Academic literature on the topic 'History Study and teaching (Secondary) New South Wales'
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Journal articles on the topic "History Study and teaching (Secondary) New South Wales"
Freeman, Ashley Thomas. "Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales." History of Education Review 48, no. 1 (June 3, 2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.
Full textAttard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.
Full textWhite, Rachel. "High Achievement and the Musically Gifted: How Music Educators across New South Wales, Australia Develop and Extend Their Most Capable Students." Australasian Journal of Gifted Education 31, no. 1 (April 1, 2022): 37–53. http://dx.doi.org/10.21505/ajge.2022.0004.
Full textPietsch, Tamson. "Universities, war and the professionalization of dentistry." History of Education Review 45, no. 2 (October 3, 2016): 168–82. http://dx.doi.org/10.1108/her-09-2015-0016.
Full textManuel, Jacqueline, and Don Carter. "Continuities of influence." History of Education Review 46, no. 1 (June 5, 2017): 72–94. http://dx.doi.org/10.1108/her-09-2015-0017.
Full textMay, Josephine. "The national in the transnational." History of Education Review 47, no. 2 (October 1, 2018): 197–207. http://dx.doi.org/10.1108/her-12-2017-0030.
Full textShakeri, Shirin, Judith Fethney, Nicola Rolls, Lisa Papatraianou, and Judith Myers. "Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study." Journal of Education and Training Studies 9, no. 4 (April 22, 2021): 49. http://dx.doi.org/10.11114/jets.v9i4.5218.
Full textChimbi, Godsend T., and Loyiso C. Jita. "Resurgence of Large Class Sizes and Pedagogical Reform in 21st Century Secondary School History Classrooms." Research in Social Sciences and Technology 6, no. 3 (October 1, 2021): 45–63. http://dx.doi.org/10.46303/ressat.2021.24.
Full textPower, Anne, and Debra Costley. "Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder." Australasian Journal of Special Education 38, no. 1 (May 29, 2014): 34–50. http://dx.doi.org/10.1017/jse.2014.6.
Full textWilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
Full textDissertations / Theses on the topic "History Study and teaching (Secondary) New South Wales"
Wilson, Pete. "The politics of history within New South Wales schools : the contentious nature of history courses from 1880 to the present." Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/27707.
Full textHilferty, Fiona M. "Teacher professionalism defined and enacted : a comparative case study of two subject teaching associations." Phd thesis, School of Policy and Practice, 2004. http://hdl.handle.net/2123/7908.
Full textMacken-Horarik, Mary. "Construing the invisible : specialized literacy practices in junior secondary English." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/14978.
Full textInnes, J. G. "Civics and citizenship education in NSW secondary schools : case studies of the impact of authoritative expert content and multimedia technology in the classroom." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/18100.
Full textMgandela, Luthando Loveth. "An evaluation of the implementation of the new history curriculum." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1031.
Full textGolsby-Smith, Sarah. "Conversation in the classroom : investigating the 1999 Stage 6 English syllabus." Phd thesis, Faculty of Arts, 2007. http://hdl.handle.net/2123/16433.
Full textForster, Raymond. "An investigation into a cohesive method of teaching jazz harmony and improvisation to elective music students in secondary schools using the basic principals of chord-scale theory." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/7284.
Full textPizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.
Full textBibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
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Morton, Allan D. "Teachers' intentions to use information technologies: a study of western Sydney secondary teachers." Thesis, View thesis View thesis, 1999. http://handle.uws.edu.au:8081/1959.7/58.
Full textWinter, Neal. "The effects of a specially-devised, integrated curriculum, based on the music of Sting, on the learning of popular music." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/23839.
Full textBooks on the topic "History Study and teaching (Secondary) New South Wales"
Madden, David, Greg Rickard, Jacinta Devlin, Greg Linstead, and Maggie Spenceley. Pearson Mathematics for New South Wales 9, Stages 5. 1, 5. 2 and 5. 3 Student Book. Pearson Education Australia, 2013.
Find full textRickard, Greg. Pearson Mathematics for New South Wales 10, Stages 5. 1, 5. 2 and 5. 3 Student Book. Pearson Education Australia, 2014.
Find full textFinkelstein, David. Movable Types. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198826026.001.0001.
Full textBook chapters on the topic "History Study and teaching (Secondary) New South Wales"
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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