Relevant bibliographies by topics / New South Wales Department of Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'New South Wales Department of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "New South Wales Department of Education"

1

Boylan, Colin, and Rodney Francis. "Distance Teaching Via Video-Conferencing in New South Wales Schools." Australian and International Journal of Rural Education 9, no. 1 (March 1, 1999): 9–31. http://dx.doi.org/10.47381/aijre.v9i1.433.

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The use of interactive video-conferencing in the delivery of secondary education is a relatively new innovation in Australian secondary education. The use of video-conferencing in industry especially for executive level meetings in large corporations has been around much longer. The Department of School Education in Victoria has used video-conferencing since 1995 (Arms, 1998a). State departments of education in Tasmania, South Australia and Queensland have also examined the ways in which video-conferencing can be incorporated into their modes of delivery. More recently, the New South Wales Department of Education and Training has examined the potential for video-conferencing as a means of delivery of senior secondary subjects to students attending small rural schools.
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Monfries, Melissa M., and Norman F. Kafer. "Department of Education, The University of Newcastle, New South Wales, Australia 2308." Journal of Psychology 128, no. 4 (July 1994): 447–54. http://dx.doi.org/10.1080/00223980.1994.9712751.

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3

Hogan, Jessica. "Analysis of the Aboriginal Education Policy (New South Wales Department of School Education, 1996)." Australian Journal of Indigenous Education 28, no. 2 (2000): 9–14. http://dx.doi.org/10.1017/s1326011100001599.

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The Aboriginal Education Policy (AEP) (New South Wales Department of School Education [NSW DSE], 1996) attempts to create a holistic approach to Aboriginal education for all students. This is done through emphasis on Aboriginal community involvement and incorporating Aboriginal content and perspectives in all stages of schooling. The policy is based on principles which express Aboriginal students' entitlement to the opportunities and understandings which come from education (NSW DSE, 1996: 8). The assumptions and values of the NSW DSE are shown by the emphasis placed on particular aspects of Aboriginal education. The practical impUcations of this policy are that teachers need to become more aware of Indigenous issues, and develop empathy for the past and continuing effects of colonisation.
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Boylan, Colin, Andrew Wallace, and Wayne Richmond. "Remote Student Access to Education via Satellite Delivery." Australian and International Journal of Rural Education 10, no. 1 (March 1, 2000): 2–12. http://dx.doi.org/10.47381/aijre.v10i1.447.

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For many years, the New South Wales Department of Education and Training has been using radio technology to deliver lessons to children in remote rural areas. Due to the expense and inherent unreliability of radio, the Department commenced looking for a replacement amongst emerging communication technologies in 1997. This paper reports on a Trial which was conducted by the Open Training, and Education Network - Distance Education section of the Department of Education and Training using satellite technology developed by Gilat of Israel, delivered and managed by Telstra. The 'virtual classroom' enabled distance education teachers atBroken Hill School of the Air to deliver interactive lessons to primary students at remote sites across western New South Wales. This paper provides an overview of the technology, and outlines the processes proposed for evaluation of the teaching and learning supported by this satellite based system.
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Jung, Jae Yup. "Editorial." Australasian Journal of Gifted Education 31, no. 1 (April 1, 2022): 4. http://dx.doi.org/10.21505/ajge.2022.0001.

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Welcome to the first issue of the Australasian Journal of Gifted Education for 2022. In this exciting issue of the journal, we have contributions from scholars based in three different countries (i.e., Australia, the United States and Saudi Arabia) representing eight different institutions (i.e, University of Arizona, University of Georgia, King Saud University, Univeristy of Wollongong, University of New South Wales, University of Sydney, Deakin University and the New South Wales Department of Education). A common theme in the contributions is that they all qualify as innovative studies that advance knowledge in the field of gifted education.
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Darvall, Ken. "Alive and Well: Aboriginal Education in South Australia." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 9–14. http://dx.doi.org/10.1017/s1326011100600443.

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During a four-week period in March and April, 1990, I had the opportunity to visit several Aboriginal and mainstream public schools in South Australia as part of a Fellowship sponsored by the New South Wales Department of School Education.The selection of South Australia as a location to visit was recommended to the author by various colleagues in Aboriginal education who considered that “many fine things were happening” in South Australia in the area of Aboriginal education. My impressions confirmed what I had been told by others.
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7

Fields, Barry A. "Inclusive Education." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 11–15. http://dx.doi.org/10.47381/aijre.v3i2.374.

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For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman & Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination and equal opportunity legislation (Department of Education, Queensland, 1993). What hasn't changed over this period are the concerns expressed by teachers about the difficulties of implementing such policies and the demands placed on teachers in respect of workload and professional expertise (Graham, 1991; McCollow, 1992).
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8

Darvall, Ken. "An Induction Program for New Appointees to Aboriginal Schools." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 3–9. http://dx.doi.org/10.1017/s1326011100600431.

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The author was fortunate to be awarded a New South Wales Teaching Service Fellowship for 1990 to undertake an investigation of the professional development of teachers, including executive, in schools with significant Aboriginal enrolments. This fellowship was undertaken in South Australia over a four-week period in March and April this year.Perhaps the highlight of this investigation was the emphasis placed on appropriate and adequate induction programs within the human resource management portfolio of the South Australian Department of Education.
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9

Harrington, Ingrid, and Inga Brasche. "Success Stories from an Indigenous Immersion Primary Teaching Experience in New South Wales Schools." Australian Journal of Indigenous Education 40 (2011): 23–29. http://dx.doi.org/10.1375/ajie.40.23.

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A federal report released by the Department of Families and Housing, Community Services and Indigenous Affairs (FaHCSIA, 2009), entitled Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, highlighted the inequality that exists between Indigenous and non-Indigenous students based on a restricted access to resources, issues of isolation, staff and student retention, and cultural differences and challenges. In New South Wales (NSW), the Department of Education and Training (DET) and the Aboriginal Education Consultative Group (AECG) in 2003/2004 undertook their own review of Aboriginal education in NSW Government schools that revealed significant concerns about the outcomes being achieved by Aboriginal students in NSW DET schools, confirming the more recent FaHCSIA (2009) findings. In 2006 the NSW DET implemented the Enhanced Teacher Training Scholarship Program (ETTSP) to empower 20 final-year education students to successfully engage with Indigenous students in schools and their wider community during their internship period. Using themes, this article explores the experiences of 10 University of New England scholarship holders at the end of their final year of teacher training and immersion/internship experience in 2010. The article puts forward useful recommendations for both teacher universities and students intending to teach in schools with high Indigenous student populations.
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10

Sisley, M. "Today's Special Guest Star: Aboriginal Studies!" Aboriginal Child at School 22, no. 2 (August 1994): 67–71. http://dx.doi.org/10.1017/s0310582200006192.

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It is a western New South Wales High School with strong winter sunshine filling the classroom. The teacher moves nervously in from the brick corridor with its interchangable Education Department prints, and stands just inside the door.
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Dissertations / Theses on the topic "New South Wales Department of Education"

1

Phipps, Kathy, and n/a. "Comparative study of teachers in N.S.W. Department of Education support units (South Coast Region) and teachers in N.S.W. Department of Education special schools (South Coast Region) relating to the implementation of curriculum document for students with severe intellectual disability." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061112.124101.

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The following research project was a comparative study of teachers in Support Units and teachers in Special Schools. They were teachers currently involved with the implementation of the 1989 NSW Department of Education Mandatory Curriculum Change for the education of students with severe intellectual disability. The purpose of the research was to present a comparative study on teachers' responses, in both educational settings, examining their understanding of the curriculum change, the concerns of individuals and the levels of curriculum usage in relation to the factors affecting implementation. The application of the Concerns-Based Adoption Model of Change (Hall and Loucks, 1987), enabled the study to focus on the various forms of the innovation, including the innovation configuration, stages of concern, and the levels of use from the two given perspectives, teachers in Support Units and teachers in Special Schools, in relation to the major factors affecting implementation. The study findings highlighted that in both educational settings, change is accomplished by individuals and is a highly personal experience, demanding adequate support by facilitators of the change through appropriate actions, in order to assist effective and successful implementation of the change.
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Kemp, Rosslyn J., and n/a. "Teachers' perceptions of the impact of inservice courses and their preferences for particular models of inservice." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060809.171422.

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The need for inservice training of teachers has increased as the nature of schooling changes, and underlying philosophies, structures and theories undergo revision. An understanding of how teachers perceive inservice courses may assist in designing inservice programs which best meet the needs of education systems, schools and individual teachers. This study examined teachers' perceptions of inservice as it affects them in their schools, and their acceptance of different content and structures of inservice models. It also examined different groups within the teacher sample, to establish whether differences in gender, the area of teaching they are involved in, their years of teaching experience, or the number of inservice courses they attend affect their perceptions. The subjects for the study were a group of Kindergarten to Year 12 teachers from randomly sampled schools in the Western Region of New South Wales Department of School Education. The survey was completed by 304 respondents and a randomly selected sub-sample participated in a semi-structured interview. Results of the study shows generally that teachers do value the impact of inservice courses, both in the classroom and on their own sense of professional development, and that they have preferences for particular content and models of inservice courses.
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3

Franklin, Richard Charles. "Epidemiology of Farm Injuries in New South Wales." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1930.

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Injuries to people living and working on farms in New South Wales continue to be a significant burden on the health system, Workers’ Compensation system, agricultural industries and farming families. Strategies to reduce the number and severity of injuries suffered by farmers and people working on farms rely on accurate information. Unfortunately there is no one dataset available to describe the circumstances surrounding farm injuries and the size of this burden in Australia. Hence, a number of different data sources are required to provide a picture of farm injuries. To date, there has been very little critical examination of what value each of these datasets provides to describing farm injuries. This Thesis aimed to: • Undertake surveillance of injuries occurring to people on farms or during agricultural production in NSW using data from an Emergency Department, NSW Hospital Separations information, NSW Workers’ Compensation Claims, and ABS Deaths data. • Critically examine the utility of Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths Data for the surveillance of farm injuries in NSW. • Critically examine data classification systems used in Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths data collections to describe the breadth of farm injuries in NSW. • Define the priority areas for farm injury prevention initiatives in NSW based on the information obtained from the examination of the data from Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths. • Evaluate the effectiveness of the NSW Rollover Protective Structure (ROPS) rebate scheme and examine the utility of the data currently available in NSW to measure the performance of the program. Four datasets, Tamworth Emergency Department, Hospital Separations, Workers’ Compensation and the Australian Bureau of Statistics (ABS) Deaths data were used to provide information on the surveillance of farm injuries, describe the breadth of classifications used to describe farm injuries, and define priorities for the prevention of farm injuries. There were 384 farm-related injuries which presented to the Emergency Department at the Tamworth Base Hospital between 1 September 1997 and 31 August 1998. Emergency Department data collected in this study used the Farm Injury Optimal Dataset (FIOD) for classification, which allowed for a comprehensive picture of the circumstances surrounding the injury event. The three most common external causes of injury were related to horses, motorcycles, and animals. Commonly people were working at the time of injury. Children represented 21% of the people injured. The average number of injuries per 100 farms per annum was 34.7. An examination of hospital discharge data for NSW was undertaken for the period 1 July 1992 to 30 June 2000 where the location of the injury was a farm. Classification of cases in this dataset conformed to the International Classification of Disease (ICD) versions 9 and 10. There were 14,490 people who were injured on a farm during the study period. The three most common external causes of injury were motorcycles, animals being ridden and agricultural machinery. Children represented 17% of all farm injury cases. The rate per 1,000 farms ranged from 19 to 42 per annum. An examination of Workers’ Compensation claims for agricultural industries in NSW between 1 July 1992 and 30 June 2001 was undertaken. The ‘Type of Occurrence’ classification system was used to code the claims. There were 24,332 claims of which the majority were males (82%). The incidence of injury / disease in agriculture per annum varied from 37 per 1,000 workers to 73 per 1,000 workers. The rate per 1,000 agricultural establishments varied from 54 to 76. The average cost of a claim was $10,880 and the average time lost per claims was 9.2 weeks. There were 81 deaths and 3,158 permanent disabilities. The three most common agents were sheep / goats (5%), ferrous and non-ferrous metals (5%), crates / cartons / boxes / etc (5%). Using ABS deaths data to examine the deaths of people working and living on farms was limited to males whose occupation was recorded as ‘farmer and farm manager’ and ‘agricultural labourer and related worker’. There were 952 deaths over the period 1 January 1991 and 31 December 2000. The information provided a consistent series of cases over time. Areas where prevention should be directed included motor vehicle accidents; falls; agricultural machinery; other machinery; firearms; poisoning; and drowning. Using any one of the datasets alone to examine people injured on farms not only underestimates the number of people injured, but also misses particular types of agents involved in farm injuries. Each of the datasets used in this Thesis provides a different perspective of farm injury in NSW. By examining the information together, there are a number of areas which are consistently represented in each dataset such as falls and agricultural machinery. While no one dataset provided all the information that would be useful for the prevention of injuries, the available information does provide direction for the development of prevention strategies. The overall weakness of the information provided is that it misses a number of risk factors that contribute to farm injuries such as fatigue and training. The lack of appropriate denominator information also makes it difficult to directly compare the datasets and estimate the size of the problem. There are a number of additional coding categories that could be included in each dataset that would provide a better understanding of the different groups at risk of sustaining an injury on a farm or during agricultural work. These coding categories include activity at time of injury, admission to hospital, and occupation. An example of the use of data to determine the effectiveness of a farm injury prevention program is the ‘NSW Rollover Protective Structure (ROPS) Rebate Scheme’ evaluation. Tractor rollover deaths have been identified as an issue for prevention by Farmsafe Australia; however, such deaths were not identified in any of the datasets used in this Thesis due to coding limitations in the ABS data. In this Thesis information about the evaluation of the ‘NSW ROPS Rebate Scheme’ is presented. The scheme was successful in fitting 10,449 ROPS to tractors and the following lessons were learnt: when providing a rebate, the administration (i.e. sending the cheque) needs to be done well; advertising is important and should be co-ordinated, increase the awareness of the risk(s) the intervention is aiming to prevent and effectiveness of subsequent solution (s); the program should ensure there is an increased awareness of the outcome the intervention is aiming to prevent; if regulation is part of the program, enforcement needs to undertaken; and should address any barriers to uptake. The information provided in this Thesis highlights the substantial burden that farm injury places on the agricultural and rural sector of NSW. While there is no one data source that can describe the circumstances and the burden of farm injuries, the currently available datasets do provide an insight into the circumstances of farm injuries and the burden these injuries place on health, Workers’ Compensation, agricultural industries and farming families.
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4

Franklin, Richard Charles. "Epidemiology of Farm Injuries in New South Wales." University of Sydney, 2007. http://hdl.handle.net/2123/1930.

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Doctor of Philosophy (PhD)
Injuries to people living and working on farms in New South Wales continue to be a significant burden on the health system, Workers’ Compensation system, agricultural industries and farming families. Strategies to reduce the number and severity of injuries suffered by farmers and people working on farms rely on accurate information. Unfortunately there is no one dataset available to describe the circumstances surrounding farm injuries and the size of this burden in Australia. Hence, a number of different data sources are required to provide a picture of farm injuries. To date, there has been very little critical examination of what value each of these datasets provides to describing farm injuries. This Thesis aimed to: • Undertake surveillance of injuries occurring to people on farms or during agricultural production in NSW using data from an Emergency Department, NSW Hospital Separations information, NSW Workers’ Compensation Claims, and ABS Deaths data. • Critically examine the utility of Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths Data for the surveillance of farm injuries in NSW. • Critically examine data classification systems used in Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths data collections to describe the breadth of farm injuries in NSW. • Define the priority areas for farm injury prevention initiatives in NSW based on the information obtained from the examination of the data from Emergency Department, Hospital, Workers’ Compensation, and ABS Deaths. • Evaluate the effectiveness of the NSW Rollover Protective Structure (ROPS) rebate scheme and examine the utility of the data currently available in NSW to measure the performance of the program. Four datasets, Tamworth Emergency Department, Hospital Separations, Workers’ Compensation and the Australian Bureau of Statistics (ABS) Deaths data were used to provide information on the surveillance of farm injuries, describe the breadth of classifications used to describe farm injuries, and define priorities for the prevention of farm injuries. There were 384 farm-related injuries which presented to the Emergency Department at the Tamworth Base Hospital between 1 September 1997 and 31 August 1998. Emergency Department data collected in this study used the Farm Injury Optimal Dataset (FIOD) for classification, which allowed for a comprehensive picture of the circumstances surrounding the injury event. The three most common external causes of injury were related to horses, motorcycles, and animals. Commonly people were working at the time of injury. Children represented 21% of the people injured. The average number of injuries per 100 farms per annum was 34.7. An examination of hospital discharge data for NSW was undertaken for the period 1 July 1992 to 30 June 2000 where the location of the injury was a farm. Classification of cases in this dataset conformed to the International Classification of Disease (ICD) versions 9 and 10. There were 14,490 people who were injured on a farm during the study period. The three most common external causes of injury were motorcycles, animals being ridden and agricultural machinery. Children represented 17% of all farm injury cases. The rate per 1,000 farms ranged from 19 to 42 per annum. An examination of Workers’ Compensation claims for agricultural industries in NSW between 1 July 1992 and 30 June 2001 was undertaken. The ‘Type of Occurrence’ classification system was used to code the claims. There were 24,332 claims of which the majority were males (82%). The incidence of injury / disease in agriculture per annum varied from 37 per 1,000 workers to 73 per 1,000 workers. The rate per 1,000 agricultural establishments varied from 54 to 76. The average cost of a claim was $10,880 and the average time lost per claims was 9.2 weeks. There were 81 deaths and 3,158 permanent disabilities. The three most common agents were sheep / goats (5%), ferrous and non-ferrous metals (5%), crates / cartons / boxes / etc (5%). Using ABS deaths data to examine the deaths of people working and living on farms was limited to males whose occupation was recorded as ‘farmer and farm manager’ and ‘agricultural labourer and related worker’. There were 952 deaths over the period 1 January 1991 and 31 December 2000. The information provided a consistent series of cases over time. Areas where prevention should be directed included motor vehicle accidents; falls; agricultural machinery; other machinery; firearms; poisoning; and drowning. Using any one of the datasets alone to examine people injured on farms not only underestimates the number of people injured, but also misses particular types of agents involved in farm injuries. Each of the datasets used in this Thesis provides a different perspective of farm injury in NSW. By examining the information together, there are a number of areas which are consistently represented in each dataset such as falls and agricultural machinery. While no one dataset provided all the information that would be useful for the prevention of injuries, the available information does provide direction for the development of prevention strategies. The overall weakness of the information provided is that it misses a number of risk factors that contribute to farm injuries such as fatigue and training. The lack of appropriate denominator information also makes it difficult to directly compare the datasets and estimate the size of the problem. There are a number of additional coding categories that could be included in each dataset that would provide a better understanding of the different groups at risk of sustaining an injury on a farm or during agricultural work. These coding categories include activity at time of injury, admission to hospital, and occupation. An example of the use of data to determine the effectiveness of a farm injury prevention program is the ‘NSW Rollover Protective Structure (ROPS) Rebate Scheme’ evaluation. Tractor rollover deaths have been identified as an issue for prevention by Farmsafe Australia; however, such deaths were not identified in any of the datasets used in this Thesis due to coding limitations in the ABS data. In this Thesis information about the evaluation of the ‘NSW ROPS Rebate Scheme’ is presented. The scheme was successful in fitting 10,449 ROPS to tractors and the following lessons were learnt: when providing a rebate, the administration (i.e. sending the cheque) needs to be done well; advertising is important and should be co-ordinated, increase the awareness of the risk(s) the intervention is aiming to prevent and effectiveness of subsequent solution (s); the program should ensure there is an increased awareness of the outcome the intervention is aiming to prevent; if regulation is part of the program, enforcement needs to undertaken; and should address any barriers to uptake. The information provided in this Thesis highlights the substantial burden that farm injury places on the agricultural and rural sector of NSW. While there is no one data source that can describe the circumstances and the burden of farm injuries, the currently available datasets do provide an insight into the circumstances of farm injuries and the burden these injuries place on health, Workers’ Compensation, agricultural industries and farming families.
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Millar, Nance Marie School of Sociology &amp Anthropology UNSW. "???Through the looking glass ?????? from comfort and conformity to challenge and collaboration: changing parent involvement in the catholic education of their children through the twentieth century." Awarded by:University of New South Wales. School of Sociology and Anthropology, 2006. http://handle.unsw.edu.au/1959.4/32262.

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This sociological investigation examines the changing role of parents in the education of their children in Catholic schools in New South Wales over the twentieth century. Catholic Church documents specifically state primary parental responsibility for their children???s religious education. Catholic schools were established to inculcate faith, and assist parents??? role. This thesis asks, to what extent that role has been realised? It unravels the processes that determined and defined the changing role of Catholic parents during this period, and identifies significant shifts in institutional thinking and practices related to parents and resultant shifts in cultural and social perceptions. After half a century of conformity and comfort, a significant era followed as the Australian Church responded to challenges, including financial crisis for Catholic schools, reform in the Australian education system, and the impact of the Second Vatican Council. Cohorts from three generations were selected. Interviews and focus groups elicited memories that were recorded and analysed, in terms of the integral questions; the role and involvement of parents in Catholic schools. Participants recalled their own childhood in Catholic schools and, where applicable, as parents educating their own children, or as religious teachers. The analysis was theoretically informed by the work of Durkheim, Greeley, Coleman and Bourdieu. A review of Church documents and commentaries through the twentieth century, bearing on the education of children, showed the official Church position. Despite numerous rhetorical statements issued by Catholic authorities, emphasising the role of parents as ???primary educators???, the practical responses ranged from active encouragement to dismissal. Teachers in Catholic schools and related bureaucracies were, seemingly, reluctant to initiate a more inclusive partnership role. Gradually, and in a piecemeal fashion, the Catholic Church and its schools have been responding to growing parental consciousness of their role and responsibilities. A significant shift was signalled by the New South Wales Bishops in establishing the Council of Catholic School Parents, to be supported by a full-time, salaried Executive Officer, in 2003. But any accommodation to new understandings of parent/teacher, or family/school relation is complex and not to be oversimplified as a simple sharing, or ceding of authority.
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Harapin, Diane G. "Teachers knowledge of the law in New South Wales." Thesis, School of Policy and Practice, 2003. http://hdl.handle.net/2123/13118.

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Brady, Wendy. "Indigenous Australians and non-indigenous education in New South Wales, 1788-1968." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/12822.

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Gillies, Donald Robert. "Perception of change in education, training and development in the NSW Royal Police Service, post the Wood Royal Commission /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20060822.160739/index.html.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Gannell, Gary. "More than a calling the experiences of new principals in Christian schools in New South Wales /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050111.102346/index.html.

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Books on the topic "New South Wales Department of Education"

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Barcan, Alan. Two centuries of education in New South Wales. Kensington, NSW, Australia: NSWU Press, 1988.

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Her natural destiny: The education of women in New South Wales. [Kensington, NSW, Australia: New South Wales University Press, 1986.

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Wescombe, Christabel. Education in New South Wales: A guide to state & commonwealth sources, 1788-1992. Sydney, NSW: Hale & Iremonger, 1993.

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McAlister, F. B. History of Legacy in New South Wales, 1926-1986. [Sydney]: Legacy Club of Sydney, 1994.

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Clean, clad, and courteous: A history of Aboriginal education in New South Wales. Sydney: J. Fletcher, 1989.

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Ainley, John G. Progress through high school: A study of senior secondary schooling in New South Wales. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1992.

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Goodsir, Darren. Line of fire: The inside story of the controversial shooting of undercover policeman Michael Drury. 2nd ed. St. Leonards, NSW, Australia: Allen & Unwin, 1995.

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Larsson, Yvonne. The World Education Fellowship: Its origins and development with particular emphasis on New South Wales, the first Australian section. London: Australian Studies Centre, Institute of Commonwealth Studies, University of London, 1987.

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Art Gallery of New South Wales. Australian Art Dept. Short entry catalogue of paintings, watercolours, sculpture, and miniatures, Australian Art Department, Art Gallery of New South Wales. Sydney: Trustees of the Art Gallery of New South Wales, 1989.

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Stokes, Anthony. The influence of wages and nonwage amenities on the labour market for high school teachers in New South Wales. Mount Lewis, New South Wales: Greenacre Educational Publications, 2005.

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Book chapters on the topic "New South Wales Department of Education"

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Thompson, Peter. "Pre-University Engineering Education in New South Wales." In Pre-university Engineering Education, 101–20. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-621-7_7.

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Gilbert, Jenny, and Simon Pratt-Adams. "The Three Jurisdictions: England, New South Wales and Ontario." In Soft Systems Methodology in Education, 111–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99225-5_5.

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Wilson, Katie. "“Pride and Honour”: Indigenous Dance in New South Wales Schools." In Intersecting Cultures in Music and Dance Education, 67–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28989-2_5.

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McIntyre, Ann. "Transformation in New South Wales Through Collaborative Professional Engagement: From Ambition to Actualization." In Leading and Transforming Education Systems, 105–19. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4996-0_8.

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Trevallion, Deborah. "Changing the Professional Identity of Food Technology Teachers in New South Wales, Australia." In Contemporary Issues in Technology Education, 167–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_11.

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Owen, Donna. "Positive Ingredients to Redefining Food Education in Schools in New South Wales, Australia." In Contemporary Issues in Technology Education, 139–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_9.

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Saunders, Carly. "Continuing Professional Development for Secondary Food Technology Teachers in New South Wales (NSW), Australia." In Contemporary Issues in Technology Education, 195–208. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_13.

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Winslade, Matthew, Tony Loughland, and Michelle Eady. "Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study." In School-University Partnerships—Innovation in Initial Teacher Education, 27–41. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5057-5_3.

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Wong, Bronwyn. "Cultivating a Vision for Change: Applying Action Research to Empower Teachers in an Independent Christian School in New South Wales, Australia, in a Market-Driven Schooling System." In Palgrave Studies in Education Research Methods, 147–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_9.

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Stuart, Gillian, and Angela Turner. "Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia." In Contemporary Issues in Technology Education, 31–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_3.

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Conference papers on the topic "New South Wales Department of Education"

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Rezaeian, N., L. Tang, and M. Hardie. "PSYCHOSOCIAL HAZARDS AND RISKS IN THE CONSTRUCTION INDUSTRY IN NEW SOUTH WALES, AUSTRALIA." In The 9th World Construction Symposium 2021. The Ceylon Institute of Builders - Sri Lanka, 2021. http://dx.doi.org/10.31705/wcs.2021.42.

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The construction industry faces many challenges, one of which is the difficult to define psychosocial influences. The construction sector has highly demanding employment conditions, long working hours and sometimes unfeasible terms of project execution. Psychosocial influences represent emotional as well as physiological characteristics which impact the immediate environment. Some construction personnel face psychosocial problems that can lead to depression or suicide. The research conducted in this paper focuses on the psychosocial status of personnel working in construction companies, in New South Wales (NSW), Australia. A questionnaire survey was conducted to investigate the psychosocial hazards observed in the construction industry in NSW. Practitioners in two private construction companies and one government department having construction project management experience in NSW were involved in the survey. The data analysis indicates that most workers experienced being pressured to stay back and work long hours. This led to workers being ‘very frequently’ tired. Regarding bullying, Respondents reported that the frequency of they experienced ‘exclusion or isolation from workplace activities’ was ‘monthly’. Being ‘Subjects of gossip or false, malicious rumours’ was reported as happening ‘weekly’ and ‘Humiliation through gestures, sarcasm, criticism or insults’ was said to happen ‘almost daily’. This study's findings indicate that construction projects could have unaddressed psychosocial hazards and risks, each of which may be a potential factor for accidents and occupational and psychological injuries. The data displayed from this research could help understand psychosocial hazards. Spreading awareness on the issue can hopefully be a step towards improving the mental health of construction workers while decreasing the overall suicide rate.
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Birchley, Sarah Louisa. "THE IMPORTANCE OF COMMUNITY IN EDUCATION AND ENTREPRENEURSHIP: THREE CASES FROM THE SOUTH WALES VALLEYS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1034.

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Bense, Katharina, Michael Garrett, and Greg Tolefe. "WHAT IT TAKES TO SUCCESSFULLY IMPLEMENT AN ENTERPRISE SOFTWARE SYSTEM: A CASE STUDY OF A LARGE SCHOOL DISTRICT IN NEW SOUTH WALES, AUSTRALIA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2363.

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Graham, Myfanwy, Elianne Renaud, Catherine Lucas, Jennifer Schneider, and Jennifer Martin. "Medicinal cannabis prescribing guidance documents: An evidence-based, best-practice framework based on the New South Wales experience." In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.51.

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Introduction: In 2018, the Australian Centre for Cannabinoid Clinical and Research Excellence (ACRE), a National Health and Medical Research Council (NHMRC) Centre of Research Excellence was funded to develop a suite of state-wide medicinal cannabis prescribing guidance documents. At this time, regulatory changes in Australia were enabling broader access to medicinal cannabis in a medical model. The initiative funded through the New South Wales (NSW) Government’s Clinical Cannabis Medicines Program enabled the development of practical resources to support NSW medical practitioners in prescribing medicinal cannabis to patients for conditions where cannabinoids are perceived to have some benefit. Aim: To provide interim guidance to support medical practitioners in the prescription of medicinal cannabis where they are perceived to have potential benefit. Methods: A team of clinical pharmacologists, pharmacists and clinicians collaborated in the development of the first tranche of prescribing guidance documents. The suite of six medicinal cannabis prescribing guidance documents covered the most common indications for which prescriptions for medicinal cannabis were being sought by NSW patients: dementia; anorexia and cachexia; nausea; chemotherapy-induced nausea and vomiting; spasticity; and chronic non-cancer pain. In 2019, the draft guidance documents underwent a comprehensive review and consultation process involving fifty key stakeholders before publication. Results: The ACRE medicinal cannabis prescribing guidance documents have been widely adopted, both in NSW and around the world. The prescribing guidance documents are now recommended as a health professional educational resource by the Australian national medicines regulator the Therapeutic Goods Administration and state health departments. The prescribing guidance on epilepsy from the second tranche of guidance documents has recently been published in the British Journal of Clinical Pharmacology. National medicinal cannabis prescribing pattern data and enquiries to the first-of-kind, state-government funded medicinal cannabis advisory service for medical practitioners informed the themes of the second tranche of six medicinal cannabis prescribing guidance documents being developed in 2022. Conclusions: ACRE medicinal cannabis prescribing guidance documents delivered interim guidance to Australian medical practitioners on the evidence-based and best-practice prescription of medicinal cannabis. Prescribing guidance document themes align with Australian medicinal cannabis prescribing patterns and areas where medical practitioners are seeking further information and advice. It is anticipated that the prescribing guidance documents will be updated periodically as further evidence becomes available. Acknowledgements: NSW Government through the NSW Clinical Cannabis Medicines Program supported development of the NSW Cannabis Medicines Prescribing Guidance. ACRE was established and is funded through the National Health and Medical Research Council Centres of Research Excellence scheme.
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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.
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Ntlhare, Leetwane Anna, and Kananga Robert Mukuna. "PROFESSIONAL DEVELOPMENT NEEDS OF FOUNDATION PHASE TEACHERS IN IDENTIFYING LEARNERS WITH LEARNING BARRIERS AT PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end101.

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"South African Department of Education like other countries adopted an inclusive education and Training System Policy in 2001 to improve access to quality education for vulnerable learners and those who experience learning barriers. Training and Professional Development programmes were offered to teachers. Policies and guidelines were reformed to determine how support could be appropriately implemented in schools. The training programmes were perceived as the opportunity for teachers to improve their teaching skills, knowledge, and competences in identifying learners with learning barriers in an inclusive classroom. Although policies were reformed and teachers’ received training, teachers still lack experience challenges in identifying learners with learning barriers in an inclusive classroom. Research shows that many professional development programs have failed to improve teaching practice (Birman, Desimone, Porter and Garet, 2000; Newmann, King, and Youngs, 2001; Armour and Yelling, 2004; Hofman and Dijkstra, 2010). The aim of the study is to explore how teacher training and Professional development can be improved in identifying learners with learning barriers in South African primary schools. Twenty-eight participants (N=28) were purposefully selected from four South African rural primary schools. A qualitative interpretive approach was adopted, and data were gathered through four focus group interviews with twenty Foundation Phase teachers (five from each school) and eight individual face-to face interviews with four support teachers and four subject advisors. Data were thematically analysed as suggested by (Babbie and Mouton, Leedy and Ormrod, 2015). Result demonstrated that training and professional development programmes were not effective due to the following aspects: the training focused mostly on reading not the identification of learners and teachers experience challenges in identifying learners with learning barriers in an inclusive classroom. Reports also indicate that teachers lack proper skills and knowledge to implement evidence-based inclusive teaching strategies and practices for facilitating the success and participation of all learners within the inclusive classroom. (Awad, 2016; Ghoneim 2014; Alkhateeb et. al., 2016). Due to ineffective of the training, the current study suggests rethinking of a new strategy for improving teachers training to meet the needs of the teachers and improve learners’ performance."
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.

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Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
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Onojaefe, Darlington, and Marcus Leaning. "The Importance of Partnerships: The Relationship between Small Businesses ICT and Local Communities." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3169.

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The deployment of new technologies such as the Internet is often understood to positively change the way that business works. However it is important to realise that success is not automatic and a number of other factors must also be considered. In this paper it is argued that a wider range of skills is needed than just technical skills, and a wider vision is needed than just the vision of one business. Small businesses, widely considered a suitable vehicle for sustainable development, must be seen in the context of their communities, for their relationship with public sector agencies and other supporting and regulatory bodies, and as partners to much larger businesses. This paper is based on small-scale qualitative fieldwork conducted with small businesses that make extensive use of ICT located in Cape Town, South Africa and Swansea in South Wales, a deprived region of the UK. It was found that for businesses to succeed a range of competencies are by business managers needed that facilitate relationships and partnerships, these are in addition to the skills needed for simple internal operational issues. Moreover as the nature of partnerships change the mix of required competencies vary from one circumstance to another. A model is presented that shows some of the critical relationships between the Internet (on the one hand) and the stakeholders of a business and the relationships with them (on the other).
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Nthejane, Lebogang. "REFLECTIVE OBSERVATIONS ON THE DESIGN AND STUDIO ART PROGRAMME AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end047.

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The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.
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Reports on the topic "New South Wales Department of Education"

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Research Department - Government Finance - State Governments - New South Wales Finance - 1939 - 1941. Reserve Bank of Australia, March 2022. http://dx.doi.org/10.47688/rba_archives_2006/17062.

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Secretary's Department - Lectures - Governor - University of New South Wales - "Development of Northern Australia" - 1961. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06202.

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Savings Bank of New South Wales - Sydney (Head Office) - Mortgage (Investment) Department - Legal Documents - Mortgage and Surrender, Samuel Augustus Perry to the Savings Bank of New South Wales. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2007/10448.

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Secretary's Department - Lectures - Governor - New South Wales University of Technology - "Tests of Industrial Maturity" - 1956. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06200.

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Secretary's Department - Lectures - Governor - University of New South Wales - First National Instalment Credit Conference - 1964. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/06201.

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Savings Bank of New South Wales - Sydney (Head Office) - Accountant's Department - General Ledgers - Accounts - 1855-1863. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/21045.

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Savings Bank of New South Wales - Sydney (Head Office) - Accountant's Department - General Ledgers - Accounts - 1862-1872. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/21050.

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Savings Bank of New South Wales - Sydney (Head Office) - Mortgage (Investment) Department - Mortgages Account - 1868-1884. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/21165.

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Government Savings Bank of New South Wales - Sydney (Head Office) - Secretary's Department - Newspaper Advertisements Book - 1928-1931. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/22470.

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Government Savings Bank of New South Wales - Fivedock - Statistical Record Book - School Savings Bank Department - 1925-1932. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/22661.

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