Relevant bibliographies by topics / Private schools Victoria Curricula

Academic literature on the topic 'Private schools Victoria Curricula'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Private schools Victoria Curricula"

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Bosworth, Kris, and Santiago Cueto. "Drug Abuse Prevention Curricula in Public and Private Schools in Indiana." Journal of Drug Education 24, no. 1 (March 1994): 21–31. http://dx.doi.org/10.2190/wjdc-ky9n-nhh2-hcah.

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Recent research on drug education has focused on public schools. This study compares public school drug education programs with such efforts in private schools in one midwestern state. All schools in the state were asked to respond to a survey on curricula and training. This study reports on the types of prevention curricula used and at what grades, as well as the number of schools with trained staff. For almost every grade a higher percentage of public schools was found to be implementing drug education programs than private schools. This was manifested in public schools developing their own programs and/or purchasing commercially available drug curricula. Although an equal number of private and public schools have trained staff, less than half of all schools report a trained staff at each grade level. Directions for future research based on these results are suggested.
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Beaghan, James. "Is There a Decline in Teaching Ethics in US Business Schools?" Journal of International Business and Economy 9, no. 2 (December 1, 2008): 13–21. http://dx.doi.org/10.51240/jibe.2008.2.2.

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With recent financial scandals at Global Crossing, Enron and WorldCom involving manipulation of company earnings and the collapse of shareholder values, there has been increased debate concerning ethical decision making among business leaders in America and abroad. This debate has been accompanied by an increased expectation that US business schools give more emphasis to ethics in their business curricula at both the undergraduate and graduate levels. With AACSB mandating the coverage of ethics in business school curricula for member schools, administrators and faculty have shown considerable latitude in the coverage of this topic. This paper looks at differences in the coverage of ethics in the business school curricula of two universities: one a public state university, one a private religious university, as well as trends in the coverage of ethics at several public and private universities cited in recent research articles.
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Veerasamy, Arthi, Jeffrey Gage, and Ray Kirk. "Head teachers’ views of oral health education in schools in Tamil Nadu, India." Health Education Journal 77, no. 1 (November 7, 2017): 73–84. http://dx.doi.org/10.1177/0017896917733120.

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Introduction: Children and young people in India have a high prevalence of dental decay. As part of a broader epidemiological study, we interviewed 10 head teachers to understand the status of, and challenges to, inclusion of oral health education in the curricula of public and private schools in Tamil Nadu, India. Objectives: The two main objectives of this study were (1) to describe the views of head teachers about the implementation of oral health education in school curricula and (2) to identify challenges to achieving oral health education in public and private schools in Tamil Nadu. Method: Qualitative descriptive design, with a purposive sample of 10 head teachers who participated in semi-structured interviews. Thematic coding was used to analyse and report on the data. Results: There is a lack of oral health education in public and private schools in Tamil Nadu, India. Four main types of barriers to the initiation and implementation of oral health education were lack of recognition, academic burden, prioritisation of other health needs and policy inequities. Head teachers acknowledged the lack of oral health education in their schools, yet also acknowledged the importance of oral health education in promoting students’ health. Conclusion: Health curricula in Tamil Nadu schools lack integration of oral health education. Limited access to the services, cultural factors, policy deficiencies, insufficient awareness among policy-makers, the nature of the education system and lack of research contribute to the current situation. Policy-makers should address these barriers to enable and promote oral health education strategies in both private and public schools of Tamil Nadu.
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Wong, Ting-Hong. "Education and National Colonialism in Postwar Taiwan: The Paradoxical Use of Private Schools to Extend State Power, 1944–1966." History of Education Quarterly 60, no. 2 (May 2020): 156–84. http://dx.doi.org/10.1017/heq.2020.25.

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After World War II, the colonial rule imposed by the Kuomintang (KMT) in Taiwan was symbiotically connected with its project of nation building. This project of “national colonialism” initially spurred the KMT to build an extensive public education system and to marginalize private schools. Financial concerns after 1954, however, forced the KMT to allow more private schools to open. As the role of private schools expanded, the state limited their resources and required that they follow state curricula, leading many private schools to come under the control of agents tied to the regime. Thus, schools that the colonizers initially sought to subdue ended up spreading ideologies that served the KMT. The case of Taiwan provides a perspective on colonialism and private schooling that suggests that private schooling under national colonialism differed from that under nonnational forms of colonial rule.
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Abadie, Michelle, and Krishna Bista. "Understanding the Stages of Concerns." Journal of School Administration Research and Development 3, no. 1 (June 20, 2018): 57–66. http://dx.doi.org/10.32674/jsard.v3i1.1932.

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This study investigated the initial implementation processes of the Common Core State Standards (CCSS) in public and private schools in a single Loui- siana district. Results suggested participants’ high level of concern in many aspects of the implementation of the CCSS in public schools related to the timeline and instability of curriculum decisions, which negatively affected teachers’ confidence levels. Private school teachers experienced greater stability in their curricula, a more feasible timeline of implementation, positive professional development, and positive experiences with CCSS implementation, affecting their teacher identity and impact on students. However, public school teachers reported instability in their curricula, difficult timelines of implementation, unsupportive professional development, and overall negative experiences, affecting their teacher identity and impact on students with the implementation of the CCSS.
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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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Ringwalt, Christopher L., Susan Ennett, Ruby Johnson, Louise Ann Rohrbach, Ashley Simons-Rudolph, Amy Vincus, and Judy Thorne. "Factors Associated with Fidelity to Substance Use Prevention Curriculum Guides in the Nation's Middle Schools." Health Education & Behavior 30, no. 3 (June 2003): 375–91. http://dx.doi.org/10.1177/1090198103030003010.

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Teachers' fidelity of implementation of substance use prevention curricula is widely considered desirable and is linked empirically to effectiveness. The authors examine factors pertinent to teachers' fidelity to curricula guides, using data from a nationally representative sample of 1,905 lead substance use prevention teachers in the nation's public and private schools. Findings suggest that about one-fifth of teachers of substance use prevention curricula did not use a curriculum guide at all, whereas only 15% reported they followed one very closely. Positively associated with adherence were teachers' discretion in their coverage of prevention lessons, beliefs concerning the effectiveness of the most recent training they received and the curricula they taught, and level of support they received from their principals for substance use prevention. The authors conclude that some degree of curriculum adaptation is inevitable and suggest how adherence to curricula guides may be improved through teacher training.
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Alas, Ruth, and Mohamed Mousa. "Cultural diversity and business schools’ curricula: a case from Egypt." Problems and Perspectives in Management 14, no. 2 (June 6, 2016): 130–37. http://dx.doi.org/10.21511/ppm.14(2-1).2016.01.

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The French Ecole Supérieure Libre des Sciences Commercial Appliquées (ESLSCA) in Paris is one of the most important global culturally diverse private business schools in terms of its number of branches and its history. ESLSCA has had a branch in Cairo in Egypt for about 17 years. This qualitative study seeks to focus on ESLSCA-Egypt branch to investigate the extent to which cultural diversity is included in its MBA curricula. The main methods for collecting data are document analysis, a number of semi-structured interviews, and a review of relevant literature. The study findings have meaningful implications for the practices of business schools’ education and training
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Dourado, Adriana Akemi, Pedro Rodrigues Curi Hallal, Marlos Rodrigues Domingues, and Fernando Vinholes Siqueira. "Teaching of health-related physical activity in medical schools: the Brazilian scenario." Revista Brasileira de Atividade Física & Saúde 24 (March 26, 2020): 1–6. http://dx.doi.org/10.12820/rbafs.24e0096.

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Physical activity engagement is a key strategy to improve population health and quality of life. However, studies show that physical activity counseling by physicians is low, and one of the main barriers reported is lack of specific knowledge. The aim of this study is to describe the existence of health-related physical activity content in the curricula of Brazilian Medicine undergraduate courses. A census-type descriptive study was carried out. Online documentation available in institutional websites of all Brazilian Medicine courses curricula were assessed and, when not available, faculty members were contacted. In 2015 we identified 233 medicine courses in Brazil, using data from the Brazilian Ministry of Education. We assessed the documentation in detail of 158 courses (67.8%). We observed that only 12% of curricula presented health-related physical activity and/or physical exercise contents. This proportion was higher in public Medical schools compared to private ones (21.5% vs. 5.4%; p = 0.002). Teaching of health-related physical activity in Brazilian Medicine courses is scarce. We highlight the need for adjustment of curricula considering the well-established benefits of physical activity for public health.
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Alfallaj, Hayam A., Kelvin I. Afrashtehfar, Ali K. Asiri, Farah S. Almasoud, Ghaida H. Alnaqa, and Nadia S. Al-Angari. "The Status of Digital Dental Technology Implementation in the Saudi Dental Schools’ Curriculum: A National Cross-Sectional Survey for Healthcare Digitization." International Journal of Environmental Research and Public Health 20, no. 1 (December 25, 2022): 321. http://dx.doi.org/10.3390/ijerph20010321.

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Objective: The primary objective of this cross-sectional national study was to investigate the status of digital dental technology (DDT) adoption in Saudi Arabian undergraduate dental education. A secondary objective was to explore the impact of dental schools’ funding sources to incorporate digital technologies. Methods: A self-administered questionnaire was distributed to the chairpersons of prosthetic sciences departments of the 27 dental schools in Saudi Arabia. If any department chairman failed to respond to the survey, a designated full-time faculty member was contacted to fill out the form. The participants were asked about the school’s sector, DDT implementation in the curriculum, implemented level, their perceptions of the facilitators and challenges for incorporating DDT. Results: Of the 27 dental schools (18 public and 8 private), 26 responded to the questionnaire (response rate: 96.3%). The geographic distribution of the respondent schools was as follows: 12 schools in the central region, 6 in the western region, and 8 in other regions. Seventeen schools secure and preserve patients’ records using electronic software, whereas nine schools use paper charts. Seventeen schools (64,4%) implemented DDT in their curricula. The schools that did not incorporate DDT into their undergraduate curricula were due to not being included in the curriculum (78%), lack of expertise (66%), untrained faculty and staff (44%), and cost (33%). Conclusions: This national study showed that digital components still need to be integrated into Saudi Arabian dental schools’ curricula and patient care treatment. Additionally, there was no association between funding sources and the DDT implementation into the current curricula. Consequently, Saudi dental schools must emphasize the implementation and utilization of DDT to align with Saudi Vision 2030 for healthcare digitization and to graduate competent dentists in digital dental care.
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Dissertations / Theses on the topic "Private schools Victoria Curricula"

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Miller, Alice Elizabeth Owen. "A Comparative Analysis of Curricular Programs in Private, Public Choice, and Public Attendance-Zone Schools in San Antonio, Texas." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279260/.

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The purpose of this study was to examine curricular programs in private, public choice, and public attendance-zone schools to determine whether differences exist among curricular programs in the three types of schools. The findings from the student survey data indicated that private school students reported their curriculum to be more challenging than public school students, but no other significant differences were noted. Findings from the teacher survey showed more positive results for private schools in indicators of a challenging curriculum, expectations of students, school climate, and external support than public schools. This study showed that of the types of schools examined, Catholic schools exhibited the most consistent and well written curriculum that reflected the four research questions. Future research needs to be done to establish whether these indicators of a challenging curriculum result in higher student achievement.
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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.

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Slade, Wilfred John. "Environmentalism and its implications for education: a study of private schools in the Eastern Cape." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003402.

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This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.
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Tay, Michelle Karen. "Curriculum adaptation in the English curriculum by the Singapore International School in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961964.

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陳正強. "澳門私立學校美術教育課程的探究." Thesis, University of Macau, 2001. http://umaclib3.umac.mo/record=b1636435.

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Erasmus, Lourens Jacobus. "Die rol van die kurrikulum in private skole in die RSA." Thesis, 2014. http://hdl.handle.net/10210/10344.

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M.Ed. (Curriculum Studies)
This research focuses on the role the curriculum plays in the existence of certain types of private schools in the RSA. Private schools in South Africa currently number in excess of 500 and the number is increasing every year. The various private schools claim that they offer curricula suited to the specific needs of certain pupils. A structured interview was compiled and used to interview three different schools namely a volkskool (a people's school), a church school and an independent school. The responses received during the interview were then analysed and interpreted to reach certain conclusions and to put forward certain recommendations. It was inter alia concluded that: The volkskool (people's school) attaches importance to religion and ethnicity. The church school stresses the religious principles of a specific church. The independent school considers the economic demands of the world we live in as of importance. For a child to cope in the adult world he must be academically prepared and qualified. It was furthermore established that the processes of curriculum design and development do take place in private schools. This is inter alia evident from the specific subjects that are offered in certain private schools. While a subject like "Volksgeskiedenis" (History of the people) is offered at volkskole, Church History is taught at church schools, and independent schools concentrate on, for instance, Life Skills to prepare their respective pupils towards eventual choices of career. It is then concluded that to effect a stable education environment private schools should be given the greatest amount of freedom to compile their own curricula.
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Munien, Devandaran. "A study to provide direction as to the curriculum of the sixth form programme at Michaelhouse in order to improve the marketability of the programme." Thesis, 2002. http://hdl.handle.net/10413/4147.

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A central requirement to accomplish a competent and effective education system is the inclusion of a post matric year to facilitate the transition from the protected academic leaning to the reality of the world at large. This strategy needs to emphasise the acquisition of formative information to minimise problems that might arise if life skills needs and tertiary learning barriers are not promptly identified and addressed. Michaelhouse a private school in Kwa-Zulu Natal- South Africa is faced with declining numbers in the post matric class called the sixth form. The study recommends that in order to improve the marketability of the sixth form programme, the following objectives need to be met by Michaelhouse. i. Be a centre of excellence providing high quality education in a supportive and caring environment. ii. Be entrepreneurial and innovative in encouraging more students to pursue the post matric offering. iii. Be responsive to the needs of the community and business sector in the provision of continuing education and training. iv. Prepare students to function effectively in an adult world. The purpose of this study is to establish the expectations of students with regards to the offering of a sixth form programme, in order that the Michaelhouse may customise the curriculum incorporating customer needs. This will be used as a marketing tool to attract pupils to Michaelhouse.
Thesis (MBA)-University of Natal, Durban, 2002.
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Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.

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The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.
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Nel, Monika Barbara Elisabeth. "Criteria for sound Christian education, with reference to Christian Education South Africa (CESA) 1984-1993 : a historical-educational investigation and evaluation." Diss., 1994. http://hdl.handle.net/10500/19070.

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Christian Education South Africa (CESA), formerly known as Accelerated Christian Education (South Africa) or ACE(SA), represents a significant number of evangelical Christian schools in South Africa. Most CESA schools are multiracial· and part of charismatic fellowships. The purpose of this study was to investigate CESA {its roots, philosophy of education and methodology) and to evaluate the quality of Christian education offered at CESA schools. Firstly, 'sound Christian education' was defined. Secondly, a model for assessing Christian education was developed. The SAPPAB model with its six criteria (spiritual, academic, physical, practical, administrative and balance) assess both the biblical and t educational 'soundness' of an education programme . . Information was gathered over six years by way of interviews, surveys, ethnographic and in-depth case studies. Evaluations included individual CESA schools, CESA as an organization and the ACE programme. The major finding was that individual CESA schools do contribute meaningfully to sound Christian education, but that the organization as such lost its vision and its influence.
Educational Studies
M. Ed. (History of Education)
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Pillay, Renel. "Teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26979.

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Limited research is available on teachers’ perspectives on addressing barriers to learning in learners in low to middle-income countries, such as South Africa. The main aim of the current research was to describe teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province. The study adopted a qualitative approach and data was collected by means of interviews, document analysis, and observations with 12 teachers in the school. The results of the study indicate that there are various challenges when addressing barriers to learning in learners. Furthermore, teachers respond to the diverse needs of learners by identifying the needs of learners and differentiating the curriculum. Lastly, teachers mentioned various forms of support that could help them effectively address the barriers to learning in learners in inclusive settings. Future countrywide research should focus on teachers’ perceptions when addressing barriers to learning in independent mainstream schools in South Africa.
Inclusive Education
M. Ed. (Inclusive Education)
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Books on the topic "Private schools Victoria Curricula"

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University School (Victoria, B.C.). University School, Victoria, B.C. [British Columbia?: s.n., 1997.

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University School (Victoria, B.C.). University School, Victoria, B.C. Victoria, B.C.?: s.n., 1995.

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Kyōiku katei jitsureishū. Tōkyō-to Hachiōji-shi: Nihon Shigaku Kyōiku Kenkyūjo, 1985.

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Professional preparation competences for law librarianship: A survey of experts in law librarianship and private law librarians. Ann Arbor, Mich: University Microfilms International, 1995.

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Tracing the Threads: A Curriculum Study of the Dialogue of Otherness in the Histories of Public and Independent Schooling. BRILL, 2009.

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Dufferin College, late Hellmuth College, London, Ontario: Founded by the Right Rev. I. Hellmuth .. [London, Ont.?: s.n., 1986.

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Dufferin College, late Hellmuth College, London, Ontario: Founded by the Right Reverend I. Hellmuth, D.D., D.C.L., Lord Bishop of Huron, A.D. 1865 .. [London, Ont.?: s.n., 1986.

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A comprehensive outline of the geography and history of Nova Scotia: From the discovery of America to the reign of Queen Victoria I : arranged in a peculiar manner, which renders it applicable either as a catechism or a reading book : for schools and private instruction. Halifax, N.S: Printed and published for the author, 1986.

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Book chapters on the topic "Private schools Victoria Curricula"

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Belvadi, Anilkumar. "Pre-Victorian Colonial Education." In Missionary Calculus, 26–78. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0002.

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Chapter 2 is a retelling of nearly two hundred years of pre-Victorian Indian colonial education, presented to aid interpretations of American missionary action in the Victorian period. The chapter shows how, despite their “universal” Christian intent, mission schools were closely allied with colonial authority and deeply racialized in their functioning. Extensive archival data (1708–1849) is used to describe the typical composition of the student body, syllabi, classroom techniques, and examination methods in mission-run schools. Missionaries used the very “heathen” curricular material and pedagogical practices they denounced. And they deliberated over the advantages of establishing schools that would further the interests of the East India Company. In the other direction, British parliamentary papers show official colonial thinking on how Western education could serve the colonial cause, and on whether a part of the teaching endeavor could be delegated to Christian missionaries. The chapter summarizes the decline of indigenous education under colonial rule as reported by Company officials just as evangelicals, chiefly, educated and ambitious middle-class people in Britain and America, began to express interest in Indian education. Between 1833 and 1854, mission schools were widely established, filling the void in indigenous education. The chapter considers the problematic of the language of education, recounting the Anglicist/Orientalist debate. It then discusses the “Woods Despatch” of 1854, the new education law, which called for a secular curriculum and for inspections to be instituted in private schools seeking government grants-in-aid. The chapter ends with a discussion of American missionary thought and practice of exploring new ways of attracting student audiences to the evangelical cause.
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Conference papers on the topic "Private schools Victoria Curricula"

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Dubyoski, Jodi. "Putting Participation into Practice: Strategies for Evolving Architecture." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335072.

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For decades, schools of architecture have included hands-on education in their curricula in the form of design-build studios; often these studio experiences are guided by a social mission and employ participatory methods. In other cases, university community design centers provide opportunities for students to engage with community members on real-world projects. My own academic experience (which was far from unusual) involved the former, beginning with a summer studio focused on asset-based community development and participatory engagement framed within a design-build experience that launched me on a career-long path. Being confronted with a profession that conducts business as usual while academia is grooming a generation of socially responsible architects is jarring for new graduates . Today’s professionals approaching mid-career are unsatisfied with outdated business models that do not address contemporary concerns about social impact. Barriers to participatory engagement in practice include hourly billing that discourages clients from commissioning non-mandatory stakeholder engagement, as well as a culture of pro-bono work that ultimately accelerates burnout and devalues professional services. New ways of thinking require new ways of doing business. Today’s practitioners are seeking more sustainable methods of integrating the participatory strategies they employed in academia into contemporary practice. Drawing on extensive research conducted on the history of community design during my Master of Architecture, and using illustrations from my own path—from a student during the post-Katrina era to owning a community design practice—I propose strategies for challenging current models of practice. Specifically, I demonstrate how my current work with private landowners and nonprofit economic development groups incorporates participatory methods learned during my academic experience, borrowing from an interdisciplinary range of sources, including anthropology, sociology, and planning, as well as others who are disrupting the status quo of delivering creative services.
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