Academic literature on the topic 'Education, Primary Victoria Curricula History'
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Journal articles on the topic "Education, Primary Victoria Curricula History"
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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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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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Clark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.
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AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.
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Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.
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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.
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Charis, Nikolaidou, and Repoussi Maria. "Multiculturalism and History Education: Teachers’ Perceptions." International Journal of Education (IJE) 9, no. 4 (December 31, 2021): 79–89. http://dx.doi.org/10.5121/ije.2021.9406.
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The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
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Wojdon, Joanna. "The Impact of Communist Rule on History Education in Poland." Journal of Educational Media, Memory, and Society 4, no. 1 (March 1, 2012): 61–77. http://dx.doi.org/10.3167/jemms.2012.040105.
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This article analyzes textbooks and curricula for primary schools in Poland published between 1944 and 1989 to show how the communist regime attempted to influence Polish history education via political change and educational reform. The article focuses on five aspects of this influence: Marxist methodology of history, portrayals of political parties, promotion of a “scientific“ worldview, justification of new boundaries and alliances of the People's Poland, and a new pantheon of national heroes. In conclusion, the article investigates the effectiveness of history education in shaping Polish collective memory under the communist regime.
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Deslandes, Paul R. "Competitive Examinations and the Culture of Masculinity in Oxbridge Undergraduate Life, 1850-1920." History of Education Quarterly 42, no. 4 (2002): 544–78. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00010.x.
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As the primary means through which academic success was measured and professional credentials were established, competitive examinations for university degrees and civil service appointments became a frequently discussed topic among the Victorian and Edwardian elite in Great Britain. Students and dons (the term for college fellows with teaching and pastoral responsibilities) at the universities of Oxford and Cambridge, as well as a whole range of outside observers, regularly commented on the importance of these exercises during the seven decades that passed between the curricular and administrative reforms of the 1850s and the conclusion of World War I, years in which these ancient institutions achieved their modern form and functioned, in the words of Jan Morris, as “power house [s]” and “conscious instruments of Victorian national greatness.” In an 1863Student's Guide to the University of Cambridge, for example, J.R. Seeley, a famous Cambridge don and historian, celebrated the invigorating, youthful, and competitive nature of the Tripos (or Honors) examinations in a lengthy discussion of academic life: “Into these [examinations] flock annually the ablest young men … who during their University course have received all the instruction that the best Tutors, and all the stimulus that a competition well known to be severe, can give…. The contest is one into which the cleverest lads in the country enter [and] it may safely be affirmed that even the lowest place in these Triposes is justly called anhonour.” By the 1860s, when Seeley first penned these comments, competitive examinations had become, in the words of one contemporary observer, “matters of … much interest and importance not only to those whose future success in life depended upon them, but to the public in general.” Public interest was further fueled, throughout this period, by numerous articles in the periodical press that discussed and debated the general value of competitive examinations and by the regular publication of test results in widely circulated, national newspapers such as theTimes.
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Глебушкин and S. Glebushkin. "Aesthetic Education of Primary School Pupils Based on Exploring the Russian Traditional Costume." Primary Education 2, no. 5 (October 17, 2014): 44–46. http://dx.doi.org/10.12737/5980.
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The paper outlines the pedagogical potential recourse to the finest examples of the genuine Russian folk costume at lessons and extra-curricula
activities within the arts and aesthetics cycle. Insights in the characteristics of the Russian traditional costume will help primary school pupils to
enhance their knowledge of the national culture and history of their Motherland, to take a love to folk arts and to form their personal artistic taste.
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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (December 2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.
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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay presents some principles which have been used for the development of History and Geography curricula with a European dimension in Greek Cypriot state primary schools in Cyprus. The curriculum development process drew upon the literature around the ‘political’ history of the European dimension, as well as upon academic discussions of social constructivist approaches to the notion of Europe. The principles employed to guide the curriculum development process were structured under the perspectives of curriculum location, content and pedagogy. The curricular location principles were concerned with the European dimension as a cross-curricular innovation, the question of its form within subject-based curricula and of its contextualisation within existing educational localities and contexts. Concerning content, it is proposed that such curricula need to acknowledge the constructedness and fluidity of the frontiers of nation-states and of Europe, the multiplicity and hybridity of identities, as well as Europe's socio-cultural and conflictual past. Finally, the pedagogic principles encourage critical approaches to knowledge, the development of concepts and active learning through cooperation.
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Dilek, Gülçin, and Dursun Dilek. "Current History Teaching in Turkey: Curricula, Debates and Issues." History Education Research Journal 11, no. 2 (May 1, 2013): 202–15. http://dx.doi.org/10.18546/herj.11.2.16.
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The aim of this study is to review the current situation with history teaching in Turkey after the education reform introduced in 2004. Accordingly, this study mainly focuses on the structure and problems of history teaching in Turkey bothat primary and secondary levels after the education reform, following confrontational debates about the role of history teaching in the construction of citizenship, and in the context of international relations, which is related to collaborative projects undertaken with a number of countries to rewrite history textbooks in a peaceful way. Current research trends in this field are also mentioned briefly. Some researches show that in history teaching in Turkey the common issues that occur are related to text books, the intensity of knowledge/objectives relationships, insufficient weekly course hours and the unfamiliarity of teachers with both new history and constructivist approaches. New history textbooks and curricula continue to be a conflict area between their respective defenders who claim in turn that history teaching should either be a vehicle for constructing national identitity or that it should be a vehicle for constructing global, pluralist and democratic citizenship. On the other hand, mutual work with some Arabian countries to rewrite the common past in textbooks,is on Turkey's current agenda to enhance the international context of this perspective. Some researches also show that apart from debates about the nature of history's social aims and the problems of history teaching as already indicated, teachers seem ready to adopt the new history approach. In addition to this, every passing day there is a marked and rapid increase in research into history teaching and the variety of related research subjects are hopeful improvements.
Dissertations / Theses on the topic "Education, Primary Victoria Curricula History"
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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Brandão, Sílvia Helena Antunes Bueno. "Práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental e saberes curriculares." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9788.
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The present research aims at studying the impact of the ways through which History teachers produce curricula knowledge and reflect about them, in the final years of Primary Education. The subjects that took part in this study were History teachers working in private schools from the east, south and centre-south zones in the city of São Paulo in the state of São Paulo, Brazil. This study begins with an investigation on the theoretical foundation that confers meaning to the pedagogical practice and curricula policies, through bibliographical survey and document analyses, always in reference to the contextualized application of the curricula and the reflective practice of the teachers. It demonstrates how History came about as a school subject and the developments that brought about the influence of the State over the History curricula. The methodology adopted, complemented by the bibliographical survey and document analyses, is based on a qualitative approach of the research carried out though in-depth inquiry, detailed testimonials and reflective interviews with the subjects involved. The results enabled a comprehensive understanding of the circumstances that influence teachers decisions, how they relate to the curricula knowledge and how they develop practical theories to sustain their actions. The study shows that teachers relate to the curricula both at personal and social levels. The decisions made in the classroom are usually based on subjective paradigms, either constructed from their own personal experiences or from the experiences they have within the school context, with students and other social agents. Together with teachers' decision process comes the reflection of their experience that leads them to the formulation of theories from and about their practice, a process that allows them to reinforce or reformulate their actions and their own professional development. Based on the reflective process of theory and practice, as they relate to the curricula, teachers have the chance to promote significant curricula changes
A presente dissertação refere-se às práticas pedagógicas de professores de História dos anos finais do Ensino Fundamental, com destaque para a relação destes com os saberes curriculares. O estudo investigou o modo como esses professores, a partir de suas experiências práticas, produzem saberes e refletem sobre eles. Foram sujeitos participantes dessa pesquisa, professores de História que atuam em escolas das zona leste, sul e centro-sul da cidade de São Paulo,Estado de São Paulo, e que pertencem à rede particular de ensino. Esse trabalho inicia-se com a fundamentação teória, instância na qual a pesquisa bibliográfica e a análise documental se configuram e atribuem significado às práticas pedagógicas e políticas curriculares com base na experiência contextualizada do currículo e da prática reflexiva.Apresenta o nascimento da História como disciplina escolar e sua trajetória no Brasil, destacando, também, o poder do Estado sobre o currículo de História.Em relação à metodologia adotada, segue-se em complemento à pesquisa bibliográfica e análise documental, pesquisa referenciada pela abordagem qualitativa, por meio da qual os sujeitos pesquisados contribuiram com depoimentos significativamente detalhados, mediante aprofundadas entrevistas reflexivas.Os resultados possibilitaram compreender as circunstâncias sob as quais os professores tomam suas decisões, se relacionam com os saberes curriculares e desenvolvem teorias práticas que sustentam suas ações. Nessa pesquisa verificou-se que os professores se relacionam com o currículo tanto de forma pessoal como de forma social. As decisões que tomam no contexto da sala de aula baseiam-se em parâmetros subjetivos, tanto naqueles constituídos por suas experiências pessoais, como nos que vivenciam no ambiente escolar, com os alunos e outros agentes sociais. Atrelado ao processo decisório dos professores implicada está a reflexão sobre suas experiências, que os remete à elaboração de teorias da e sobre a prática, movimento este que permite reforçar ou reformular suas ações, bem como, o desenvolvimento profissional. Com base no processo reflexivo teoria e prática, os docentes ao se relacionarem com o currículo têm a possibilidade de promover significativas mudanças curriculares
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"An analysis of the primary school English language curriculum in Hong Kong, 1967-97." 2002. http://library.cuhk.edu.hk/record=b5891070.
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Chan Ho-leung.Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 113-120).
Abstracts in English and Chinese.
ABSTRACT --- p.i
English version --- p.ii
Chinese version --- p.iii
ACKNOWLEDGEMENTS --- p.iv
LIST OF ACRONYMS --- p.v
LIST OF TABLES AND FIGURES --- p.x
Chapter CHAPTER ONE: --- INTRODUCTION --- p.1
Chapter 1.1 --- Background of the Study --- p.1
Chapter 1.1.1 --- Syllabus --- p.2
Chapter 1.1.2 --- Syllabus and Curriculum --- p.3
Chapter 1.2 --- Infrastructure of English Language Curriculum in Hong Kong --- p.4
Chapter 1.3 --- Research Focus --- p.5
Chapter 1.4 --- Research Questions --- p.5
Chapter 1.5 --- Significance --- p.6
Chapter 1.6 --- Thesis Outline --- p.8
Chapter CHAPTER TWO: --- REVIEW OF LITERATURE --- p.10
Chapter 2.1 --- Introduction --- p.10
Chapter 2.2 --- Historical Development of English Language Education in Hong Kong --- p.11
Chapter 2.3 --- Oral-Structural Approach in the 1960s and 1970s --- p.14
Chapter 2.3.1 --- Primary English Syllabus in 1967 --- p.15
Chapter 2.3.2 --- Primary English Syllabus in 1976 --- p.16
Chapter 2.3.3 --- Relationships between the Two Syllabuses --- p.17
Chapter 2.4 --- Communicative Language Teaching from the 1980s to the Early 1990s --- p.19
Chapter 2.5 --- Target Oriented Curriculum (TOC) Initiatives --- p.22
Chapter 2.5.1 --- First Phase: TTRA and Genesis of the TOC --- p.23
Chapter 2.5.2 --- Second Phase: The TOC in Shape --- p.25
Chapter 2.5.3 --- Third Phase: The TOC beyond 1997 --- p.26
Chapter 2.6 --- Summary of Chapter Two --- p.29
Chapter CHAPTER THREE: --- RESEARCH METHODOLOGY --- p.31
Chapter 3.1 --- Introduction --- p.31
Chapter 3.2 --- Focus of the Study --- p.33
Chapter 3.3 --- Nature of the Research --- p.34
Chapter 3.4 --- Procedures of Data Collection --- p.36
Chapter 3.4.1 --- Syllabuses --- p.36
Chapter 3.4.2 --- Interviews --- p.36
Chapter 3.4.3 --- Triangulation of Data --- p.37
Chapter 3.5 --- Analytical Framework --- p.38
Chapter 3.6 --- Methods of Data Analysis --- p.40
Chapter 3.7 --- Data Reliability --- p.41
Chapter 3.8 --- Limitation --- p.41
Chapter 3.9 --- Summary of Chapter Three --- p.41
Chapter CHAPTER FOUR: --- ORAL-STRUCTURAL APPROACH --- p.43
Chapter 4.1 --- Introduction...................................................................... --- p.43
Chapter 4.2 --- Rationale for Introducing the Oral-Structural Approach --- p.43
Chapter 4.3 --- Theoretical Basis of the Oral-Structural Approach --- p.45
Chapter 4.3.1 --- Genesis of the Oral-Structural Approach --- p.45
Chapter 4.3.2 --- Theory of Language --- p.46
Chapter 4.3.3 --- Theory of Language Learning --- p.47
Chapter 4.4 --- Oral-Structural Approach Manifested in Hong Kong --- p.47
Chapter 4.5 --- Analysis of Pedagogical Features --- p.51
Chapter 4.5.1 --- Goal Setting --- p.51
Chapter 4.5.2 --- Curriculum Selection --- p.52
Chapter 4.5.3 --- Curriculum Structuring --- p.53
Chapter 4.5.4 --- Instructional Planning --- p.54
Chapter 4.5.5 --- Technical Evaluation --- p.55
Chapter 4.6 --- Discussion of the Hong Kong Adaptation of the OSA --- p.56
Chapter 4.7 --- Syllabus and the Oral-Structural Approach --- p.57
Chapter 4.8 --- Limitations of the OSA --- p.58
Chapter 4.9 --- Summary of Chapter Four --- p.59
Chapter CHAPTER FIVE: --- COMMUNICATIVE LANGUAGE TEACHING --- p.61
Chapter 5.1 --- Introduction --- p.61
Chapter 5.2 --- Rationale for Introducing CLT in the 1981 Syllabus --- p.61
Chapter 5.3 --- Theoretical Basis of Communicative Language Teaching --- p.64
Chapter 5.3.1 --- Genesis of Communicative Language Teaching --- p.64
Chapter 5.3.2 --- Theory of Language --- p.66
Chapter 5.3.3 --- Theory of Language Learning --- p.67
Chapter 5.4 --- Communicative Language Teaching Manifested in the 1981 Syllabus --- p.68
Chapter 5.5 --- Analysis of Pedagogical Features --- p.71
Chapter 5.5.1 --- Goal Setting --- p.71
Chapter 5.5.2 --- Curriculum Selection --- p.73
Chapter 5.5.3 --- Curriculum Structuring --- p.74
Chapter 5.5.4 --- Instructional Planning --- p.75
Chapter 5.5.5 --- Technical Evaluation --- p.77
Chapter 5.6 --- Discussion of the Hong Kong Adaptation of CLT --- p.78
Chapter 5.6.1 --- Merits --- p.78
Chapter 5.6.2 --- Demerits --- p.80
Chapter 5.7 --- Syllabus and Communicative Language Teaching --- p.81
Chapter 5 .8 --- Summary of Chapter Five --- p.82
Chapter CHAPTER SIX: --- TASK-BASED LANGUAGE TEACHING --- p.83
Chapter 6.1 --- Introduction --- p.83
Chapter 6.2 --- Rationale for introducing the TOC in the 1997 syllabus --- p.84
Chapter 6.3 --- Theoretical Basis of TBLT --- p.86
Chapter 6.3.1 --- Genesis of TBLT --- p.86
Chapter 6.3.2 --- Theory of Language --- p.87
Chapter 6.3.3 --- Theory of Language Learning --- p.88
Chapter 6.4 --- TBLT Manifested in the 1997 syllabus --- p.89
Chapter 6.5 --- Analysis of Pedagogical Features --- p.90
Chapter 6.5.1 --- Goal Setting --- p.91
Chapter 6.5.2 --- Curriculum Selection --- p.93
Chapter 6.5.3 --- Curriculum Structuring --- p.94
Chapter 6.5.4 --- Instructional Planning --- p.94
Chapter 6.5.5 --- Technical Evaluation --- p.97
Chapter 6.6 --- Syllabus and the TOC --- p.98
Chapter 6.7 --- Summary of Chapter Six --- p.101
Chapter CHAPTER SEVEN: --- CONCLUSION --- p.103
Chapter 7.1 --- Introduction --- p.103
Chapter 7.2 --- Research Question 1 --- p.104
Chapter 7.3 --- Research Question 2 --- p.106
Chapter 7.4 --- Research Question 3 --- p.107
Chapter 7.5 --- Limitations of the Study --- p.109
Chapter 7.6 --- Implications and Recommendations --- p.110
REFERENCES --- p.113
APPENDICES --- p.121
Appendix I Newspaper Clipping --- p.121
Appendix II Semi-Structured Interview Questions --- p.123
Appendix III Profile of Interviewees --- p.124
Appendix IV Sample Transcript of Interview A --- p.125
Appendix V Sample Transcript of Interview B --- p.135
Appendix VI Sample Transcript of Interview F --- p.144
Appendix VII Interview Data Recorded in CDs
Books on the topic "Education, Primary Victoria Curricula History"
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Historic Schools Society of Victoria and Victoria. Education Department, eds. School days: Looking back on education in Victoria. Melbourne: Robert Andersen & Associates, 1985.
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Curriculum Committee for Social, Environmental and Scientific Education., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. History: Social, environmental and scientific education : teacher guidelines. Dublin: Stationery Office, 1999.
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Kerr, Alan. Plowden's progress: An essay on primary education. Weston-super-Mare: Quercus Publications, 2007.
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Primary education from Plowden to the 1990s. London: Falmer Press, 1990.
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W, Meyer John, ed. School knowledge for the masses: World models and national primary curricular categories in the twentieth century. Washington, DC: Falmer Press, 1992.
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Bausela, José Ramón López. Los programas escolares inéditos de 1938 en la España de Franco: El cerco pedagógico a la modernidad. Madrid: Universidad Nacional de Educación a Distancia, 2012.
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Xin Zhongguo zhong xiao xue jiao cai jian she shi 1949-2000 yan jiu cong shu: Ying yu juan = Yingyu juan. Beijing: Ren min jiao yu chu ban she, 2010.
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Xin Zhongguo zhong xiao xue jiao cai jian she shi 1949-2000 yan jiu cong shu: Chu ban guan li juan = Chuban guanli juan. Beijing: Ren min jiao yu chu ban she, 2010.
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Xin Zhongguo zhong xiao xue jiao cai jian she shi 1949-2000 yan jiu cong shu: Hua xue juan = Huaxue juan. Beijing: Ren min jiao yu chu ban she, 2010.
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Xin Zhongguo zhong xiao xue jiao cai jian she shi 1949-2000 yan jiu cong shu: Ti yu juan = Tiyu juan. Beijing: Ren min jiao yu chu ban she, 2010.
Find full textBook chapters on the topic "Education, Primary Victoria Curricula History"
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Trust, Torrey, Robert Maloy, and Sharon Edwards. "Makerspaces and 3D Printing." In Research Anthology on Makerspaces and 3D Printing in Education, 662–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6295-9.ch033.
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This chapter presents a professional development model for introducing preservice and inservice teachers to makerspaces and 3D printing. The model is based on a 3D Printing 4 Teaching & Learning project, a school/university partnership focused on maker and 3D learning. In the project, 13 inservice teachers were paired with 10 preservice teacher candidates and charged with integrating hands-on physical makerspaces and 3D modeling and printing activities into existing elementary, middle, or high school curricula. Two day-long workshops introduced participants to makerspace experiences. Teachers then completed projects with students organized around history/social studies or science/mathematics topics. Three primary recommendations emerged for integrating maker-based and 3D technologies into preservice and inservice teacher learning: 1) a growth-in-practice model, 2) preservice/inservice teams, 3) multiple approaches to the adoption of new technologies.
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Mysak, Nataliia F. "The Ukrainian Language in the System of Primary and Secondary School in Galicia in the Late Nineteenth and Early Twentieth Centuries." In The “native word”: The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 135–67. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.06.
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This paper investigates features of the realization by the Ukrainian population in Galicia of the right to education in their native language in the primary and secondary education systems at the end of the nineteenth and the beginning of the twentieth centuries, and compares the general imperial and regional legislation in the field of education, in particular, equality of opportunity of the different nations and ethnic groups of Austria-Hungary. Analyzed negative factors, which prevented Ukrainians from implementing the right to education in their native language, include, for example, the position of the imperial government toward the national question, the discriminatory policy of the local Polish administration in Galicia towards the Ukrainian population, total control over the observance of school instructions and regulations, the low education of pedagogical workers, the persecution of nationally conscious teachers, features of the educational process, violation of the principle of equality when studying the primary and secondary regional languages, and the lack of a national component in the curricula of primary and secondary schools. Emphasis is placed on the manifestations of ethnocentrism in the Galician education system. The positive factors that facilitated the expansion of the sphere of Ukrainian language usage in primary and secondary educational institutions are also considered, as is how this stimulated the development of the national school.
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S.Szabó, Márta. "Historical Overview of the Teaching of Music Theory Subjects as Part of the School Curriculum in Hungary." In Studies in Music Pedagogy - The Methodological Revitalisation of Music Education. University of Debrecen Faculty of Music, 2020. http://dx.doi.org/10.5434/9789634902263/5.
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The primary sources for a historical overview of secondary-level musical education in Hungary are publications on school histories, yearbooks, and the work of outstanding teachers. An overview of theoretical subjects is made far more difficult, however, by the fact that both the name and content of these subjects have undergone considerable change over time. It was only in the mid-20th century when secondary-level musical education became independent from an earlier institutional form, the music school (Zenede in Hungarian), which taught a far wider range of age groups, lasted for 10-11 years, and characterised earlier music education for decades. Music schools, which offered, among others, secondary-level musical training, had existed since the second half of the 19th century. This paper is part of a more comprehensive methodological work designed to bring to light the historical teaching of music theory in Hungarian musical training with regard to its roots, curricula, handbooks, and teaching practices up to the mid-20th century, when the system of secondary schools specialising in music education was established. Keywords: history of music teaching, professional musical training, teaching music theory
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Kolb, Nataliia M. "Greek-Catholic Religious Education in the Primary and Secondary School Systems in Eastern Galicia (in the Second Half of the Nineteenth and Early Twentieth Centuries): Legislation, Curricula, Realities." In The “native word”: The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 168–96. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.07.
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This essay outlines the significance and position of religious education in the primary and secondary education systems in Austria-Hungary around the turn of the twentieth century. The powers of the state and the Church in the organization of these lessons and their means of control over them are indicated. The growing attention of the Church and the clergy to improving the quality of lessons of worship is emphasized, which occurred in response to the deterioration of the moral condition of young people, the spread of religious indifference, atheism, and the growing popularity of leftist ideologies. The clergy's rethinking of the methodology of teaching religion is shown. The measures of the Church to improve textbooks on this subject, increase the requirements for the education and moral and human qualities of priest-candidates for the position of catechists are traced. Emphasis is placed on the importance of religion lessons as an influential factor in the formation of the national identity and consciousness of Ukrainian youth. Special attention is paid to the problem of the opposition of the Greek Catholic clergy to the Latinization and Polonization activities of Polish circles, and in particular to measures to protect the right to teach religion in the Ukrainian language.
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Freeland, Richard M. "Introduction." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0005.
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This book began as an exploration of a paradox in the history of American universities. In the twenty-five years following World War II, the student population served by these institutions became more diverse and the societal purposes they served became more varied. Yet, during the same period, universities themselves became more alike. The contradictions were easy to observe. It was obvious that the academic and social backgrounds of students—and consequently their needs, skills, and interests—became more heterogeneous in the postwar years, yet the undergraduate curricula of universities increasingly stressed highly academic subjects, especially the arts and sciences. Similarly, universities pursued a well-documented trend toward greater involvement in practical affairs and social problem solving in the 1950s and 1960s, while also adhering to a narrowing focus on doctoral programs and research in the basic disciplines. I wanted to understand the forces, both internal and external to campuses, that promoted this puzzling conjunction of converging characteristics and expanding functions. I also wanted to assess the academic and social consequences of this pattern. The decline of institutional diversity was only the most startling of a number of apparently inconsistent developments associated with an era of historic growth among universities. Almost as curious was the fact that, while expansion occurred mostly to accommodate increased demand for college education, institutional attention to teaching diminished, as did concern about the undergraduate curriculum. Meanwhile, graduate programs, whose chief function was to train college teachers, tended to slight preparation for instructional work and to nurture research skills. Indeed, as growth intensified academia’s role in socializing the nation’s youth, universities dismantled the programs of general education that were the primary vehicles they had created for that purpose. More broadly, the active involvement of universities in the definition and resolution of social problems went hand in hand with the consolidation of an academic value system quite remote from most Americans. Even the increasing heterogeneity of the student population was not free of contradiction. Academic leaders claimed credit for making their institutions more democratic during the postwar years by reducing traditional barriers to admission—including those of income and race.