Academic literature on the topic 'High schools - Australia'
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Journal articles on the topic "High schools - Australia"
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Le, Anh T., and Paul W. Miller. "High School Graduation in Australia: Do Schools Matter?" Scottish Journal of Political Economy 51, no. 2 (May 2004): 194–208. http://dx.doi.org/10.1111/j.0036-9292.2004.00302.x.
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Gurr, David, Lawrie Drysdale, Simon Clarke, and Helen Wildy. "High-need schools in Australia." Management in Education 28, no. 3 (June 30, 2014): 86–90. http://dx.doi.org/10.1177/0892020614537666.
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Jagger, Robert G., Vinny Vaithianathan, and Daryll C. Jagger. "A Pilot Study of the Prevalence of Orofacial and Head Injuries in Schoolboy Cricketers at Eight Private Schools in England and Australia." Primary Dental Care os16, no. 3 (July 2009): 99–102. http://dx.doi.org/10.1308/135576109788634359.
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Aims The aims of this pilot study were to determine the prevalence of head, face and dental injuries sustained by schoolboys while playing cricket and to compare the prevalence of those injuries in England and Australia. Methods A questionnaire that determined distribution and prevalence of orofacial injuries sustained when playing cricket was distributed to all players (n=411) who played cricket in four private schools in England and four private schools in Australia. There was a 100% response rate. Results Fifty subjects (24.1%) from English schools and 52 subjects (25.5%) from Australian schools reported injury/injuries to the head, face and teeth. Australian cricketers reported more injuries per player. The distribution of injuries between the two countries was similar. Sixteen players had sustained loosened or broken teeth. Two players reported avulsed teeth. Conclusion It was concluded that there was a high prevalence of head and orofacial injuries among the schoolboy cricketers but relatively few dental injuries. The distribution of types of head, face and dental injury in England and Australia were similar.
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Fernandes, Venesser. "Exploring leadership influence within data-informed decision-making practices in Australian independent schools." Studia paedagogica 26, no. 4 (February 14, 2022): 139–59. http://dx.doi.org/10.5817/sp2021-4-7.
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There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.
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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.
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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.
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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.
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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
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Grant, V. J. "Bioethics in High Schools in Australia, Japan and New Zealand." Journal of Medical Ethics 23, no. 3 (June 1, 1997): 198. http://dx.doi.org/10.1136/jme.23.3.198.
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Roberts, Tamsin. "The Learner-Lead Curriculum in Aboriginal Schools." Australian Journal of Indigenous Education 20, no. 5 (November 1992): 3–13. http://dx.doi.org/10.1017/s0310582200005447.
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My students live in three remote Aboriginal community. It is my job to teach them English and the other Primary school subjects. My aim is to produce bi-lingual and bi-cultural individuals. By giving them the ways and means to access white Australian society, they are more able to make an informed decision about the life-style they want and feel confident to interact with white Australia. Many students rarely do more than one or two years at the high school in Alice Springs so there primary education is very important. Students from remote communities rarely do well academically.
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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.
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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.
Dissertations / Theses on the topic "High schools - Australia"
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Booth, Sarah. "Teaching Aboriginal curriculum content in Australian high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1522.
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Many misconceptions about Aboriginal and Torres Strait Islanders stem from Australia’s period of colonisation in the 18th and 19th centuries when Indigenous people were believed to be inferior by European settlers. It is disturbing that after 200 years these negative ideas still exist and are often perpetuated through the mass media. Even though schools are well positioned to challenge these colonial values; unfortunately there are many factors which affect the depth and quality of teaching Aboriginal content, such as culture, history and contemporary issues.
The government has aimed to disperse the inconsistencies associated with teaching Aboriginal perspectives by implementing a new Australian Curriculum with prescribed Aboriginal content. However, these changes will only have an impact if teachers are equipped and motivated to implement them. Therefore, understanding what influences teachers’ choice of content and approach to teaching Aboriginal Studies was a key aspect of this study. To explore these influences, non-Aboriginal teachers were interviewed at both government and independent schools. A desktop audit analysing the courses at Western Australian universities placed the participants’ responses into context of the pre-service and in-service learning available. An audit of the Australian Curriculum explored the expectations placed on teachers and the depth to which Aboriginal perspectives can be taught or avoided in secondary schools.
This study identified four key issues that affected the teaching of Aboriginal curriculum content by non-Aboriginal teachers. These factors are: time management, school culture, teacher interest and preconceived ideas of both teachers and students. These issues must be addressed in order to improve the quality teaching of Aboriginal perspectives by standardising in-service learning and pre-service learning. Furthermore, improving cultural competency and acknowledging Aboriginal culture is critical at every school, regardless of the number of Aboriginal students. This study also revealed that the presence of an Aboriginal and Islander Education Officer could have a big impact in providing support, information and an Aboriginal presence at the school. Without these changes it will be difficult to disperse colonial values and challenge negative stereotypes
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Elliott, C. S. "Leadership and Change in Schools : the Case of District High Schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1676.
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The focus of the research was on the manifestation of leadership that emerged in one district high school in Western Australia undergoing both imposed and self-determined change. Given the phenomena, which were deemed to involve complex human behaviour, a decision was made to locate the research within the naturalistic paradigm. The research was established in the “bounded case study” mode in which the school was regarded as an instant draw from a class within which issues would be discovered the described and studies in order to achieve understanding. A second district high school was used as a reference point from which developments in the case study school might be judged. A bounded case study of a second district high school as its school development plan was ratified by the district superintendent, was conducted. The school development plan was considered to be the product of the changes this school had undergone. A three phase research design was adopted in order to formulate research questions and procedures, undertake trialing and collect data. Data was collected by formal and informal interviews, direct observations and weekly three day visits to the case study school and periodic visits to the reference school. The Principal of the later school was used as an “external auditor” for the data analysis and interpretations. Data were analysed using a data content analysis system based upon a single frame of reference - interventions - and a preliminary categorization taxonomy developed as an initial conceptual framework. Data were ‘mapped” using two techniques based on chronologies of action and events (interventions) and leadership approach. Analysis of data indicated that the cultural difference between the secondary, upper primary and junior primary sections of district high schools should be taken into account when change is implemented in those schools. A clear and unambiguous definition of the tasks, functions and powers of district superintendents and principals of self-determining schools within the reform Ministry of Education should be developed so that conflicting understandings by Ministry of Education staff no longer exist. To develop a non-adversary relationship with principals, district superintendents should move from the use of legitimate and coercive power bases and use export and referent power. A system of professional support for principals, independent of the Ministry of Education hierarchy, should be implemented at Education District level. A principal need not exhibit all of the levels of leadership in the proportions suggested by Sergiovanni (1984) to aspire to be the principal of an excellent school, so long as the aggregate of the leadership behaviour in the school includes leadership in all levels, in the proportions suggested. In situations where individuals are permitted by peers to exercise leadership roles, their behaviour will not be consistent with that suggested by Sergiovanni (1984), as constituting excellent leadership. Effective leadership is fluid. As subordinates expectations vary, as they become more familiar with the task, an effective leader will monitor the situation and make fine adjustments to exert the necessary coordinations, control and motivation of staff. Individuals in leadership positions will vary their behaviour in response to situations where there is actual conflict or the potential for conflict. Individuals in leadership positions will vary their behaviour to accommodate changes in their perception of the flexibility of the task. The potential for conflict exists when the cultural situation changes. This conflict will, most often, be between “tribal” groups created on the bases of social, shared and vested interests. In cases where the tasks traditionally performed at executive or managerial levels, such as by deputy principals, the individuals at that level will be subject to diminished legitimate power and become without roles.
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Carter, Pauline J., and pjcarter@chariot net au. "Factors affecting the engagement of experienced teachers in schools." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.105756.
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With the changing age profile of teachers in Australian schools, considerable numbers of experienced teachers need to feature as educational leaders, before their workplace knowledge and expertise will be lost to schools with retirement. Stereotypes of veteran teachers depict individuals, wearied by decades of work experiences, entering professional decline when educational systems need these experienced practitioners to remain connected, communicative and motivated in their work.
This thesis explores the careers and contemporary professional lives of experienced practitioners predominantly classroom teachers currently working in a school with a long standing commitment to student-centred education. The research identified the factors that influenced their career pathways and affected their engagement with their work. Critical incidents in the teachers careers and professional lives are discussed in relation to the theories of motivation and the nature of Professional Learning Communities. The study showed that necessary factors for engagement were: mutual alignment with a well-articulated and practised ethos; supportive leadership; experiencing professional influence; opportunities for learning; and variety in work. Disillusion resulted if school actions were contrary to the espoused ethos. Severely negative experiences of performance management were survived by withdrawing, and enduring management tenures but these remain very poignant memories. The teachers had few career regrets yet reflection revealed the arbitrary nature of their career progression.
The research identified a need to recognise the global and societal factors influencing the nature of teachers work. It is argued that schools and systems need to have a greater alignment between these external forces and their internal goals whilst recapturing the moral purpose of education. Furthermore, it is asserted that educational systems need to provide better human resource management for the teaching workforce through emphasising life-balance and well-being. Additionally, professional appraisal and staff management would benefit from strong recognition and deployment of the workplace knowledge and expertise of experienced teachers. A serendipitous outcome of the research was the benefit participants gained from reflecting on their careers which proved extremely affirming, and contributed to enhanced professional identities and changed career plans.
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Burgis, Paul Lindsay Education Faculty of Arts & Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.
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This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis on the role of schools in development education in Europe (Lemmers, 2001) and the call for a greater emphasis in Australia on this area (Simons. Hart and WTalsh, 1997). The survey compared student understanding with current 'knowledge' in the literature and the interview allowed an examination of the stories students constructed about people in poverty, including their cognitive and affective responses to people in poverty. Results showed that whilst almost all students recognised that poverty exists, they were more likely to define it simply as a lack of income than as a phenomenon involving social power and self esteem. Few students were aware that the majority of the world's poor are female. Nationality was an important predictor of student knowledge and values. Australian students considered nationally based causes (e.g., government, education) to be more important than personal qualities (e.g., laziness) or international causes (e.g., powerful countries). Australian students were also more likely to value hedonism, but it could not be demonstrated conclusively that this affected the ways that they defined poverty and its causes. Filipino students were more likely to perceive poverty as being the fault of the person experiencing poverty and were more pejorative towards the poor. Whilst Filipino and Zimbabwean students considered that they had learnt a lot about poverty, few Australian students thought this to be the case. Students in senior secondary school were not well informed of current understandings about poverty and development and did not possess a significantly greater knowledge than primary school students on these matters. Specifically. current school practices allow students to perceive poverty as primarily income related and do not place due emphasis on internationally related causes.
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Deece, Alan T., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Secondary school organisation : a view through the lens of a principal." THESIS_CAESS_EDU_Deece_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/583.
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The research articles presented in this portfolio originate from questions and concerns about the organization, leadership and practices of government secondary schools in NSW. There are presently 395 high schools and 66 central schools providing secondary education in government schools (DET, 2004 Directory, p.55). Of these high schools, 98 are specialised in some way – selective, performing arts, sports, technology, senior and multi campus (Vinson, 2002, p. 126). Over one quarter of schools are now specialised in some way, leaving just under 300 comprehensive high schools. Of these, 30 are single sex. The Department of Education and Training in NSW now says that it does not offer a system of comprehensive high schools, but a comprehensive system of high schools (Vinson, 2002, p.127). The specific focus of the research is to examine how NSW government secondary schools came to be where they are today. Change in secondary schools from both the systemic and school level is examined. The issue of the selection of a school by parents and students is also considered. And finally, development of an initial learning culture in a new high school was also a focus for researchDoctor of Education (D. Ed.)
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Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.
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Robinson, Janean. "A journey in (re)claiming teaching : A critical ethnography of Cape Neal High School." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/643.
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This thesis is a journey reflecting on my professional practice as a teacher. It also captures the lived experience of other teachers' stories as they were gathered from the ethnographic site; a secondary senior high school.
These collections draw out common themes, issues and dilemmas that teachers face within a dominant managerial discourse. These conversations also provide a 'voice' for those who are often controlled by their own labour into silence. "Dialogue is a moment where humans meet to reflect on their reality as they make and remake it" (Shor & Freire, 1987, p. 98).
I use the 'school effectiveness movement' as a window of investigation to study closely the impact of technical and rational thinking on the lives and work of teachers.
I provide emphasis throughout this thesis on the reclamation process of teaching, as I use my own personal biography of writing, reading, and critical investigation to challenge the disproportionate power relationships being experienced. This reclamation also highlights the moral and ethical dimensions of teachers' work. This provides a stark contrast to the 'corporate culture' continually inflicted on teachers, which denounces the presence and significance of the many sophisticated personal relationships that exist within learning communities.
It is intended that this thesis provide hope and encouragement for others interested in schools to pave their own way forward and reclaim a space of their own.
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O'Brien, Patrick. "A critical analysis of devolution and the corporate reform of teachers' work." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1214.
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The corporate transformation of bureaucratic public education in Western Australia commenced in the late 1980s. The reforms announced in the Better Schools Report (1987) aimed to devolve responsibility to schools for the purpose of improving the efficiency and effectiveness of public education. Designed to be responsive, adaptable, flexible and accountable, the administrative style accompanying the reforms is described as corporate managerialism. Devolution has impacted heavily on schools and teachers' work. Evidence presented in this thesis suggests that the corporate values and practices that dominate the organisation and management of schools create personal and professional conflict for many classroom teachers. Devolution and corporate managerialism have not only marginalised and in many cases alienated teachers, but failed to improve student learning. In short, the reforms aimed at improving efficiency and effectiveness have in fact created additional dilemmas and tensions for classroom teachers. Using teachers' stories this qualitative study examines the perceptions of Level Two secondary classroom teachers about the impact of corporate reforms on their work. It highlights a number of crises that exist for teachers and which threaten their sense of professional autonomy and job satisfaction. Based on the findings the study makes a number of recommendations for creating a critical, collaborative learning environment for classroom teachers.
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Fittock, Simon. "The socialisation of early career principals in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2309.
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This research aimed to investigate and understand the socialisation of early career principals in Western Australian public schools. It is widely acknowledged that school principals are critical in the successful education of students and delivering on this is seen to be the core purpose of the role. It is evident that the development of effective principals has great value. As a result, the socialisation of principals during the formative early career stage, whereby they learn the necessary knowledge, skills and understandings of the role, is important in the educational experiences of students. Due to the impact principals have on student learning, research into the socialisation of early career principals holds significance.
The Department of Education (DoE) is the largest employer of school principals in Western Australia. DoE see effective leadership as a key priority and is committed to the development of effective principals through the provision of professional learning. In the past, research (including Clarke et al., 2011; Gurr et al., 2014; Wildy & Clarke, 2008a, 2008b) has reported that Western Australian early career principals have faced many complex challenges during their socialisation. Much of this research was conducted over 10 years ago and it is problematic that the topic of principal socialisation in Western Australia has received little attention since. My research sought to address this problem by providing a current insight and investigate the extent of which the findings from previous studies are still relevant. Furthermore, this research provided an opportunity to investigate whether DoE’s professional learning provision had addressed the challenges faced by early career principals as suggested by previous studies.
The participant cohort for this research was comprised of seven early career principals of Western Australian public schools. The participants were located in multiple regions across the state of both metropolitan and rural areas. This research used a qualitative methodology because it aimed to develop an understanding of the meanings that the participants attached to their experiences. To gain this understanding, individual semi-structured interviews were used as the data collection method.
Findings from the data suggest that during the initial stages of their career, the participants felt unprepared, unqualified and isolated. Unpreparedness came from a lack of understanding of what the principalship would entail and inexperience in school management tasks. The feeling of being unqualified emerged from an increase of focus in the area of school management in comparison to other roles the participants had held prior to becoming a principal. Feelings of isolation were evident as a result of being an outsider to the school community and, for the rural participants, the geographical location. The significance of this study can be seen in the alignment between its findings and with those of previous studies. The findings also have provided a current insight into the challenges faced by early career principals and the type of support they perceive to be most beneficial. This information could be seen to be valuable to DoE and their ongoing provision of professional learning to early career principals.
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
Books on the topic "High schools - Australia"
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J, Fensham Peter, ed. Alienation from schooling. London: Routledge & Kegan Paul, 1986.
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Forsey, Martin. Challenging the system?: A dramatic tale of neoliberal reform in an Australian high school. Charlotte, NC: IAP-Information Age Pub., 2007.
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Moriarty, Jaclyn. The ghosts of Ashbury High. New York: Arthur A. Levine Books, 2010.
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The ghosts of Ashbury High. New York: Arthur A. Levine Books, 2010.
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Western Australia. Visual Arts Education Review. A review of post secondary visual arts education in Western Australia. Nedlands: Western Australian Post Secondary Education Commission, 1985.
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McCallum, David. The social production of merit: Education, psychology, and politics in Australia, 1900-1950. London: Falmer Press, 1990.
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Clarke, Judith. Al Capsella and the watchdogs. New York: H. Holt, 1991.
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Clarke, Judith. Al Capsella and the watchdogs. St. Lucia, Qld., Australia: University of Queensland Press, 1990.
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1962-, Busch Carolyn, ed. Financing schools for high performance: Strategies for improving the use of educational resources. San Francisco: Jossey-Bass Publishers, 1998.
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The murder of Bindy MacKenzie. New York, NY: Arthur A. Levine Books, 2006.
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Burnett, Bruce, and Jo Lampert. "Teacher Education for High-Poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program." In Teacher Education for High Poverty Schools, 73–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22059-8_5.
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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.
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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Burnett, Bruce, and Jo Lampert. "Re-thinking Teacher Quality in High-Poverty Schools in Australia." In Education, Equity, Economy, 51–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21644-7_3.
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McKenna, Kevin. "High School Economics in Australia." In An International Perspective on Economic Education, 219–32. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1382-3_13.
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Price, Kaye. "More Aboriginal and Torres Strait Islander Teachers for Australian High-Needs Schools." In Teacher Education for High Poverty Schools, 95–114. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22059-8_6.
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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People, 79–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.
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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Carroll, Annemaree, Julie M. Bower, Adrian F. Ashman, and Sasha Lynn. "Early Secondary High School—A Mindfield® for Social and Emotional Learning." In Social and Emotional Learning in Australia and the Asia-Pacific, 335–52. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3394-0_18.
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Miller, Pavla. "“My Parents Came Here with Nothing and They Wanted Us to Achieve”: Italian Australians and School Success." In The Death of the Comprehensive High School?, 185–98. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230608788_11.
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Worsley, Lyn. "Building Resilience in Three Australian High Schools, Using the Resilience Doughnut Framework." In The Springer Series on Human Exceptionality, 217–57. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0542-3_11.
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Ribar, David C., and Clement Wong. "Emerging Adulthood in Australia: How is this Stage Lived?" In Family Dynamics over the Life Course, 157–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_8.
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AbstractThe period during which young people are financially and residentially dependent on their parents is lengthening and extending into adulthood. This has created an in-between period of “emerging adulthood” where young people are legal adults but without the full responsibilities and autonomy of independent adults. There is considerable debate over whether emerging adulthood represents a new developmental phase in which young people invest in schooling, work experiences, and life skills to increase their later lifetime chances of success or a reflection of poor economic opportunities and high living costs that constrain young people into dependence. In this chapter we examine the incidence of emerging adulthood and the characteristics and behaviours of emerging adults, investigating data from the Household, Income, and Labour Dynamics in Australia Survey. We find that a majority of young Australians who are 22 years old or younger are residentially and financial dependent on their parents and thus, emerging adults. We also find that a substantial minority of 23- to 25-year-olds meet this definition and that the proportion of young people who are emerging adults has grown over time. Emerging adults have autonomy in some spheres of their lives but not others. Most emerging adults are enrolled in school. Although most also work, they often do so through casual jobs and with low earnings. Young people with high-income parents receive co-residential and financial support longer than young people with low-income parents. Similarly, non-Indigenous young people and young people from two-parent families receive support for longer than Indigenous Australians or young people from single-parent backgrounds. The evidence strongly supports distinguishing emerging adulthood from other stages in the life course.
Conference papers on the topic "High schools - Australia"
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.
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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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"Evaluation of Mathematics teaching strategies in Australian High Schools." In 23rd International Congress on Modelling and Simulation (MODSIM2019). Modelling and Simulation Society of Australia and New Zealand, 2019. http://dx.doi.org/10.36334/modsim.2019.j9.alzahrani.
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Shields, Rebecca, and Ritesh Chugh. "Preparing Australian High School Learners with 21st Century Skills." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615207.
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Muspratt, Sandy, and Thomas H. Apperley. "Patterns of digital game-play in Australian high school students." In The 8th Australasian Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2336727.2336744.
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Penman, Joy, and Jyothi Thalluri. "The Impact of a University Experience Program on Rural and Regional Secondary School Students: Keeping the Flame Burning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3654.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education. Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers. Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program. Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university. Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited.
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Colton, Jill. "Teachers' Knowledge of the Contemporary Learner: A Study in an Australian High School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443612.
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W. Koziniec, Terry, and Michael W. Dixon. "ICT Industry Certification: Integration Issues for Post-Secondary Educational Institutions in Australia." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2515.
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Driven by the incredible pace of technological change the Information and Communication Technology (ICT) vendors have led the charge in promoting industry based technical certifications. Today, there are a plethora of instructor led, intensive, short courses that provide training in an ICT vendor’s product and prepare participants to sit a certification exam. Increasingly, vendors are developing expanded certification programs suitable for inclusion in high school, college and university courses. Although these programs are attractive to students and educational institutions, there are obstacles to be overcome and risks to be evaluated when attempting to integrate a certification program within a traditional offering. This paper examines these issues in detail.
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Unknown, Unknown, Sarapuu Tago, and Piksoot Jaanika. "IMPROVING STUDENTS’ CONCEPTUALISATIONS BY MANIPULATIONS IN A VIRTUAL WEB-BASED ENVIRONMENT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-072.
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Many studies have shown the trend that students’ conceptualisations of scientific phenomena are limited to the ontological category of objects. The ontological category of processes, on the other hand, is not developed enough to build valid scientific mental models (Chi , 2005; Ferrari and Chi, 1998; Vosniadou, 1991). A correct conceptualisation of any scientific concept results from a proper understanding of object properties and processes involving these objects. Moreover, Pata and Sarapuu (2003) have raised the problem that the traditional way to teach science is usually focused on the ontological category of objects. The active-learning idea, coming from constructivism, predicts that virtual manipulations improve deeper learning (Evans and Gibbons, 2007). With interactive activities, learners are the main actors of their own construction of scientific concepts. According to this approach, deeper conceptualisation will be enhanced when manipulations are possible. In the context of web-based learning, some manipulatives, which are defined as movable representations or movable objects on the computer screen (Moyer et al., 2002), can be used to create interactivity. This study investigates the students’ ontological understanding in a virtual learning environment and the effect of manipulatives on the students’ construction of ontological conceptions. More precisely, this work attempts to answer the following research questions: (1) What is the learners’ understanding about ontological category of objects comparing to ontological category of processes? (2) How do manipulatives and non-manipulatives help learners to conceptualise through ontological categories? A process-based virtual learning environment, “Cell World” (http://bio.edu.ee/models/fr/), was applied by 59 French students of junior year of high school in sciences (aged 16-17). The sample consisted of students from three average level French schools. The results presented in this paper were drawn from a pilot survey using the model translation of “Cell World”. In this model, students can move each manipulative from the store (on the left of the screen) to the area of animations where non-manipulatives are (on the right of the screen). If the selected manipulative is incorrect, learners receive a feedback which instructs them to drag the correct manipulative in order to continue the translation process. If the manipulative is correct, the animation continues so that students can observe interaction processes involving directly manipulatives (e.g. interaction between tRNA and mRNA) and/or only non-manipulatives (e.g. the fixing process of ribosome onto mRNA molecule). For leading students to use the environment correctly, a worksheet containing instructions was developed. Moreover, the worksheet also consisted of ten questions to investigate students’ understanding about ontological categories of objects (four questions) and processes (six questions). The questions about processes lead students to think in term of emergent interactions between objects. Questions about objects lead students to use factual knowledge about the properties of molecules. These questions involve also either manipulatives or non-manipulatives to investigate the role of interactivity on students’ conceptions. In order to obtain results about learners’ understanding of ontological categories, students were grouped according to their results about the two categories of questions, objects and processes: 43 students out of 59 expressed a high level of objects’ understanding – they obtained at least two-third of maximum points, whereas only 29 students expressed a high level of processes’ understanding. The Wilcoxon signed-ranks test also revealed significant differences (Z=-3.803, P<0.001) between the answers of the two categories of questions (objects and processes): 45 students demonstrated better performances concerning questions about objects than about processes, 13 answered better about objects and one was equal in both categories. Thus, the results provide evidence that the ontological category of processes is significantly less constructed and understood than the objects’ category. For studying the role of manipulatives on the student’s ontological categories of objects and processes, a Wilcoxon signed-ranks test was used. The test compared questions about objects involving manipulatives and questions about non-manipulatives: 45 students obtained better results about manipulable molecules, 10 students about non-manipulable and only 4 learners performed with non-manipulable as well as manipulable molecules (Z=-3.868, P<0.001). Another Wilcoxon signed-ranks test was used to compare students’ answers about processes when manipulatives or non-manipulatives were available in theses processes: 47 students obtained better results concerning category of processes when these processes involved manipulable molecules. Seven students performed better when processes involved non-manipulable molecule and 5 learners got the same results for manipulable and non-manipulable molecules (Z=-5.070, P<0.001). Thus, the great majority of the students showed better understanding in both ontological categories – objects and processes, when manipulatives were involved. In conclusion, these outcomes confirm precedent works: the ontological category of processes is not developed enough to build valid scientific mental models. Thus, the main challenge for teaching scientific phenomena is to lead learners to think through ontological category of processes. One possibility to help students to improve understanding in both ontological categories is to introduce manipulatives at most crucial aspects of a scientific model. -References: -Chi, M. T. H. (2005). Common sense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161–199. -Evans, C., Gibbons N. J. (2007). The interactivity effect in multimedia learning. Computers & Education, 49, 1147–1160. -Ferrari, M. & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20(10), 1231-1256. -Moyer, P. S., & Bolyard, J. J. (2002). Exploring Representation in the Middle Grades: Investigations in Geometry with Virtual Manipulatives. The Australian Mathematics Teacher, 58(1), 19-25. -Pata, K. & Sarapuu, T. (2003). Framework for scaffolding the development of problem representationsby collaborative design. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of CSCL’ 2003 Conference. Kluwer Academic Publishers, Dordrecht, 189-198. -Vosniadou, S. (1991). Conceptual development in astronomy. In S. M. Glynn & e. al. (Eds.), The Psychology of Learning Science. Hillsdale, N.J.: Lawrence Erlbaum Associates Publishers, 149-177.
Reports on the topic "High schools - Australia"
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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.
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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.
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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.