Academic literature on the topic 'Educational surveys Australia'
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Journal articles on the topic "Educational surveys Australia"
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Austen, Siobhan, and Fiona MacPhail. "The Post-School Education Choices of Young Women in Australia and Canada." Economic and Labour Relations Review 22, no. 3 (November 2011): 141–57. http://dx.doi.org/10.1177/103530461102200309.
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Young Canadian women engage in post-school study at a much higher rate than their Australian peers, with a large part of the difference in this rate attributable to differences in rates of participation in the non-university sector. This article uses data from the Australian Longitudinal Surveys of Australian Youth and the Canadian Youth in Transition Survey to generate a unique cross-country comparison of the characteristics of young women engaged in different types of post-school education. The results highlight important differences in the role played by academic ability and parental resources in the allocation of educational ‘slots' in the non-university sectors of the two countries. The results suggest that ‘second-tier’ post-school institutions could play a role in boosting rates of post-school education in Australia, with important consequences for the design of policy on this sector.
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Poulsen, Angelika. "Corporal punishment of children in the home in Australia: a review of the research reveals the need for data and knowledge." Children Australia 44, no. 03 (June 17, 2019): 110–20. http://dx.doi.org/10.1017/cha.2019.17.
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AbstractA growing body of literature indicates that corporal punishment (CP) has the potential to adversely affect the mental and physical wellbeing of children in childhood as well as into adulthood. Corporal punishment of children in the home is legal in all states and territories in Australia, but not much is known about this type of family violence in the Australian context. This article presents a review of the literature currently available on the prevalence of CP of children in the home in Australia, covering online surveys, academic research, government data and grey literature. The role of online surveys is examined, and the lack of data available from government studies concerned with the wellbeing of children is also explored. There is found to be an overall lack of consistent data available on CP of children in the home in Australia, and this article calls on researchers and policymakers to further research and act on this aspect of family violence.
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Metcalfe, Jenni, and Toss Gascoigne. "Science journalism in Australia." Public Understanding of Science 4, no. 4 (October 1995): 411–28. http://dx.doi.org/10.1088/0963-6625/4/4/005.
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This paper considers the trends and current realities of science journalism in Australia. It also examines the role that science journalism is playing in setting the agenda for media coverage of science and technology in Australia, and the influence of that coverage in developing an informed public willing to be involved in science debates. Surveys show that media attention to science and technology has increased considerably over the past decade. Yet coverage seems shallow and technology-based, and does not appear to have succeeded in making a real impact on people or in changing the ways they think about science and technology and its impact on their lives. The challenges currently facing science journalism in Australia include: the need for more in-depth and critical analysis of science and technology; overcoming the negative or trivial perceptions of editors, chiefs of staff, news directors and other gatekeepers about the importance of science and technology stories; and integrating science and technology with social, economic and political issues.
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Bashi, Nazli, Marlien Varnfield, and Mohanraj Karunanithi. "A Smartphone App for Patients With Acute Coronary Syndrome (MoTER-ACS): User-Centered Design Approach." JMIR Formative Research 4, no. 12 (December 18, 2020): e17542. http://dx.doi.org/10.2196/17542.
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Background Postdischarge interventions are limited for patients with acute coronary syndrome (ACS) due to few scheduled visits to outpatient clinics and the need to travel from remote areas. Smartphones have become viable lifestyle technology to deliver home-based educational and health interventions. Objective The aim of this study was to develop a smartphone-based intervention for providing postdischarge support to patients with ACS. Methods The content of Mobile Technology–Enabled Rehabilitation for Patients with ACS (MoTER-ACS) was derived from a series of small studies, termed prestudy surveys, conducted in 2017. The prestudy surveys were conducted in Prince Charles Hospital, Queensland, Australia, and consisted of questionnaires among a convenience sample of patients with ACS (n=30), a focus group discussion with health care professionals (n=10), and an online survey among cardiologists (n=15). Responses from the patient survey identified educational topics of MoTER-ACS. The focus group with health care professionals assisted with identifying educational materials, health monitoring, and self-management interventions. Based on the results of the cardiologists’ survey, monitoring of symptoms related to heart failure exacerbation was considered as a weekly diary. Results The MoTER-ACS app covers multimedia educational materials to adopt a healthy lifestyle and includes user-friendly tools to monitor physiological and health parameters such as blood pressure, weight, and pain, assisting patients in self-managing their condition. A web portal that is linked to the data from the smartphone app is available to clinicians to regularly access patients’ data and provide support. Conclusions The MoTER-ACS platform extends the capabilities of previous mobile health platforms by providing a home-based educational and self-management intervention for patients with ACS following discharge from the hospital. The MoTER-ACS intervention narrows the gap between existing hospital-based programs and home-based interventions by complementing the postdischarge program for patients with ACS.
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Musgrave, Loretta, Caroline Homer, and Adrienne Gordon. "Knowledge, attitudes and behaviours surrounding preconception and pregnancy health: an Australian cross-sectional survey." BMJ Open 13, no. 1 (January 2023): e065055. http://dx.doi.org/10.1136/bmjopen-2022-065055.
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ObjectiveTo understand Australian women’s knowledge, attitudes and behaviours surrounding preconception and pregnancy health and their preferences for information about these periods.DesignCross-sectional survey.SettingMaking healthy changes can optimise preconception and pregnancy outcomes. Clinical practice guidelines inform preconception and pregnancy care in Australia. Women often have access to multiple sources of information on reproductive and pregnancy health.ParticipantsWomen of reproductive age were asked to complete a web-based survey. The survey development was informed by preconception guidelines, consensus statements and the national pregnancy care guidelines. The survey was distributed through social media, local and national networks from 2017 to 2018.ResultsCompleted surveys were received from 553 women.The majority (80.4%) had high educational attainment. Checking immunisation status and ensuring good mental health were rated as equally important actions both preconception (65%) and during pregnancy (78%). Limiting sedentary activities was not rated as an important action to take either preconception (36%), or during pregnancy (38%). Although women have good knowledge about the impact of weight on their own health outcomes (eg, gestational diabetes), there was less knowledge about adverse outcomes for babies like stillbirth and preterm birth. Women access many sources for reproductive health information, however, the most trusted source was from healthcare professionals.ConclusionMost women of reproductive age in Australia have knowledge of the key health recommendations for preconception and pregnancy. However, there are gaps related to lifestyle behaviours particularly connected to weight gain and outcomes for babies. There is a strong preference to receive trusted information from healthcare providers through multiple resources.
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Aldridge, Tim, Mark Andersen, Brendan Stanton, and Christopher Shen. "Past and Future Training for Careers in Sports Psychology." Australian Journal of Career Development 6, no. 2 (July 1997): 26–31. http://dx.doi.org/10.1177/103841629700600208.
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Sport psychology is an emerging career specialisation in Australia. Training models for a career in the field have only recently been developed. This research concerned past education and vocational histories of advanced degree graduates who specialised in some area of sport psychology. Thirty-two graduates from fourth year, masters and doctoral programs in Australia completed surveys concerning their educational background and vocational histories since graduating with a postgraduate degree. Graduates reported their experiences, income and perceptions and expectations pertaining to work in sport psychology. Results suggest that the main initial and future goals of graduates were to consult with athletes. Most, however, are having difficulty finding paid work in sport psychology. Graduates outlined many suggestions and advice for prospective students. Implications of the results for future training and education in the field of applied sport psychology within Australia are provided.
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Belkin, Ph A. "Gamification in education." Современная зарубежная психология 5, no. 3 (2016): 28–34. http://dx.doi.org/10.17759/jmfp.2016050302.
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This article surveys the main directions of gamification of education. Using a typology of formation of educational space in relation to the virtual space when creating educational computer games (Whitton N. 2009), it shows the degree of involvement of educational computer and video games in education of modern children in Sweden, Finland, Australia, USA and many other countries. It marks a re-orientation of this type of games from the needs of an adult in connection to a child, in direction of the child's needs. It shows that the questions of development of effective, environmentally friendly and at the same time securely motivated educational computer and video games, as well as the question of their impact on child's development in long perspective remains open. In addition, the article states that psychological research of educational tools’ gamification is aimed primarily at addressing the problem of dyslexia, leaving unstudied such specific problems of children as dyscalculia, or the effect of education when mediated by virtual space
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Firman, Paul, Ken-Soon Tan, Alexandra Clavarino, Meng-Wong Taing, and Karen Whitfield. "Pharmacist-Managed Therapeutic Drug Monitoring Programs within Australian Hospital and Health Services—A National Survey of Current Practice." Pharmacy 10, no. 5 (October 18, 2022): 135. http://dx.doi.org/10.3390/pharmacy10050135.
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Pharmacist-managed therapeutic drug monitoring (TDM) services have demonstrated positive outcomes in the literature, including reduced duration of therapy and decreased incidence of the adverse effects of drug therapy. Although the evidence has demonstrated the benefits of these TDM services, this has predominately been within international healthcare systems. The extent to which pharmacist-managed TDM services exist within Australia, and the roles and responsibilities of the pharmacists involved compared to their counterparts in other countries, remains largely unknown. A cross-sectional online survey was conducted evaluating pharmacist-managed TDM programs within Australian hospital and healthcare settings. Pharmacist perceptions were also explored about the strengths, weaknesses, opportunities, and barriers associated with implementing a pharmacist-managed TDM service. A total of 92 surveys were returned, which represents a response rate of 38%. Pharmacist-managed TDM programs were present in 15% of respondents. It is only in the minority of hospitals where there is a pharmacist-managed service, with pharmacists involved in recommending pathology and medication doses. The programs highlighted improved patient outcomes but had difficulty maintaining the educational packages and training. For hospitals without a service, a lack of funding and time were highlighted as barriers. Based on the findings of this survey, there is minimal evidence of pharmacist-managed TDM models within Australian hospital and health services. A standardized national approach to pharmacist-managed TDM services and recognition of this specialist area for pharmacists could be a potential solution to this.
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Ellis, Suzanne, Natalie Gately, Shane Rogers, and Andrée Horrigan. "Give Them a Chance: Public Attitudes to Sentencing Young Offenders in Western Australia." Youth Justice 18, no. 2 (August 2018): 169–87. http://dx.doi.org/10.1177/1473225418791660.
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Public opinion is often reported as punitive towards sentencing young people. Attitudes remain important to investigate given their potential to influence policy within the criminal justice system. Therefore, it is important to understand the formation of these attitudes and their consistency with sentencing principles. Semi-structured interviews ( n = 72) and surveys ( n = 502) were used to gauge opinions of sentencing young people under different scenario manipulations (age, weapon, drug treatment, prior record). The findings revealed the public expected punishment, but favoured rehabilitation with an opportunity to repent, suggesting the public are open to alternatives to ‘tough on crime’ approaches.
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Sun, Wanning, and Haiqing Yu. "WeChatting the Australian Election: Mandarin-Speaking Migrants and the Teaching of New Citizenship Practices." Social Media + Society 6, no. 1 (January 2020): 205630512090344. http://dx.doi.org/10.1177/2056305120903441.
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With the number of Mandarin-speaking migrants on the rise in Australia and the centrality of Chinese social media platforms among a large majority of this cohort, it is time that we examined the role of WeChat in political communication and citizenship education among Chinese migrants. In the lead-up to the May 2019 federal election, WeChat became a political campaigning battlefield in which candidates held live WeChat sessions with Chinese Australian voters. Despite much discussion about WeChat’s impact on Australian politics, there is little understanding of its potential educational role in citizen-making: to what extent does WeChat educate new citizens about Australia’s political system, democratic values, and electoral processes? This article uses the 2019 federal election as a prism through which to explore civic education and citizen-making in the digital space of WeChat. Drawing on online surveys, sustained digital ethnographic observation, and in-depth one-on-one interviews, we ask whether and how the work of certain individuals in this digital space engenders a new form of community leadership and a more engaged form of civic behavior. We also assess WeChat’s potential in facilitating the process of political integration for new migrants from authoritarian societies.
Dissertations / Theses on the topic "Educational surveys Australia"
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Hogan, Bernard Michael, and n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students." Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.
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Recent research indicates that the Internet (or Net) is currently being used at many post-secondary institutions in support of traditional, classroom-based instruction. From 1994 to 2002, the percentage of post-secondary classes using the Web as a research tool and E-mail as a method of communication has increased almost ten fold. An extensive literature on the evaluation of the Internet as an educational technology has developed in recent years; however, there are some gaps that need to be filled to provide a more complete understanding of the Internet and its use by post-secondary students. First, most of the studies focus primarily on student usage of the Net, and less so on the value (or the advantages and disadvantages) and the utility (or usefulness) associated with that usage. Second, many of these studies make a distinction between the research and communication functions of the Internet. While I argue that this is an appropriate distinction, many examine one function or the other only and not both simultaneously. The central research problem that this study addresses is helping to fill those two gaps in the evaluation literature by examining in detail student usage, value and utility of the Net as a research and/or communication tool for post-secondary students in support of classroom-based instruction. Drawing upon work from the fields of media studies, learning theory, and theories of communication, I establish a "Net as Tool" framework and adopt a uses and gratifications approach to examine student use of the Net. The three main inter-related concepts of usage, value and utility are used as organizing themes for the study, and I designed and developed a survey instrument to gather original quantitative data from post-secondary students in both Canada and Australia to fully examine those concepts. Two focus group sessions were designed to supplement this quantitative data with qualitative findings (and to generate more in-depth insights into student usage, value and utility of the Net as a research and/or communication tool). The results presented in this study have both theoretical and practical importance. In regards to the theoretical side, I have identified the underlying dimensions of usage, value, and utility, and highlighted what makes the Net valuable and useful as a research and/or communication tool. Additionally, I have identified the factors which are related to usage, value, and utility, and explored the inter-related nature of those three concepts. I concluded my study with an outline of the importance of the skill of digital literacy so that students can cope effectively with the online environment. These findings are significant because they help to fill some specific gaps in the evaluation knowledge of the Net in post-secondary education. In addition, I have developed a practical strategy which suggests how the Net could be used most effectively by students as a research and/or communication tool in support of classroom based instruction. The areas addressed by the strategy include access, infrastructure, technical support, training, integration into the curriculum, and appropriate use of the tool. The overall strategy is important because it contributes to our understanding of the Net as an educational tool, and it outlines ways to address the issue of the digital divide within post-secondary education. It is hoped the strategy will be useful to training staff, post-secondary administrators, instructors, and students.
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Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.
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The main purpose of the study was to investigate the library needs
and library usage of external students in remote areas. The study emphasised
external students' perception of their own library needs. Four distinct areas
of research evolved from the purpose of the study: to identify the library
service needs of external students; to identify library use by external
students; to identify external students' perceptions of library needs; and to
identify student status in relation to library use.
Information was collected by an interview with former external
students, a questionnaire to the libraries involved in the study and by
Nominal Group Technique (NGT) sessions with external students. The
primary instrument was a questionnaire to the external students in the
population under investigation requesting information of their library
usage and needs.
The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and
resident in Whyalla, South Australia. It was decided to survey the total
population rather than a sample because of the small numbers involved.
Thirty-five responses were received out of a population of 52, representing a
response rate of 69 percent.
The results of the survey were analysed using a Statview SE statistical
package and a spreadsheet and graphics package, Excel. Frequency
distributions were computed to determine the number of respondents who
selected each option.
The study found that the external students who used libraries tended
to use a variety of libraries. Students used not only their own institution's
library, but the a range of libraries accessible to them in Whyalla.
The study concludes by identifying issues, recommending possible
solutions, and identifying areas for further research.
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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.
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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education.
Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Frisina, Wendy-Cara. "Factors influencing students who continue or discontinue their music studies from year 8 to year 9: A survey of selected Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1061.
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This research examined the most significant factors which influence students' decisions to continue or discontinue their music studies from Year 8 to Year 9, in selected Western Australian Secondary Schools. The research was conducted during term 4, 2000. Results from the questionnaires were analysed and interpreted to determine the most significant factors which contribute to the discontinuation or continuation of instrumental music studies. Analysis of data examined factors as to why students continued or discontinued learning music or studying an instrument. Findings indicated that students' self-concept and music ability levels strongly influence the success or failure of a student undertaking music studies. Career choice, parental influence, parental support, peer pressure, time commitment, part-time work, teacher influence, choice of music studied and the fear of failure are the main contributors for students discontinuing their instrumental studies. Through the recognition of the most common problem areas it may be possible to assist with strategies to promote the retention rate of students in music studies. This study may assist non-music teachers to appreciate problems and help them to perceive music as part of the school program.
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Le, Thu Huong. "Statistical analysis of intergenerational transmission in health and human capital: Evidence from longitudinal survey of Australian children." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122965/1/Thu_Le_Thesis.pdf.
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Using data from the nationally representative longitudinal survey of Australian children, this thesis contributes to the emerging body of literature on intergenerational transmission in health and human capital by presenting the causal estimates on the impacts of maternal and paternal health on children's health, cognitive and non-cognitive development in their early lives. The results have highlighted that failing to control for the child-parent unobservable characteristics may result in an over-estimation of the detrimental impact of poor parental health and health shocks on child development. The results also indicate detrimental effects of poor parental health on selected cognitive and non-cognitive skills of children.
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Peckover, Timothy E. F. "A survey to assess the need for further education on the issue of cat management in urban and rural communities of South Australia." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09ENV/09envp368.pdf.
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Mohamed, Zaki Filzah Zahilah. "ICT and internet usage in early childhood education : a comparative study of Australian and Malaysian teachers' beliefs and current practices." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63895/1/Filzah%20Zahilah_Mohamed%20Zaki_Thesis.pdf.
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The thesis is a comparative study of ICTs and Internet use of Australian and Malaysian early childhood teachers in terms of their personal and professional comfort with ICTs, pedagogical beliefs, and their reported classroom practice. The study discovered teachers from both countries as relatively comfortable with digital technologies and the Internet, with most teachers held positive beliefs about ICT usage. The structural barriers in classrooms include lack of Internet access and the wide gap that exists between teachers’ positive beliefs and classroom practice. The study suggests the need for strategic and targeted professional development for teachers.
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Kunene, Looksmart Lucky Zamokuhle. "Classroomlevel factors affecting mathematics achievement : a comparative study between South Africa and Australia using TIMSS 2003." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/25819.
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The purpose of the study was to explore and compare key classroom level factors affecting mathematics learner achievement for South Africa and Australia. The study focused in the classroom where teaching and learning takes place. This is a secondary analysis of classroom level factors influencing Grade 8 mathematics learner achievement using the Trends in International Mathematics and Science Study (TIMSS) 2003. TIMSS 2003 was chosen because it was the latest international study available to measure trends in mathematics learner achievement, where South Africa had participated. Quantitative research approach was employed and a survey research method was used which seeks, among others, to explore relationships and patterns. Survey research method was suitable to provide data that responded to the research questions. The data collection in South Africa and Australia was conducted in October-December 2002 as both countries are located in the Southern Hemisphere. The sample for South Africa consisted of 255 schools with 100% coverage and stratification done by a total of nine provinces, and language. This resulted in 8952 learners tested across the provinces (Joncas, 2004, p. 212). For Australia, the sample consisted of 207 schools with 100% coverage and stratification done by a total of 8 States and Territories and school type. This resulted in 4791 learners participating in the study. The sample included teachers of learners who were selected to participate in the TIMSS 2003 study for South Africa and Australia. The intended target was teachers of all learners at the end of their eight year of schooling. For each participating school, a single mathematics class was sampled and the mathematics teacher of the selected class was asked to complete a mathematics questionnaire. Mathematics teachers of sampled learners responded to questions about teaching emphasis on the topics in the curriculum frameworks, instructional practices, professional training and education and their views on mathematics. The mathematics teacher questionnaire was designed to take about 45 minutes to complete The main question for this study was “What are the key classroom factors that influence learner performance in mathematics?” The three sub questions for the study were: What key variables on classroom level are related to learner achievement in mathematics for South Africa? What key variables on classroom level are related to learner achievement in mathematics for Australia? How do the classroom level factors in mathematics performance of South Africa compare with classroom level factors in Australia? The conceptual framework for the study stressed classroom level factors including instructional quality, which includes teacher background factors, classroom climate, teaching requirements and mathematics curriculum. The framework describes the factors related to classroom interactions within the comprehensive education system, with regard to inputs – process – outputs – outcomes. The selection of variables for the inclusion in the models was guided by the conceptual framework and extensive preliminary analyses. Preliminary statistical analyses included exploring descriptive statistics, Varimax factor analysis, reliability, correlation analysis and stepwise multiple regression analysis. The results of the study indicate that several specific classroom level factors were associated with the higher levels of mathematics achievement of South Africa and Australia. The results for the final South African model were: age of teacher; years been teaching; outside school day grading tests; outside school day other; and computer shortage were identified to predict learner achievement. For Australia ten classroom factors, namely, teacher perception of school climate; teacher perception of school safety; teacher emphasis on mathematics homework; teacher repeat mathematics limiting factors; homework contribute towards learning; work conditions; unhappy learners; shortage of instructional equipment; geometric shapes; and algebraic functions were identified to predict learner achievement. South Africa has factors like teacher background and outside school activities by the teacher. Australia has factors like classroom climate, work conditions and curriculum quality. In the light of schools effectiveness research and school improvement research, a comparative study like this one would require more than one level (classroom level), two or three levels would have been ideal to draw other variables and enrich the analysis, especially the learner level and school level. School effectiveness places an emphasis on the ability and social background of the learners as factors that shape academic performanceDissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Belcher, Teresa Ann. "Organic waste recycling by ACT households : a survey of communication and community education needs." Thesis, 2000. http://hdl.handle.net/1885/147902.
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Yu, Peng. "Outcomes, recall and expectations : four essays on fertility and income support." Phd thesis, 2006. http://hdl.handle.net/1885/149702.
Full textBooks on the topic "Educational surveys Australia"
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History's children: History wars in the classroom. Sydney NSW, Australia: University of New South Wales Press, 2008.
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Lamb, Stephen. Access and equity in vocational education and training: Results from longitudinal surveys of Australian youth. Camberwell [Australia]: Australian Council for Educational Research, 1998.
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Exon, F. C. A. A preliminary survey of Australian inter-library lending: A report to the Australian Commonwealth Tertiary Education Commission. Perth: Library, Western Australian Institute of Technology for the Commomwealth Tertiary Education Commission, 1986.
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Beavis, Allan. The independent school development officer: An Australian perspective. Armidale, NSW: Ross Thomas Administrative Promotions, 1990.
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Deschamp, P. Customer satisfaction: A survey of students in Western Australian government schools and their parents about their level of satisfaction with their school. [Perth, W.A.]: The Department, 1996.
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University of Western Australia. National Centre for Research on Rural Education., ed. Aboriginal viewpoints on education: A survey in the East Kimberley region. Nedlands, W.A: National Centre for Research on Rural Education, University of Western Australia, 1987.
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Long, Michael G. Paying their way: A survey of Australian undergraduate university student finances, 2000. Canberra: Australian Vice-Chancellors' Committee, 2001.
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Smart, Don. Medium-term market opportunities for Australian education: A survey of Hong Kong. [Nedlands, W.A.]: Asia Research Centre on Social, Political and Economic Change, Murdoch University, Western Australia, 1993.
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Smart, Don. Enhancing Australia's recruitment of international students: A survey of Taiwan. Western Australia: Asia Research Centre on Social, Political, and Economic Change, Murdoch University, 1995.
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Werner, Mark C. Destination and career pathways of enrollees from selected South Australian TAFE programs, 1990-1994. Leabrook, S. Aust: National Centre for Vocational Educational Research, 1998.
Find full textBook chapters on the topic "Educational surveys Australia"
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Fisher, William P., and A. Jackson Stenner. "Theory-Based Metrological Traceability in Education: A Reading Measurement Network." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 275–93. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_21.
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AbstractHuge resources are invested in metrology and standards in the natural sciences, engineering, and across a wide range of commercial technologies. Significant positive returns of human, social, environmental, and economic value on these investments have been sustained for decades. Proven methods for calibrating test and survey instruments in linear units are readily available, as are data- and theory-based methods for equating those instruments to a shared unit. Using these methods, metrological traceability is obtained in a variety of commercially available elementary and secondary English and Spanish language reading education programs in the U.S., Canada, Mexico, and Australia. Given established historical patterns, widespread routine reproduction of predicted text-based and instructional effects expressed in a common language and shared frame of reference may lead to significant developments in theory and practice. Opportunities for systematic implementations of teacher-driven lean thinking and continuous quality improvement methods may be of particular interest and value.
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Ward, Harriet, Lynne Moggach, Susan Tregeagle, and Helen Trivedi. "Adult Outcomes." In Outcomes of Open Adoption from Care, 223–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76429-6_8.
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AbstractThe chapter focuses exclusively on the 60 adoptees aged over 18 who completed the follow-up survey. It draws on data collected through survey responses and interviews focusing on 24 adult adoptees. It explores their outcomes across a range of dimensions that together contribute to a composite measure of adult functionality. It presents the outcomes the adoptees achieved on each of these key domains and explores how they compared both with those of the normative Australian population and a contemporaneous cohort of care leavers. The adoptees showed more evidence of poor mental health than care leavers, but often did better in terms of education and employment. The presence of a committed adoptive parent appears to have acted as a powerful protective factor, and only extreme indicators of vulnerability at entry to the adoptive home correlated with poor adult outcomes.
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"Enhancing educational performance." In OECD Economic Surveys: Australia, 67–102. OECD, 2008. http://dx.doi.org/10.1787/eco_surveys-aus-2008-5-en.
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Strang, Kenneth David. "Education Balanced Scorecard for Online Courses." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 441–62. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch020.
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This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.
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Joseph, Dawn, and Bradley Merrick. "Sustaining Higher Education Learning in Australia." In Developing Curriculum for Emergency Remote Learning Environments, 233–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6071-9.ch013.
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The COVID-19 pandemic disrupted teaching and learning in higher education institutions globally since March 2020. Tertiary educators restructured modes of delivery to maintain enrolments and engage with students, shifting to remote online learning. This chapter forms part of the study “Reimaging the Future: Music Teaching and Learning, and ICT in Blended Environments in Australia.” It investigates the ways in which tertiary music educators modified teaching practice as they engaged with music technology and information communication technology. Qualitative thematic analyses are employed to code survey data (March-April 2021). Five overarching themes are discussed including constraints and opportunities. This chapter provides additional insights into the growing body of research investigating adaptive approaches to teaching and learning in blended environments. Recommendations identify the need for Australian university educators to prepare graduates with digital and social-emotional competencies in response to the ‘new COVID-19 normal environment'.
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Obeng-Odoom, Franklin. "Education and Experience." In Global Migration beyond Limits, 178–211. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867180.003.0008.
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The mobility of students has become one of the most common fixtures of global migration. Yet, international student migration experiences are under-researched. When discussed, they are typically assumed. The neoclassical economics theory of human capital usually serves as a short-cut for doing so. In turn, the lived experiences of such students are hardly empirically verified, except to be read off theory as win–win. Nevertheless, their increasing numbers and the ever-increasing pace of globalization in higher education, along with reports of their stress mean that this group of migrants can no longer be caricatured. What are the socio-economic characteristics of these migrants, how are they housed where they study, what are their education and work experiences? Australia is one country where such migrants are central to both the form and funding of higher education, so this chapter analyses the results of large surveys and official reports published by student associations, housing authorities, and universities, notably the University of Sydney and the Australian Government Department of Education, Employment and Workplace Relations in the country, complemented by additional interviews with international students, university support staff, and student unions. The evidence questions the neoclassical economics human capital theory, as systemic racism against students is persistent both in their encounters with housing providers and with employers.
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Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality." In Cultural and Technological Influences on Global Business, 447–68. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3966-9.ch024.
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This study compares students’ cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.
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Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality." In Cross-Cultural Interaction, 1637–57. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch093.
Full textAbstract:
This study compares students’ cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.
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Woods, Leanna, Shiva Sharif Bidabadi, Angela Ryan, Tim Shaw, and Meredith Makeham. "Improving the Digital Capabilities of Australia’s Health Workforce: The National Digital Health Workforce and Education Roadmap." In Healthier Lives, Digitally Enabled. IOS Press, 2021. http://dx.doi.org/10.3233/shti210014.
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There is a need to improve the digital capabilities of the health workforce through training and education. Until now there has not been a national strategy that addresses the digital capability gaps in the existing and emerging health workforce. This paper describes the development of a national strategy to improve the digital capabilities of Australia’s health workforce. A mixed-method approach was used to incorporate the findings of a literature review, stakeholder interviews, online and offline workshops, consumer interviews, and surveys to develop the national strategy. Various stakeholder groups across all Australian jurisdictions were engaged in its development. The final strategy consists of key principles, a three-horizon framework reflecting the maturity levels, and a digital profile framework articulating the expectations of the many stakeholders in health.
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Issa, Tomayess, and Pedro Isaias. "Promoting Human-Computer Interaction and Usability Guidelines and Principles through Reflective Journal Assessment." In Web Design and Development, 1706–26. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch076.
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This chapter aims to examine the challenges to, and opportunities for, promoting Human Computer Interaction (HCI) and usability guidelines and principles through reflective journal assessment by information systems students from the Australian and Portuguese higher education sectors. In order to raise students' awareness of HCI and aspects of usability, especially in the Web development process, a new unit was developed by the first researcher called Information Systems 650 (IS650) in Australia. From this unit was derived the Web Site Planning and Development (WSPD) course introduced in Portugal. The reflective journal assessment approach was employed to enhance students' learning and knowledge of HCI and its usability aspects. This study provides empirical evidence from 64 students from Australia and Portugal, based on quantitative and qualitative data derived from three sources: students' formal and informal feedback and an online survey. Students confirmed that the use of reflective journal assessment consolidated their understanding of HCI and usability guidelines and principles and improved their reading, searching, researching, and writing skills, and their proficiency with the endnote software.
Conference papers on the topic "Educational surveys Australia"
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Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.
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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.
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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Alan Hodgett, R. "A Role for Information Systems Education Programs." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2503.
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The international media continually reports a worldwide shortage of skilled information technology literate people. An intermediary role or disciplinary area between business requirements and computer science has been identified in the past. A number of institutions have developed information systems education programs to fill this role. A survey of pasl graduates and employers evaluates the performance of several information systems education programs at the University of South Australia.
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Wallace, Ruth, Shelley Beatty, Jo Lines, Catherine Moore, and Leesa Costello. "The power of peer-review: A tool to improve student skills and unit satisfaction." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11116.
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Providing higher education students with opportunities to participate in peer-review feedback activities may facilitate interaction between students and enhance academic skills. Such activities are reported to help students transition from passive to active learners whilst increasing social connectedness and developing employability skills. This research aimed to evaluate student perceptions of a peer-review of assessment process offered in an undergraduate Health Science unit at Edith Cowan University in Western Australia, and their subsequent unit satisfaction. Before students began the peer-review process, a sample assignment was used to coach them on how to provide constructive feedback. They subsequently prepared a draft of their assignment for peer-review, and then reviewed the work of another student. Pre- and post-surveys were administered to assess students’ perceptions about the usefulness of the peer-review activity. Thirty-two students completed the pre-survey wherein 94% (n=30) reported the peer-review coaching helped them prepare their own assignment and 85% (n=27) reported learning how to provide constructive written feedback. Twenty-one students completed the post-survey, 76% (n=16), reporting they modified their own assignment as an outcome of their peer-review participation. Many respondents also reported improvements in their critical thinking (76%; n=16) and written communication skills (62%; n=13). Overall unit satisfaction increased exponentially.
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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.
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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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J. Taylor, W., G. X Zhu, J. Dekkers, and S. Marshall. "Factors Affecting Home Internet Use in Central Queensland." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2648.
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This paper reports on a social survey that was conducted in 2001 in Central Queensland, Australia, in order to identify the disadvantaged groups in relation to accessing the Internet from home. The research found that people in younger age groups, with higher education levels, being married , having children at home, owning a house/flat, with the higher income level, or being employed, had higher levels of Internet access from home respectively, compared to their counterparts. Regression analysis found that variation of any factors of education levels, marital status, children at home, income level and employment status may affect the decision to access the Internet from home. It also found that unemployment and low education levels were two major factors detrimentally affecting home Internet access and that seniors (>55 years of age) were disadvantaged because of lack of awareness and capability to use the Internet.
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Jonas-Dwyer, Diana, and Fay Sudweeks. "The Impact of Virtual Microscopes on Students’ Approach to Learning: An Exploratory Study." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3146.
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This research is an exploratory study of students’ approaches to studying histology and pathology. With the introduction of virtual microscopes in Health Science at Murdoch University, Australia, in 2006, it was crucial to investigate how this new technology impacted on students’ approaches to learning. The ASSIST survey was implemented at the beginning and end of the semester to identify any changes. Results indicate that, when the technology was integrated into the curriculum with appropriate learning activities, students using virtual microscopes moved more towards a strategic approach to learning but expressed a preference for a deep approach to teaching.
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Jewels, Tony, and Nina Evans. "Ethical IT Behaviour as a Function of Environment." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2881.
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Research is currently being undertaken to compare attitudes and behaviour towards ethics in information technology between students at an Australian and a South African university. This work provides a background to ethics from the literature from which a behavioural model for micro-level ethical standards is proposed. Using a theoretical underpinning of Fishbein & Azjen’s Theory of Reasoned Action, a survey document has been developed to identify and compare what constructs most affect an individual’s intention to behave in situations requiring ethical considerations.
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Bansilal, Sarah, Jill Fielding, Vince Geiger, Delia North, Mauren Porciúncula, Karla Schreiber, and Iddo Gal. "A Multi-Country Study of Teachers’ Beliefs About Implications of COVID-19 for Changing the Teaching of Statistics and Mathematics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t1f1.
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This paper reports on a jointly organized exploration by researchers from four countries (Brazil, Australia, South Africa, Israel) concerning teachers’ perceptions about statistics and mathematics content in print and digital media regarding COVID-19 (coronavirus) issues and its possible impact on future statistics education. The study involves a mixed-methods, multiple case-study design, with an online survey followed by focus groups. Preliminary and selected results are reported, highlighting teachers' views of new topics that should be added to the curriculum, teachers' perceived autonomy to make changes, tensions regarding teaching methods that can be used to implement new needed content, and more. The study has numerous implications regarding the link between curricula, school-level processes, teaching practices, and new societal needs for statistics and mathematics knowledge.
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Wardak, Dewa. "Implementing pedagogies of care in online teacher education." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0146.
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Research shows that students who believe their teachers are caring for them are more likely to engage with the class and exhibit higher levels of self-esteem and well-being. What we learn from the past should guide our present practice to pave the way for a more authentic relationship with our students in the future. This paper reports a case study of how a ‘pedagogy of care’ was implemented in a first-year large teacher-education unit of study at an Australian university during the transition to fully online learning and teaching in response to the pandemic. The paper reports the strategies adopted by the teaching team and the results of an online survey conducted with the students about their experience of the transition. The qualitative survey responses were organised into themes that illustrated how students perceived teacher care. According to the students, teachers cared when they organised consistent synchronous sessions, provided opportunity for interaction between students, recorded lectures, were lenient, modified assessment, marked assessments quickly, exhibited positivity, and acknowledged challenges due to COVID-19. These themes were then classified into two broad categories on a continuum ranging between the delivery of the unit to interpersonal or human aspects.
Reports on the topic "Educational surveys Australia"
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.