Relevant bibliographies by topics / Mathematics Study and teaching (Secondary) Victoria Melbourne

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Mathematics Study and teaching (Secondary) Victoria Melbourne'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Mathematics Study and teaching (Secondary) Victoria Melbourne"

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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.

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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That sign
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Yusoff, Noor Hasbi. "Challenges and Tensions in Enacting Culturally Responsive Pedagogy – A Case Study in Teaching International Baccalaureate Diploma Visual Arts at an Islamic School in Australia." Journal of Research in International Education 23, no. 3 (2024): 270–82. https://doi.org/10.1177/14752409241302908.

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Inclusive education in Australia incorporates education to support a wide range of students’ physical abilities, social conditions and culture-religious constructs. The case study described here focuses on religious inclusivity in the application of pedagogical strategy within the International Baccalaureate Diploma Programme Visual Arts curriculum. Specifically, it aims to analyse the challenges that may arise from enacting culturally-sensitive pedagogy in teaching Visual Arts at an Islamic secondary school in Melbourne, Victoria, Australia. The research includes analysis of available literat
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STEWART, Jesse, and Michael E. BERNARD. "Empowering the Victims of Bullying: The ‘Bullying: The Power to Cope’ Program." Journal of Evidence-Based Psychotherapies 23, no. 2 (2023): 147–72. http://dx.doi.org/10.24193/jebp.2023.2.15.

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This study replicates an earlier study (Markopolous & Bernard, 2015) that evaluated the impact of the program, Bullying: The Power to Cope (Bernard, 2019) on potential victim’s cognitive, emotional and behavioral responses. The program is aimed at teaching student rational beliefs and coping skills they can employ to cope with various types of bullying. In the present study, participating classes were randomly allocated to either an experimental or control condition. The study conducted in Melbourne, Victoria, Australia, consisted 115 participants (n = 55, experimental group; n = 60 in the
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 6, no. 1 (2023): 4. http://dx.doi.org/10.14426/jovacet.v6i1.319.

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Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’.
 Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psych
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Diana, Neneng Tasu’ah, Sony Zulfikasari, and Tias Martika. "ECE Teachers’ Roles of Developing Numeracy Literacy in Special Needs Children." JPUD - Jurnal Pendidikan Usia Dini 17, no. 2 (2023): 267–83. http://dx.doi.org/10.21009/jpud.172.06.

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Special needs ECE children should be prepared with early literacy and numeracy skills to strengthen their competencies during the transitional phase to primary school. To help this transitional phase, teachers can provide a variety of diverse play activities. This study aims to explore and evaluate the pedagogical strategies employed by teachers in reinforcing special needs children's literacy and numeracy, as a support to their transition process from ECE to primary year. The research applied a qualitative method with data collection techniques through interviews, observations, and documentat
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"Language teaching." Language Teaching 36, no. 4 (2003): 252–59. http://dx.doi.org/10.1017/s0261444804212009.

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04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in
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"Bilingual education & bilingualism." Language Teaching 39, no. 2 (2006): 133–40. http://dx.doi.org/10.1017/s0261444806263705.

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06–332Asker, Barry (Lingnan U, Hong Kong, China), Some reflections on English as a ‘semi-sacred’ language. English Today (Cambridge University Press) 22.1 (2006), 29–35.06–333Baldauf, Richard B. (U Queensland, Australia), Coordinating government and community support for community language teaching in Australia: Overview with special attention to New South Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 132–144.06–334Bamiro, Edmund O. (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), The politics of code-switching: English vs. Ni
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"Bilingual education & bilingualism." Language Teaching 40, no. 1 (2007): 68–79. http://dx.doi.org/10.1017/s0261444806264115.

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07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Austra
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"Reading and writing." Language Teaching 38, no. 3 (2005): 132–42. http://dx.doi.org/10.1017/s0261444805232998.

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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we e
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Holleran, Samuel. "Better in Pictures." M/C Journal 24, no. 4 (2021). http://dx.doi.org/10.5204/mcj.2810.

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While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in re
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Dissertations / Theses on the topic "Mathematics Study and teaching (Secondary) Victoria Melbourne"

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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.

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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.<br>This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimen
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Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.

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The mathematics education experiences of Aboriginal high school students has received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories. Performance mastery experiences were found to dominate the formation of students’ sense of competence. Experiences were centrally impacted by students’ affective domain. The importance of relationality and an inter-connection between all four sources of self-ef
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Book chapters on the topic "Mathematics Study and teaching (Secondary) Victoria Melbourne"

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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. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce,
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