.doi.org/10.1308/rcsbull.2021.33.

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This article discusses the history and process of national selection of trainees, future workforce planning and projections in cardiothoracic surgery. In addition (and perhaps most importantly), it describes the challenges of the new, shorter, seven-year specialty training curriculum.

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Edwards, Lana, and David J. Chard. "Curriculum Reform in a Residential Treatment Program: Establishing High Academic Expectations for Students with Emotional and Behavioral Disorders." Behavioral Disorders 25, no. 3 (May 2000): 259–63. http://dx.doi.org/10.1177/019874290002500302.

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The importance of high-quality academic instruction and high academic expectations for students with emotional and behavioral disorders (E/BD) is discussed. A sample language arts/history curriculum based on state curriculum standards was created and implemented in a classroom at a residential treatment program. Twenty-two students ranging in age from 11 to 16 participated in a 4-week pilot study designed to examine the effects of systematic instruction in story elements and narrative summary writing on student writing skills and academic engagement. Results suggest that students with E/BD who participated in the study's language arts/history curriculum showed improvements in both summary writing skills and academic engagement. Though data analysis and specifics of results are not the focus of this report, results highlight the importance of thoughtful, thorough instructional planning and the need for high levels of teacher instructional engagement when working with students with E/BD.

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Amour, Philipp O. "THE EVOLUTION AND IMPLEMENTATION OF A NATIONAL CURRICULUM UNDER CONDITIONS OF RESISTANCE: THE CASE OF THE PALESTINIANS (1970–82)." International Journal of Middle East Studies 51, no. 1 (December 14, 2018): 87–107. http://dx.doi.org/10.1017/s0020743818001137.

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AbstractCan a nation mobilizing for an extended armed conflict also construct and implement a national educational curriculum? This article explores the complex and crucial case of the Palestine Liberation Organization (PLO) as it sought to develop a national curriculum while in exile in Lebanon during the 1970s, prior to the inception of the Palestinian National Authority. Based on previously unexamined primary sources from PLO archives, I show how the PLO accomplished a high level of curriculum maturity despite considerable contextual and institutional challenges. The PLO mainstream embraced this curriculum as a political instrument of anticolonial and postdiasporic education suitable for regenerating a sense of community, fostering nation building, and increasing the PLO's political legitimacy. However, as can be expected in a colonial or diasporic setting, the process of educational transition remained uneven, fragile, and dependent on the PLO leadership's ability to navigate conflicts and negotiate arrangements with colonial power, host states, and international organizations.

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Quinn, Marie. "Learning about Timor-Leste: tracing the “Timorisation” of curriculum reform." Diálogos 7 (November 16, 2022): 105–30. http://dx.doi.org/10.53930/27892182.dialogos.7.59.

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The first national planning document of the newly independent Timor-Leste included in its vision that “East Timor will be a democratic country with a vibrant traditional culture” (East Timor Planning Commission, 2002, p. xviii). Education, as an important arm of nation-building, includes a strong link to culture by including the principle of “Ligasaun ba kultura no maneira moris lokál nian [Connection to culture and way of local life]” (Ministério da Educação [ME], 2014, p. 18). However, much of Timor-Leste’s educational history has been characterised by adherence to goals that rarely addressed Timorese needs or identity. Using content analysis, this paper traces the way in which official and educational documents have considered local people and conditions in the past - during the periods of colonisation and occupation - and those of the present, particularly through the current curriculum for primary school. Also considered are teachers’ responses to a recent survey of understanding of “local life”, suggesting that a greater orientation of learning to the local context is needed in the future to understand how education might strengthen Timorese communities and culture.

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Looser, Diana. ""Our Ancestors that We Carry on Our Backs": Restaging Hawaii's History in the Plays of Victoria Nalani Kneubuhl." Contemporary Pacific 23, no. 1 (2011): 73–104. http://dx.doi.org/10.1353/cp.2011.0004.

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Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (January 13, 2020): 591. http://dx.doi.org/10.3390/su12020591.

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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.

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Gottlieb, Owen. "Time travel, labour history, and the null curriculum: new design knowledge for mobile augmented reality history games." International Journal of Heritage Studies 24, no. 3 (May 16, 2017): 287–99. http://dx.doi.org/10.1080/13527258.2017.1325768.

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Poetsch, Susan. "Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools." TESOL in Context 29, no. 1 (December 30, 2020): 37–58. http://dx.doi.org/10.21153/tesol2020vol29no1art1423.

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The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-theground description of the work of a Primary school teaching team servesto illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team’s work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students’ L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team’s approaches finds that they receive little direction for the extensive language planning required. The findings suggest an urgent need for tailor-made curriculum and teacher guidance which better recognise this dual language context. This article canvases different curriculum settings that would alleviate this situation considerably, not only for this teaching team but for others in similar remote schools.

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Keneley, Monica. "Closer settlement in the Western District of Victoria: a case study in Australian land use policy, 1898–1914." Journal of Historical Geography 28, no. 3 (July 2002): 363–79. http://dx.doi.org/10.1006/jhge.2002.0458.

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Muthohar, Ahamad. "Gagasan Konsentrasi Pembidangan Jurusan Pendidikan Agama Islam Fakultas Tarbiyah (By Using Separated-Subject Matter Curriculum Approach) Ahmad Muthohar." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 16, no. 3 (May 28, 2018): 269–81. http://dx.doi.org/10.24090/insania.v16i3.1592.

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Abstract: In general, curriculum materials in the fields of PAI includes four categories, namely 1) the materials associated with the al- Quran and al-Hadith, 2) materials relating to faith and morality, 3) material related to fiqh, and 4) materials relating to the history of Islam. The fact shows that the various departments and institutions is not specified into the fields. This paper will outline the concept of specified in PAI Department in accordance with the approach to the majors Separated-Subject Matter Curriculum planning which will result in five divisions material into five PAI study program, those are program of study: 1) Islamic Education (PAI), which prepare students to become a teacher of Islamic religion in school, 2) The course of study the Quran, Hadith, 3) The course of study Aqidah Akhlaq, 4) Fiqh Study Program, and 5) Program Cultural History of Islamic studies which prepare the students to be a teacher at the madrasah. Keywords : Division Concentration, Islamic Religious Education, Separated-Subject Matter Curriculum Approach.

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Hoag, Nathan A., Reza Hamidizadeh, and Andrew E. MacNeily. "Undergraduate exposure to urology: impact of the distributed model of medical education in British Columbia." Canadian Urological Association Journal 7, no. 1-2 (February 20, 2013): 20. http://dx.doi.org/10.5489/cuaj.277.

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Background: With the increased development of distributed sites for medical education across Canada, it is imperative we ensure that the quality of education is comparable between the different campuses. Our objective was to assess medical student experience and comfort with common urologic clinical encounters and to determine whether any differences exist between the distributed education sites at the University of British Columbia (UBC).Methods: Questionnaires assessing urologic education were delivered simultaneously to all final-year UBC medical students attending campuses in Vancouver, Victoria and Prince George. Results were analyzed using descriptive statistics.Results: Overall, 55.8% of students felt their exposure to urology was adequate in the medical curriculum; learners in the Northern Program (Prince George) ranked their clinical and didactic experiences significantly higher. Areas requiring improvement include teaching of the male genitourinary exam, digital rectal exam and sexual history, in which learners rated teaching “good/outstanding” in only 18.2%, 47.7% and 43.2% of cases, respectively. Overall, students were most comfortable with the following clinical encounters: urinary tract infection, nephrolithiasis, benign prostatic hyperplasia, hematuria, incontinence and prostate cancer. Few differences in student experience or comfort were noted related to campus site, gender or urology clerkship exposure.Conclusion: A significant minority of learners perceived that theyhad inadequate exposure to urology in the undergraduate curriculum. Experience in urology was comparable across the distributed sites and was congruent with teaching objectives. Students were comfortable with the clinical scenarios deemed most important in the literature. Learners in the Northern Program were significantly more satisfied with their urologic teaching, which potentially highlights the advantages of learning in a smaller academic setting.

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Goad, Philip. "Designing Woodleigh School: educator and architects in context." History of Education Review 43, no. 2 (September 30, 2014): 190–206. http://dx.doi.org/10.1108/her-03-2014-0014.

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Purpose – The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s. Design/methodology/approach – The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument. Findings – Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment. Originality/value – The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.

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Windarsari, Ranulin, Sunardi Sunardi, and Djono `Djono. "Learning History on High School Equivalency Program." Yupa: Historical Studies Journal 1, no. 2 (July 31, 2017): 145–59. http://dx.doi.org/10.30872/yupa.v1i2.99.

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This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.

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Windarsari, Ranulin, Sunardi Sunardi, and Djono Djono. "Learning History on High School Equivalency Program." Yupa: Historical Studies Journal 1, no. 2 (November 6, 2017): 145. http://dx.doi.org/10.26523/yupa.v1i2.56.

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This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.

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Journal articles on the topic 'Curriculum planning Victoria History'

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