Journal articles on the topic 'High schools Victoria Evaluation'
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1
Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.
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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.
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Odden, Allan, and Eleanor Odden. "Applying the High Involvement Framework to Local Management of Schools in Victoria, Australia." Educational Research and Evaluation 2, no. 2 (June 1996): 150–84. http://dx.doi.org/10.1080/1380361960020202.
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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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Gorman, Dennis M. "Analytic flexibility in the evaluation of the Drug Education in Victoria Schools (DEVS) programme." International Journal of Drug Policy 26, no. 8 (August 2015): 719–20. http://dx.doi.org/10.1016/j.drugpo.2015.01.001.
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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.
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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Utari, Sri, and Djukri Djukri. "Biology learning evaluation model in Senior High Schools." Jurnal Penelitian dan Evaluasi Pendidikan 21, no. 1 (June 30, 2017): 65–79. http://dx.doi.org/10.21831/pep.v21i1.13697.
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The study was to develop a Biology learning evaluation model in senior high schools that referred to the research and development model by Borg & Gall and the logic model. The evaluation model included the components of input, activities, output and outcomes. The developing procedures involved a preliminary study in the form of observation and theoretical review regarding the Biology learning evaluation in senior high schools. The product development was carried out by designing an evaluation model, designing an instrument, performing instrument experiment and performing implementation. The instrument experiment involved teachers and Students from Grade XII in senior high schools located in the City of Yogyakarta. For the data gathering technique and instrument, the researchers implemented observation sheet, questionnaire and test. The questionnaire was applied in order to attain information regarding teacher performance, learning performance, classroom atmosphere and scientific attitude; on the other hand, test was applied in order to attain information regarding Biology concept mastery. Then, for the analysis of instrument construct, the researchers performed confirmatory factor analysis by means of Lisrel 0.80 software and the results of this analysis showed that the evaluation instrument valid and reliable. The construct validity was between 0.43-0.79 while the reliability of measurement model was between 0.88-0.94. Last but not the least, the model feasibility test showed that the theoretical model had been supported by the empirical data.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.
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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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Reinhorn, Stefanie K., Susan Moore Johnson, and Nicole S. Simon. "Investing in Development: Six High-Performing, High-Poverty Schools Implement the Massachusetts Teacher Evaluation Policy." Educational Evaluation and Policy Analysis 39, no. 3 (February 17, 2017): 383–406. http://dx.doi.org/10.3102/0162373717690605.
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We studied how six high-performing, high-poverty schools in one large Massachusetts city implemented the state’s new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received the state’s highest accountability rating. We sought to learn how these successful schools approached teacher evaluation, including classroom observations, feedback, and summative ratings. We interviewed 142 teachers and administrators and analyzed data using sensemaking theory, which considers how individuals’ knowledge and beliefs, the context in which they work, and the policy stimuli they encounter affect implementation. All schools prioritized the goal of developing their teachers over holding them accountable. The spillover effects of additional policies affected how these schools approached implementation.
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Crawford, S., and J. Garrard. "A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness." Journal of Environmental and Public Health 2013 (2013): 1–14. http://dx.doi.org/10.1155/2013/816961.
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This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N= 889) and followup (N= 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts.
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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
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Nunn, John. "The Importance of the School to a Rural Town." Australian and International Journal of Rural Education 4, no. 1 (March 1, 1994): 1–7. http://dx.doi.org/10.47381/aijre.v4i1.380.
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The school has a number of roles in a rural community. This paper investigates just what those roles are in three rural high schools in the Wimmera District of Victoria. After summarising the roles provided by interviews in the three schools, four of the roles are examined in more detail. These are the community use of the school facilities, the expenditure of the staffs in the three communities, the involvement of the staff in community associations and organisations and the employment created by the three schools. The investigation shows that in those three communities, the schools are important. In addition, the paper refers to roles which are difficult to quantify such as tradition and community integrity. These roles are also of importance to the rural communities.
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Bandaranayake, Bandara. "Polarisation of high-performing and low-performing secondary schools in Victoria, Australia: an analysis of causal complexities." Australian Educational Researcher 43, no. 5 (August 19, 2016): 587–606. http://dx.doi.org/10.1007/s13384-016-0213-8.
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Dal-Yong Song and YongHwan Lee. "The Development of Evaluation Criteria for Specialized Vocational High Schools." Journal ofAgricultural Education and Human Resource Development 40, no. 3 (September 2008): 115–35. http://dx.doi.org/10.23840/agehrd.2008.40.3.115.
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Murwantini, Sri Murwantini, Soenarto Soenarto, and Thomas Sukardi. "Evaluation of Curriculum Implementation at Vocational High Schools in Palangkaraya." International Journal of Assessment and Evaluation 29, no. 1 (2021): 17–25. http://dx.doi.org/10.18848/2327-7920/cgp/v29i01/17-25.
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Khusniyah, Nurul Lailatul. "EVALUATION STUDY OF ENGLISH TEXTBOOK FOR INDONESIAN JUNIOR HIGH SCHOOLS." EDULANGUE 2, no. 1 (June 30, 2019): 36–46. http://dx.doi.org/10.20414/edulangue.v2i1.850.
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The aim of this study is to get the quality of the English textbook for Junior High School that was designed by the government. Is it appropriate with the students and context needs? Method of research is the evaluation method through content analysis. Model of evaluation is Discrepancy Evaluation Model (DEM) to know suitability or unsuitability of textbook using criteria of evaluation. The instrument of assessment has 8 criteria, namely goals, approach, language content, skills, topics, methodology, teacher’s book, and practical consideration. Validation of instrument is judgment expert. The result of research found that the English textbook “Bahasa Inggris Think Globally Act Locally Class IX” has a good quality. It can be seen from the percentage of criteria, such as goals 80.8%, approach 82,8%, language content 81%, skills 81,3%, topics 87%, methodology 78.8%, teacher’s book 56.8%, and practical consideration 82.3%.
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Cho, Jin-Ho, and Kyung-Seok Kang. "Policy Evaluation for Policy Formation Stage of Meister High Schools." Journal of Fisheries and Marine Sciences Education 25, no. 2 (April 30, 2013): 538–51. http://dx.doi.org/10.13000/jfmse.2013.25.2.534.
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Kronborg, Leonie, and Claudia A. Cornejo-Araya. "Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–14. http://dx.doi.org/10.11144/javeriana.upsy17-5.gepg.
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This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry Accelerated Learning programs, select entry high schools, specialized high schools. The identification of students’ advanced intellectual and academic needs and the implementation of effective provisions for these students are strongly related to the level of knowledge and attitude that teachers have towards gifted and highly able students. The implications of the current educational provisions are discussed to reflect and promote better guidelines and more research in the field.
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Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.
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This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.
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Kozminsky, Ely, Elda Weizman, and Hannah Horowitz. "Teaching Translation in Israel High Schools." Aspects divers de la traduction en Israël 43, no. 1 (October 2, 2002): 119–29. http://dx.doi.org/10.7202/003349ar.
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Abstract The paper describes the English Language Translation Program (LTP), as it is implemented in Israeli high schools. It further discusses the results of an empirical study designed to evaluate the students' achievements following the program. The LTP is a two-year option for the 11th and 12th grades. In a two-hour weekly course they practice written translation from English (L2) into Hebrew (L1), and discuss textually relevant translation problems with the aim of increasing language awareness and developing language competence. Evaluation of the program at the end of 1994 indicated that the LTP students improved the metalanguage skills related to translation, and also gained 5 extra percentage points in the regular English matriculation exams at the end of grade 12, compared to the non-LTP controls. Administrative, pedagogical, and conceptual problems in implementing the program are discussed.
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Mansur, Hamsi, and Agus Hadi Utama. "The Evaluation of Appropriate Selection Learning Media at Junior High School." Indonesian Journal of Instructional Media and Model 3, no. 1 (April 21, 2021): 17. http://dx.doi.org/10.32585/ijimm.v3i1.1401.
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The appropriate selection of learning media can help the process of delivering messages from teachers to students become more effective. The selection of the right learning media requires the use of certain principles and criteria to be precise in choosing a learning medium because each learning medium should have different characteristics and specifications of usefulness. This study aims to conduct a summative evaluation of the appropriate selection of local wetland content learning media in junior high schools (SMP) in Banjarmasin. The appropriate selection of learning media will be evaluated with a summative model are all subjects containing local content of wetlands, such as in science & social subjects found by researchers in junior high schools in Banjarmasin through population methods and samples using purposive random sampling techniques as many as 5 junior high schools in Banjarmasin. Data analysis techniques in the evaluation of summative models are conducted descriptively-qualitatively using principle models and criteria used to evaluate the appropriateness of selection of local content learning media wetlands consisting of four components, namely: conformity with the material, conformity with student characteristics, conformity with the student's learning style, and conformity with supporting facilities. The results showed that the mapping appropriate of the selection of local wetland content learning media in junior high schools in Banjarmasin has met four criteria for appropriate choosing the right learning media with good categories. Recommendations of the results of the study evaluation of the appropriate selection of learning media can be tested in other schools to see the evaluation of the appropriate selection of online or remote learning media during the Covid-19 pandemic.
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Sugiyanta, Sugiyanta, and Soenarto Soenarto. "An evaluation model of educational quality assurance at junior high schools." Research and Evaluation in Education 2, no. 2 (December 28, 2016): 194. http://dx.doi.org/10.21831/reid.v2i2.11118.
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The study was to develop an appropriate evaluation model of quality assurance (QA) for evaluating the programs of the educational QA (EQA) at junior high schools. The study was a research and development study that referred to the steps developed by Borg and Gall. The results of the study show that the evaluation model of EQA in junior high schools consist of the implementation of QA system and the performance of QA. The constructs for the instrument of QA system implementation consisted of planning, implementation, monitoring and evaluation, and the act of revision is based on the exploratory factor analysis at the significance level of 0.000. The constructs for the instrument of EQA performance consisted of: resource development; program and activity development; participation, satisfaction, knowledge change, attitude change, and behavior change of school community; social, economic, and school environmental development based on the exploratory factor analysis at the significance level of 0.000. The feasibility of the evaluation model is in a good category based on experts’, users’, and practitioners’ judgment and the evidence found in the field testing.
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Muhammadiah, Mas'ud, Abdul Wahab, Susilo Surahman, Pandu Adi Cakranegara, and Maria Purnama Nduru. "Development Of Web-Based Learning Evaluation Tools in Vocational High Schools." SinkrOn 7, no. 2 (February 9, 2022): 308–13. http://dx.doi.org/10.33395/sinkron.v7i2.11292.
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The use of school information systems that still use manual means in terms of learning evaluation makes it difficult in terms of assessment. This article will explain how to design a web-based school evaluation system at a vocational school. In this study, the methods used are research and development methods and data retrieval methods by making observations and interviews. The results of the final product research learning evaluation tool can be used in vocational schools and can facilitate schools in making learning evaluation tools. Development and research results can then be concluded that the process of developing web-based learning evaluation tools consists of assessment, design, development, implementation, and evaluation. Product results in the form of web-based learning evaluation tools. Based on the tests conducted, the development of web-based learning evaluation tools on aspects of software engineering, learning media, and visual communication can be categorized as very feasible, so this learning medium can be used as a learning medium to help the learning process. Based on the results of field tests, students' responses to web-based learning evaluation tools from the motivational aspect get a percentage of 81.94% (category "Very Good"), gain with a percentage of 83% (category "Very Good"), and convenience with a percentage of 76.61% (the category of "Very Good"), and usefulness with a percentage of 83.65% (category "Very Good"), and when on average get a percentage of 76.61% categorized as "Good".
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KANEKO, Mariko. "Changes of Evaluation Behaviors in Junior High Schools and Their Consequences." Journal of Educational Sociology 72 (2003): 107–28. http://dx.doi.org/10.11151/eds1951.72.107.
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Reddy, Linda A., Adam Lekwa, Christopher Dudek, Ryan Kettler, and Anh Hua. "Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools." Journal of Psychoeducational Assessment 38, no. 7 (April 4, 2020): 816–30. http://dx.doi.org/10.1177/0734282920913394.
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This investigation examined whether teacher practices, as measured by the Classroom Strategies Assessment System (CSAS), were associated with students’ proficiency and gain scores, as measured by the Measure of Academic Progress (MAP), in 13 high-poverty charter schools in New Jersey. Results from two-level hierarchical linear models, fitted to a sample of 2,188 Kindergarteners through eighth-grade students in 110 classrooms, revealed that instructional and behavior management strategies on the CSAS were associated with (a) MAP gains in mathematics but not in reading and (b) MAP Rasch Unit (RIT) (proficiency) scores in mathematics and reading. The relationship between CSAS scores and student achievement did not differ across grade levels. In general, students in classrooms with higher quality use of classroom strategies exhibited higher gains in mathematics and proficiency scores in mathematics and reading. Implications for research and educational practices are discussed.
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Oliveira, Guilherme Resende, Alex Felipe Rodrigues Lima, Sérgio Borges Fonseca Júnior, and Thiago Mendes Rosa. "Efficiency evaluation of high schools in Goiás: a two stage analysis." Economia Aplicada 21, no. 2 (August 15, 2017): 163. http://dx.doi.org/10.11606/1413-8050/ea118947.
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O estudo verifica o nível de eficiência das escolas estaduais públicas goianas, por meio do desempenho na prova do Exame Nacional do Ensino Médio (ENEM) e o custo médio por aluno. Em um segundo momento, determina-se os condicionantes das eficiências. Para a avaliação de efi- ciência, utilizou-se o método não paramétrico de Análise Envoltória de Dados (DEA) e para o segundo estágio, a regressão beta inflacionada, que acomoda o intervalo dos resultados obtidos na primeira etapa. As evidências empíricas mostram que as escolas militares e mais especializadas tendem a ter desempenho superior às demais, enquanto as escolas com ensino em tempo integral, e com maior média de hora aula, tendem a ser mais ineficientes.
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Noury, R. "The evaluation of life skills training program in junior high schools." Journal of North Khorasan University of Medical Sciences 7, no. 2 (September 1, 2015): 433–44. http://dx.doi.org/10.29252/jnkums.7.2.433.
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Avci, Salih Börteçine, Fethullah UÇAN, and Ömer Sıddık Budak. "Evaluation of Vocational High Schools’ Status Analysis through Student Perception: Evidence from Turkey." International Journal of Business and Social Research 6, no. 2 (March 23, 2016): 58. http://dx.doi.org/10.18533/ijbsr.v6i2.915.
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<p>Nowadays the current status of vocational schools is handled by different sectors with a critical perspective. What will be the future status of vocational schools requires a strategic perspective. In this study, SWOT analyse was used as a method to analyse the current status of vocational schools. In order to determine the important components of SWOT (strengths, weaknesses, opportunities and threats) analyse a questionnaire prepared according to the five-point Likert scale was applied to 300 vocational school students from Ataturk University and Kafkas University in Turkey. Results being subjected to statistical analysis and were given some suggestions.</p>
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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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Davies, Susan, Kathryn Coxe, Hosea H. Harvey, Bhavna Singichetti, Jinhong Guo, and Jingzhen Yang. "Qualitative Evaluation of High School Implementation Strategies for Youth Sports Concussion Laws." Journal of Athletic Training 53, no. 9 (September 1, 2018): 873–79. http://dx.doi.org/10.4085/1062-6050-529-17.
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Context: All 50 states and the District of Columbia have enacted laws governing concussion management and education. These concussion laws, featuring common tenets regarding removal from play, return to play, and concussion education, have shaped school and district policies. Objective: To evaluate the strategies commonly used to implement concussion laws at the school and district levels, as reported by certified athletic trainers (ATs). Design: Qualitative study. Setting: High schools. Patients or Other Participants: We interviewed 64 ATs from high schools (1 per school) participating in High School Reporting Information Online. Data Collection and Analysis: Interviews were conducted with participants between April and October 2015 regarding implementation of the 3 core tenets of concussion laws. Research team members independently evaluated the interview transcripts and field notes to identify common themes in implementation strategies. Results: Of the 64 schools represented, 90.6% were public schools, 89.1% sponsored more than 15 sports, and all schools employed at least 1 AT and had a written concussion policy. Four commonly used strategies to implement removal from play were reliance on coaches, immediate response, referral and guidance after injury, and notification of key individuals. Use of assessment or baseline tests, communication among parties involved, reliance on AT assessments, and return-to-learn policies were 4 frequent strategies to implement return to play. Finally, 3 major implementation strategies to effectuate concussion education were use of existing educational tools, timing of education, and concussion training for school professionals. Conclusions: Although concussion laws were passed at different times and varied in content across states, common themes in implementation strategies emerged across jurisdictions. The identification of strategic approaches to implementation will help ensure proper concussion management and education, reducing negative health outcomes among youths with concussions.
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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Dao Thi Hong, Quyen, Mai Le Ngoc, Hong Do Thi, Mai Le Thi Tuyet, and Trung Trieu Anh. "Evaluation of general understanding on genetics subject of high school students." Journal of Science Educational Science 66, no. 4G (November 2021): 17–24. http://dx.doi.org/10.18173/2354-1075.2021-0166.
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Genetics is one of the important topics in the high school biology curriculum. Genetics has been taught in the subject of biology at grade 9 and grade 12. To investigate the general understanding of genetics of high school students, a survey was carried out and got responses from participants of 901 high school students across the country. The data for the average score was 3.3; median 3.0; scores ranging from 0.33 to 8.33. The data analyses showed that there was no significant difference in the results between urban and rural regions. The general knowledge of genetics of high school students was low. In general, scores of students in gifted schools were higher than in non-gifted schools. In the group of gifted schools, the biological group gave higher results than others. In general, the students tend to choose the subject Biology and have high average scores, also got survey scores higher than those of other groups. Those results contribute to clarifying the reality of learning Biology in general and Genetics in particular of high school students, contributing to the basis for educational administrators to provide more appropriate educational policies.
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Bandaranayake, Bandara. "Erratum to: Polarisation of high-performing and low-performing secondary schools in Victoria, Australia: an analysis of causal complexities." Australian Educational Researcher 43, no. 5 (October 12, 2016): 607. http://dx.doi.org/10.1007/s13384-016-0220-9.
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Cheng, Shu-Huei, and Jean A. King. "Exploring Organizational Evaluation Capacity and Evaluation Capacity Building." American Journal of Evaluation 38, no. 4 (October 5, 2016): 521–39. http://dx.doi.org/10.1177/1098214016672344.
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Researchers have conducted numerous empirical studies on evaluation capacity (EC) and evaluation capacity building (ECB) in Western cultural settings. However, little is known about these practices in non-Western contexts. To that end, this study identified the major dimensions of EC and feasible ECB approaches in Taiwanese elementary and junior high schools. Using a Delphi technique with 23 experts, the research sought consensus on the components of EC organized in three categories (evaluation culture, evaluation infrastructure, and human resources) and on approaches to building it in Taiwanese schools. The study also identified school-driven and government-driven approaches to ECB in this context. Although the findings support the major dimensions and approaches identified in the Western literature, unique differences emerged in the Taiwanese context. The article concludes with implications for theory and practice.
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van, Rees H., and RC Boston. "Evaluation of Factors Affecting Surface Runoff on Alpine Rangeland in Victoria." Rangeland Journal 8, no. 2 (1986): 97. http://dx.doi.org/10.1071/rj9860097.
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A 'portable' rainfall simulator was used on alpine soils on the Bogong High Plains in Victoria, to determine the relationship of surface runoff to soil moisture, rainfall intensity, slope and the percentage of the area lacking vegetation cover (bare ground). A strong inverse relationship (R' = 0.64) existed between total runoff and antecedent soil moisture conditions. The other factors, within the range evaluated in these experiments (bare ground 0 to 33'70, rainfall intensity 37 to 97 mm/hr and slope 6 to 23%) had no significant influence on runoff. Time to runoff initiation was influenced by antecedent soil moisture, slope and rainfall intensity ( ~ ~ ~ 0 . 7 1 ) . It was found that time to runoff decreased as the soils dried, and the slope and rainfall intensity increased. The percentage of bare ground had little influence on the time to runoff initiation. These results show that differences in grassland condition, including large differences in the percentage of bare ground, had little influence on either surface runoff or on the time to runoff initiation. The single most important factor influencing runoff rates was the antecedent moisture content of the soil. This factor is generally outside management control.
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Ratnawati, Tyas, Rugaiyah Rugaiyah, and Siti Rochanah. "Evaluation of Online Learning for Inclusive Junior High School Students." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 3, 2021): 885–91. http://dx.doi.org/10.35445/alishlah.v13i2.774.
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Online learning has been carried out by all levels of education, starting from elementary school to higher education, applied to traditional and inclusive schools. The purpose of the study was to obtain the results of online learning evaluations for inclusive students at State Junior High Schools 36 Jakarta. This study used a descriptive analytical-qualitative approach. Data were collected through observation, interviews, documentation, and group discussion forums. Data analysis techniques consist of data reduction, data presentation, conclusion drawing/verification. The study results concluded that the implementation of online learning was carried out regularly by government standards in terms of planning, implementation, and evaluation. The students also did not experience any problems and were diligent in participating in online learning activities because of parental assistance. The study results also have implications for understanding the concept of cooperation between the school and parents in carrying out online learning activities so that students can take online classes regularly.
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Widiastuty, Hendrina, Sutarto Sutarto, and Haryo Aji Pambudi. "Evaluation Of Quality Management System Of ISO 9001:2008 In Vocational High Schools." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 155. http://dx.doi.org/10.25078/jpm.v5i2.789.
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<p>This research aims at evaluating the implementation of Quality Management System (QMS) of ISO 9001: 2008 in State Vocational High School 1 Surakarta and State Vocational High School 6 Surakarta through the Kirkpatrick model. The sample selection used the purposive sampling method with 77 teachers/staffs from the two schools. The data were collected with questionnaires and documentation. The implementation of QMS of ISO 9001: 2008 in both schools based on the input variables can be categorized as “very good with the score of 95 points out of 100 points. The results of the 3-behavior level evaluation on the QMS of ISO 9001: 2008 Implementation showed that the area of a) HR; b) the infrastructure; and c) the education process control and services in the State Vocational High School 1 and 6 Surakarta fell in the category of "mostly achieved". The results of a level 4 evaluation indicated the result of the graduates’ quality in both schools can be categorized as good with the mean of 58.33. The QMS of ISO 9001: 2008 implementation proved to have a good effect on the school administration system in both schools where the granting of QMS of ISO 9001: 2008 certificates in line with the achievement of “A” school accreditation over the past 10 years.</p>
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Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.
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Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public education in these jurisdictions nominated schools which have had a relatively high degree of autonomy for at least two years; have achieved high levels of student achievement, or have shown noteworthy improvement; and are able to explain how the link between autonomy and achievement had been made. The four schools chosen from these nominations represented different types as far as level and location were concerned. Triangulation of sources was a feature of the studies. Findings The findings reveal that the schools were able to explain the links and that it was possible to map the cause-and-effect chain. Schools used their autonomy to select staff and allocate funds in their budgets, each being capacities that came with a higher level of autonomy. Leadership was important. Research limitations/implications The paper cautions against generalizing the findings. Originality/value There is international interest in the extent to which granting public schools a higher level of autonomy than has traditionally been the case in various national settings has had an impact on student achievement. These case studies go part of the way in describing what schools do when they successfully take up a higher level of authority and responsibility as one strategy in efforts to raise levels of achievement.
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Yang, Xiaoyan. "Research and Establishment of High Schools Physical Education Teaching Multivariate Evaluation Model." Information Technology Journal 12, no. 16 (August 1, 2013): 3715–22. http://dx.doi.org/10.3923/itj.2013.3715.3722.
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Lee, Kyoung-jin, and Chang-un Park. "The Evaluation and Prospect of Pilot Schools for High School Credit System." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 17 (September 1, 2020): 1233–53. http://dx.doi.org/10.22251/jlcci.2020.20.17.1233.
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Suhartini, Ratna. "Teaching Factory Management in Vocational High Schools." Ilomata International Journal of Management 3, no. 2 (April 30, 2022): 194–202. http://dx.doi.org/10.52728/ijjm.v3i2.448.
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Management is applied in business, government, universities, schools, industry, and learning. Teaching factory learning is production-based learning or services according to industry standards and procedures. The resulting product is sold, so marketing is needed. Teaching factory learning is a replica industry in schools. Thus, teaching factory is related to management, teachers, students, industry, consumers, and marketing, so that management is needed in its management. Management of teaching factory in vocational high school, regulated according to the implementation of teaching factory. The purpose of this research is to describe the management of the teaching factory, covering the organizational structure and management of the teaching factory. This type of research is qualitative descriptive. The research sample was 14 SMK in East Java. Data collection methods use interviews and observations. The results showed that the management of teaching factories in vocational high schools was different. The organizational structure involves the principal, vice principal, head of expertise program, productive teacher and education personnel. In addition, there are outside parties, namely partner companies and school supervisors. Teaching factory management includes planning that consists of planning learning equipment, planning products, and planning marketing. Implementation includes production, marketing. Supervision includes evaluation of the implementation of teaching factory and follow-up.
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Ramos, Maria, Elena Tejera, and Elena Cabeza. "Evaluation of the Health Promoting Schools (CEPS) Program in the Balearic Islands, Spain." International Journal of Environmental Research and Public Health 19, no. 17 (August 29, 2022): 10756. http://dx.doi.org/10.3390/ijerph191710756.
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Objective: To evaluate the structure, process, and results obtained by the CEPS Program. Methods: We combined quantitative and qualitative methods. We reviewed our databases, the health projects and reports sent by the schools, and the notes taken during the assessment visits to the schools. We included all the schools participating in the CEPS Program between 2014–2015 and 2018–2019 for structure purposes, but only those participating for at least two years for the process and results. We used a descriptive analysis as well as a content analysis. Results: 84 schools participated in the CEPS Program. Attrition (24%) occurred mainly after the first year. Most schools performed at least one situation analysis (88.1%) and had at least one teacher trained (73.8%). One of three obtained a certificate (35.7%) or grant (38.1%). For the process and results, we selected 44 schools. Teachers’ participation stood out (61.4% transformative and 38% representative) over the participation of other agents. The coordination of the health committee with other committees and with other local resources was a crucial element. Of the schools, 40.9% had high quality projects, 50% medium, and 9.1% low. Of the schools, 40.9% showed positive health results. Conclusion: We identified the characteristics of high-quality health-promoting schools.
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McDermott, Francis T., Gregory J. Cooper, Philip L. Hogan, Stephen M. Cordner, and Ann B. Tremayne. "Evaluation of the Prehospital Management of Road Traffic Fatalities in Victoria, Australia." Prehospital and Disaster Medicine 20, no. 4 (August 2005): 219–27. http://dx.doi.org/10.1017/s1049023x00002570.
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AbstractIntroduction:This study was undertaken to identify prehospital system and management deficiencies and preventable deaths between 01 January 1997 and 31 December 1998 in 243 consecutive Victorian road crash victims with fatal outcomes.Methods:The complete prehospital and hospital records, the deposition to the coroner, and autopsy findings were evaluated by computer analysis and peer group review with multidisciplinary discussion.Results:One-hundred eighty-seven (77%) patients had prehospital errors or inadequacies, of which 135 (67%) contributed to death. Three-hundred ninety-four (67%) related to management and 130 (22%) to system deficiencies. Technique errors, diagnosis delays, and errors relatively were infrequent. One of 24 deaths at the crash scene or en route to hospital was considered to be preventable and two potentially preventable.Conclusion:The high prevalence of prehospital deficiencies has been addressed by a Ministerial Task Force on Trauma and Emergency Services and followed by the introduction of a new trauma care system in Victoria.
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Ermita, Ermita. "A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (December 14, 2007): 21. http://dx.doi.org/10.24036/ld.v1i1.7345.
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This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school .
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Ali, M. Ichsan, Anas Arfandi, Akshari Tahir Lopa, and M. Miftah Fauzan. "Evaluation of learning occupational safety and environmental health in vocational schools." Cypriot Journal of Educational Sciences 17, no. 9 (September 30, 2022): 3078–90. http://dx.doi.org/10.18844/cjes.v17i9.7974.
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This research aimed to describe the implementation of occupational safety and environmental health (OSEH) learning by teachers in the construction and property technology expertise programme. This research was conducted at five Indonesian vocational high schools that held the construction and property technology expertise programme. The population of this research was all vocational high school students in South Sulawesi province. Based on the cluster random sampling technique, five schools were selected to be the research sample with a total of 270 students. The results showed that the implementation of OSEH learning was carried out extremely well by the teachers in all of the schools under study. However, only 20% of the students had adequate OSEH knowledge, which indicates the need for the improvement of their knowledge. While the students’ attitudes towards the implementation of OSEH were generally good, they reported that their schools lacked personal protective equipment to be used during their practicum, thereby showing the need for more facilities.
Keywords: occupational safety, environmental health, vocational schools;
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Marion, G. M. "A theoretical evaluation of mineral stability in Don Juan Pond, Wright Valley, Victoria Land." Antarctic Science 9, no. 1 (March 1997): 92–99. http://dx.doi.org/10.1017/s0954102097000114.
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Don Juan Pond, located in the Wright Valley, Victoria Land, is unique for several reasons. It is the most saline of the Antarctic lakes, being a near-saturated CaCl2 solution. As a consequence of this high salinity, Don Juan Pond generally remains unfrozen in winter, even at temperatures below -50°C. Don Juan Pond is the site where antarcticite (CaCl2·6H2O) was first identified forming naturally. The objective of this paper is to demonstrate the utility of a chemical thermodynamic model (FREZCHEM) by developing theoretical stability diagrams for ice, halite (NaCl), hydrohalite (NaCl·2H2O), and antarcticite in Don Juan Pond, using experimental data collected on 34 days between 1961 and 1983. The composition of Don Juan Pond at the calculated eutectic temperature (-51.8°C) was CaCl2 = 3.72 mol kg−1 and NaCl = 0.50 mol kg−1, which is similar but not identical to a pure NaCl–CaCl2–H2O system. The low eutectic temperature and high CaCl2 concentrations of Don Juan Pond account for lack of freezing during winter. The model is compatible with the experimental data, and predicts the formation of ice during rare high water periods, halite, and antarcticite. These solid phases have all been reported from Don Juan Pond. The model also predicts the formation of hydrohalite at subzero temperatures; hydrohalite has never been observed at Don Juan Pond, but this may simply reflect that most sampling was done during the summer when halite is thermodynamically more stable than hydrohalite. The FREZCHEM model may prove useful in elucidating the physicochemical behaviour, the origin of salinity, and the evolution of Antarctic lakes.
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Pratiwi, Vivi, Moh Danang Bahtiar, and Han Tantri Hardini. "MAKSI for ICT-based accounting learning at vocational high schools." Jurnal Pendidikan Vokasi 9, no. 2 (June 30, 2019): 185–96. http://dx.doi.org/10.21831/jpv.v9i2.26013.
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This study aims to produce ICT-based learning media for Vocational High Schools (VHS) in the form of ICT-based accounting multimedia application, named “Multimedia Akuntansi” (MAKSI) on bank reconciliation material. The development of learning media is done because of the limited number of innovative learning media available for VHS students, especially in the accounting field. The condition is influential on the students' low level of understanding. This research was research and development using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The use of the ADDIE model is because the model is flexible, so it can be used for learning instrument development. At each phase of development, evaluation and revision were conducted so that the resulting product became a valid and reliable product. This development resulted in MAKSI proven to be suitable for use in accounting learning. The feasibility of MAKSI was evaluated from the average score of product feasibility validation from the material expert by 87%, from the media expert of 96%, and the result of the students' evaluation by 88.7%. MAKSI can help the learning process more enjoyable so that the media is interesting and proven to improve students' understanding significantly. MAKSI can be a complement, alternative, and variation of learning media in VHS. This product can be operated via laptops/computers as well as smartphones through free downloads in Play Store. The utilization of MAKSI is in accordance with the curriculum demand on the utilization of ICT in the learning process to support independent and student-centered learning.
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Isna Wijaya, Nuroel Tri, Ruqaiyah Ruqaiyah, and Siti Zulaikha. "Evaluation of Inclusive Education Program at Elementary Schools." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 10, 2021): 1979–85. http://dx.doi.org/10.35445/alishlah.v13i3.907.
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The purpose of this study is to describe the program's effectiveness using a qualitative descriptive method by examining the context, input, process, and product of an inclusive education program at an elementary school in Palembang. Interviews, observation, documentation, questionnaires, and focus group discussions are all used to collect data. The principal, deputy principal for curriculum, the education office of Palembang city, class teachers, the South Sumatera Provincial Education Office, and Guardians of Special Needs Students served as informants for the research. The findings indicated that the contextual evaluation did not consider the program's needs and objectives. There are flaws in the way organizers and implementers analyze program needs in terms of context. The outcome of the input evaluation indicates that it is not adhering to the components of inclusive education implementation. The process evaluation revealed that the performance adhered to child-friendly schools in some areas, most notably in implementing the teaching and learning process. While some product evaluation results have been successful, critical considerations must be significantly improved, beginning with program planning, monitoring, and reporting. In general, the program evaluation components indicate that schools have demonstrated a high level of commitment and consistency in implementing the program since 2013. This needs to be improved by the guidelines for inclusive education implementation.
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Setiawan, Asep. "FUTSAL DRIBBLING TRAINING MODEL WITH TOOLS FOR JUNIOR HIGH SCHOOL." Gladi : Jurnal Ilmu Keolahragaan 12, no. 01 (March 31, 2021): 31–41. http://dx.doi.org/10.21009/gjik.121.05.
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The purpose of this study to produce a variety of futsal dribbling training models with effective and tested media for Junior High Schools (SMP). The research method used in this research is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model using five stages and the research subjects are three futsal extracurricular trainers in Junior High Schools (SMP). This research begins with a analysis, product planning, development, implementation and evaluation. The instruments used in this study included an assessment questionnaire for experts to test the validity of the variety of futsal dribbling training models with media tools and an assessment questionnaire to assess the effectiveness of the model by futsal extracurricular trainers in Junior High Schools (SMP). The data analysis technique used in this research is the percentage descriptive analysis technique. This study produces a variety of training models that meet the established criteria, are valid and effective. Research recommendations should be made before the dissemination of the futsal dribbling training model using the media as a tool for junior high schools (SMP) to be tried again to athletes / students to make it more effective and efficient.
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Sabar, N., R. Shapira, and E. Shoham. "Kibbutz High Schools: An Evaluation of School-Initiated Programs as Transmitters of Ideology." Curriculum and Teaching 12, no. 2 (January 1, 1997): 45–57. http://dx.doi.org/10.7459/ct/12.2.05.
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