Academic literature on the topic 'Queensland schools'
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Journal articles on the topic "Queensland schools"
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Michaelson, Matthew Thomas. "A Measure of the Strength of the Relationship Between the Indigenity and Desirability of Queensland State Schools." Australian Journal of Indigenous Education 35 (2006): 54–60. http://dx.doi.org/10.1017/s1326011100004166.
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AbstractEducation Queensland’s Remote Area Incentives Scheme (RAIS) is intended to provide financial and other benefits to teachers who choose to accept employment in undesirable locations in the state. On paper, this scheme claims that remoteness from an urban centre is the foremost measure of a school’s undesirability. However, the percentage of Indigenous students in a school has a strong influence on the assignment of transfer ratings to Queensland state schools. This paper provides the details of a statistical analysis that shows that there is a strong relationship between the Indigenity of a school and its institutionalised perception of undesirability. It also includes a survey of urban schools in southeast Queensland that are categorised as less desirable than surrounding schools in the region primarily because there is a higher percentage of Indigenous students enrolled in those schools.
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Walsh, Tamara, and Bridget Burton. "Queensland’s new right to education:What does it mean for children with disabilities?" Alternative Law Journal 45, no. 1 (October 26, 2019): 18–24. http://dx.doi.org/10.1177/1037969x19883967.
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Queensland’s Human Rights Act 2019 includes a right to education. Schools will be required to consider the human rights of children when making decisions about enrolments and educational adjustments. This article investigates how the right to education might operate in Queensland state schools, and discusses the potential of this new provision to bring positive change for children with disabilities.
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Carden, Clarissa. "Bibles in State schools." History of Education Review 47, no. 1 (June 4, 2018): 16–24. http://dx.doi.org/10.1108/her-07-2016-0029.
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Purpose The purpose of this paper is to examine the work of the Bible in State Schools League in Queensland during the late nineteenth and early twentieth centuries, culminating in the 1910 referendum on religious education in Queensland government schools. Through examining its campaign and the statements of supporters and opponents this paper seeks to examine the role of the school in relation to morality in this early period of the Queensland history. Design/methodology/approach This paper draws upon archival material, parliamentary debates, materials published by the Bible in State Schools League and contemporaneous newspaper accounts. These data are thematically analysed. Findings There was widespread agreement within the early Queensland society that the school was a place for moral formation. The Bible in State Schools League highlighted the tensions in the relationship between morals and religion in relation to the school. Research limitations/implications This research problematises the notion that developments in education have followed a straight line from religiosity to secularisation. Originality/value Very little has been published to date about the Queensland Bible in State Schools League. This paper goes some way to filling this lacuna.
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Carden, Clarissa. "Reformatory schools and Whiteness in danger: An Australian case." Childhood 25, no. 4 (May 14, 2018): 544–54. http://dx.doi.org/10.1177/0907568218775177.
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The Queensland Reformatory and Industrial Schools Act (1865) provided for the creation of a system of reformatory and industrial schools. This article explores the early years of the reformatory for boys. The Act defined Aboriginal children as ‘neglected’ and eligible to be sent to this institution. However, of the first 1000 children admitted, all but 33 were White. This article explores this contradiction through an analysis of the reformatory in light of fears about the fragility of Whiteness in Queensland’s climate.
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Anderson, Robyn. "Grade Repetition in Queensland State Prep Classes." Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 15–32. http://dx.doi.org/10.1017/jgc.2012.6.
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The current study considers grade repetition rates in the early years of schooling in Queensland state schools with specific focus on the pre-schooling year, Prep. In particular, it provides empirical evidence of grade repetition in Queensland state schools along with groups of students who are more often repeated. At the same time, much of the educational research literature, drawn mainly from the United States, argues that grade repetition has limited, long-term value and may be harmful (Jimerson, 2001, 2004). Little is known about grade repetition rates or the groups of children who may be repeated in Australian schools as almost all research on grade repetition has been done overseas. To better understand grade repetition in Australia, the study draws on data from the Queensland Government's Department of Education and Training (DET), which looks specifically at grade repetition rates in Queensland state schools. While grade repetition rates remain low in Queensland states schools, the possible negative academic, social and emotional consequences for students who are repeated warrants serious re-evaluation of this long-term, early intervention practice in Australian schools. An alternative strategy would include promotion of all students to the next year level with a range of interventions to enable groups of low achieving students meet minimum national standards.
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Eley, Diann S., Jianzhen Zhang, and David Wilkinson. "Self-sufficiency in intern supply: the impact of expanded medical schools, medical places and rural clinical schools in Queensland." Australian Health Review 33, no. 3 (2009): 472. http://dx.doi.org/10.1071/ah090472.
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Objective: The doctor shortage in Australia generally, and the rural shortage in particular, has led to an increase in medical schools, medical places and rural training. If effective, these strategies will first impact on the intern workforce. We studied the source of interns in Queensland. Methods: Analysis of number, source and location of interns by Rural, Remote and Metropolitan Area (RRMA) classification (an index of remoteness) from university and health department records (2003?2008). Odds ratios compared the likelihood of intern supply from Queensland universities and rural clinical schools. Results: Most interns in Queensland graduated from Queensland universities in 2007 (287 [72%]) and 2008 (344 [84%]). Proportions increased across all three RRMA groups from: 82% to 93% in RRMA1; 56% to 68% in RRMA2 and 67% to 79% in RRMA3. The University of Queensland (UQ) provides most interns in all RRMA locations including RRMA3, and this increased from 2007 (n = 33 [35%]) to 2008 (n = 57 [58%]). Interns from interstate decreased from 61 (15%) in 2007 to 40 (10%) in 2008. Interns from overseas fell from 53 (13%) in 2007 to 27 (7%) in 2008. Rural clinical schools compared with traditional urban-based schools were more likely to supply interns to RRMA3 than RRMA1 hospitals in 2007 (OR, 8.8; 95% CI, 4.6?16.7; P< 0.0001) and 2008 (OR, 6.5; 95% CI, 3.5?12.2; P< 0.0001). Conclusions: Queensland is close to self-sufficiency in intern supply and will achieve this in the next few years. Rural clinical schools are playing an important role in producing interns for RRMA3 hospitals. Due to its large cohort, UQ remains the major provider across all RRMA groups.
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Vance, Erica, and Paula Sullivan. "Isolated Schools Project." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 27–28. http://dx.doi.org/10.47381/aijre.v3i2.377.
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The Isolated Schools Project provided the opportunity for six University of Southern Queensland student teachers to experience teaching in rural areas in the North and South West regions of Queensland. The project offers students experience in a broad range of areas including: multi-level planning and timetabling; pupil free day activities; and initial enrolment and administration procedures. These students have shown a keen interest in applying to teach in areas such as these upon the completion of their course. Over a two and a half week period, students experienced not only teaching in this type of setting, but also community life in general. All of the students who participated feel that it is important to highlight the fact that the teachers who provided places for them on this experience did so on a voluntary basis.
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Radcliffe, Barbara, Chris Ogden, Jane Welsh, Susanne Carroll, Terry Coyne, and Pippa Craig. "The Queensland School Breakfast Project: a health promoting schools approach." Nutrition & Dietetics 62, no. 1 (August 15, 2005): 33–40. http://dx.doi.org/10.1111/j.1747-0080.2005.tb00007.x.
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Yarrow, Allan, Roy Ballantyne, Brian Hansford, Paul Herschell, and Jan Millwater. "Teacher/Intern Partnerships in Isolated Areas: A Project Overview." Australian and International Journal of Rural Education 8, no. 1 (March 1, 1998): 29–31. http://dx.doi.org/10.47381/aijre.v8i1.428.
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This paper reports on a collaborative project which aims to improve the preparation of preservice teachers for teaching in rural and remote schools. Queensland University of Technology (QUT) has joined with Education Queensland, Priority Country Area Program (PCAP), the Queensland Teachers' Union (QTU) and the Board of Teacher Registration (BTR) to trial an internship for 4th year Bachelor of Education students in isolated schools in Queensland. The ultimate goal of the project is to improve the quality of teaching and learning in remote and isolated areas. The project will trial the use of a mentor/intern model of professional development where students and teachers work together over a six week period and share a normal teaching work load. Experienced teachers will be given the opportunity to work closely with student teachers nearing the end of the pre-service program while the student teachers will gain from the experience of teachers familiar with special needs of schools in these communities.
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Meiklejohn, Kelly, and Elizabeth Barrett. "Isolated Schools Project." Australian and International Journal of Rural Education 4, no. 2 (July 1, 1994): 31–32. http://dx.doi.org/10.47381/aijre.v4i2.390.
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In January of this year ten University of Southern Queensland student teachers, each with their own preconceived idea of the West, were ready to confront the unknown experience of teaching in a rural area in North or South West Queensland, For the next three weeks we would live and breathe the role of a teacher within a rural community and have an unforgettable experience. Through the Isolated Schools Project we would be provided with many advantageous experiences including multi-level planning and timetabling; pupil free days; enrolment and administration procedures. The project would present us with an extremely beneficial teaching experience and an opportunity to discover life within a rural community. After such enjoyable experiences, we would have no hesitation in accepting a teaching position within a small rural community, You have more to gain than to lose through participating in the Isolated Schools Project therefore, we highly recommend other prospective teachers to take up the challenge.
Dissertations / Theses on the topic "Queensland schools"
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Pointing, Randall John. "Implementation of school councils in Queensland state primary schools." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.
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In Queensland, all state schools have the opportunity to decide the model of school-based management they would like to adopt for their school communities. For schools wishing to pursue the greatest level of school-based management, School Councils are mandatory. Because School Councils will play an important role as schools become increasingly involved in school-based management, the operations of newly formed Councils were the basis of this research. The main purpose of the study is to determine, through both literature and research, what makes an effective School Council. Although Education Queensland has identified roles and functions, as well as the rationale behind School Councils, clear guidelines to assist Councils with their implementation and to gauge the effectiveness of Councils do not exist. Because School Councils have only been implemented in Queensland for a very short period of time, there has been very little research undertaken on their operations. There are three main stages to this research. First, an extensive literature review explored the theoretical, research and policy developments in relation to school-based management and School Councils. Second, a pilot study was undertaken of an existing School Council that had been in operation for just twelve months. The final and most significant stage of the research involved multi-site case study of three newly formed School Councils, the research being conducted over a twelve-month period to obtain a longitudinal picture of their operations. Two general theoretical frameworks, based on the concepts of change theory and leadership theory, guided the research. Data from the study were analysed within these frameworks and within six focus areas that were identified from the literature and pilot study. These focus areas formed the basis for the development of criteria for the implementation of an effective School Council that were investigated in the three case studies. The focus areas were: 1. promoting the profile of the School Council within the school community; 2. developing well defined roles, responsibilities and functions of the School Council; 3. developing roles and relationships of School Council members; 4. promoting accountability, monitoring and reporting responsibilities; 5. providing training and professional development for all School Council members; and 6. improving the functioning and operations of the School Council. The research was conducted within the qualitative tradition. Specifically, the method adopted was multi-site case study. Data-collection techniques involved questionnaires, interviews with School Council members, observations of Council meetings and an analysis of Council documentation. The findings from the study outlined a number of theoretical understandings and suggested criteria to assist schools in developing a more effective Council, including examples of strategies to support their effective implementation. It is envisaged that the theoretical understandings, the suggested criteria and specific examples will be of benefit to other schools where School Councils are being formed by providing them with a structure that will assist in the beginning stages of the Council's operation.
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Pohlmann, David John. "School Chaplaincy in Queensland State Schools: A Case Study." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365978.
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In Queensland alone there are over 400 chaplains in more than 600 state schools, and in the other states and territories of Australia, as well as New Zealand, there are several hundred more. In Australasia, there exist examples of state school chaplaincy that are different to those in government-funded schools found elsewhere in the world. Because of the strong church-state divide in Australia and New Zealand, these chaplaincy services do not exhibit the strong links between government-funded schools and particular denominations evident in the United Kingdom and Ireland. Instead, Australasian chaplaincy services are commonly auspiced by interdenominational bodies that oversee training, funding and employment issues and that provide chaplaincy programs for state schools that desire them. These chaplaincy services are resourced through a variety of church and community funding sources, and more recently in Australia through the federal Government’s National School Chaplaincy Program (NSCP).
The purpose of this study was to articulate the nature and effectiveness of chaplaincy services in Queensland state schools. It sought to ascertain in which areas state school chaplaincy services were performing well, as well as how and where they could be improved, and it sought to identify those features of chaplaincy that underpinned its effectiveness.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Salecich, Judith Anne. "Chaplaincy in Queensland state schools : an investigation /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16214.pdf.
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McManus, Sarah J. "Teaching Food Literacy in Queensland Secondary Schools." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/407557.
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The World Health Organization (2020a) labels childhood obesity as ‘one of the most serious public health challenges of the 21st Century’ (para. 1). Schools are avenues for obesity intervention through food literacy education, the delivery of which occurs in Health and Physical Education and in Design and Technologies (Home Economics) in the Australian Curriculum (Australian Institute of Health & Welfare, 2017; Ronto et al., 2017a). In this study, home economics as the subject for the delivery for food literacy education is the focus. An exploratory mixed methods case study was engaged using an online survey instrument for data collection during February-March 2021. The research questions explored Australian curriculum and school-based influences and constraints on years 7-10 Queensland secondary school food literacy programs, how Home Economics teachers, who are members of the Home Economics Institute of Australia (Queensland), currently deliver food literacy through the Australian Curriculum, and the changes in the Australian Curriculum, and school-based support, they require to deliver effective holistic food literacy programs. SPSS and Leximancer were used to analyse quantitative and qualitative data respectively, followed by data convergence to address the research questions. Key findings reveal that 80% of respondents agreed that the current Design and Technologies curriculum needs to be changed, furthermore 61% agreed that school-based change was required to support effective, holistic food literacy education. Curriculum mandated practical food education and transition of nutrition into home economics subjects were core themes in the responses. This study contributes to the growing body of research signifying the value of home economics to deliver school-based food literacy education. It contributes to this evidence base by exploring in depth the influences and constraints experienced by home economics teachers to undertake this work. Given the role of home economics educators as key to addressing the childhood obesity crisis, this study reveals the challenges that serve as impediments to this crucial work.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Sly, Mark Donald, and res cand@acu edu au. "Teacher Leadership in South-East Queensland Anglican Schools." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp190.24022009.
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This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership. Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership. The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.
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Sly, Mark Donald. "Teacher leadership in South-East Queensland Anglican schools." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/25e23d6dacd23ae8b8525b64133bb3e362334f70c4f2cbbe57782ff7669159b2/1395201/65089_downloaded_stream_314.pdf.
Full textAbstract:
This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership.;Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership.;The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.
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Dulhunty, Rebecca. "Student peer-related aggression as a legal issue in the management of an independent girl's school in Queensland." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36668/1/36668_Digitised%20Thesis.pdf.
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This study was concerned with examining the potential legal implications that an independent girls' school may be exposed to in relation to managing student peer-related aggression. There appeared to be two main aspects to managing this issue, which are, responding to incidents as they emerged, and secondly actively preventing their occurrence. It is demonstrated in the literature (Borg, 1998: 433) that there has been significant research conducted in regard to bullying, and as a result there is a growing awareness of the seriousness of the problem, particularly as a result of the consequences and frequency of student peer-related aggression in schools. However, it was evident that an area that had not been thoroughly researched was to do with the legal implications associated with this topic. This was despite the growing use of the law in education-related matters, and the growing emphasis being placed on risk management and the importance of schools' being hostile-free learning environments.
This study adopted a multi-method exploratory case study approach utilising qualitative and quantitative paradigms, to examine how a school manages student peer-related aggression. This encompassed frequency of aggressive acts, bullying behaviours, responses of staff and students, whether the issue was perceived as a problem, promotion of school programs, and attempts to minimise and prevent student peer-related aggression. This was achieved by , surveying students and teaching staff of the school, interviewing the Deputy Principal, and examining school documents. The results were then analysed in regard to the effect of potential areas of law, that is, tort, contract, legislation, United Nations treaties and criminal law. While there were few problems in relation to potential legal implications for the case study school the study did find one area of concern, that is, the school appeared to respond on a needs basis to incidents of student peer-related aggression. Considering the reported seriousness of student peer-related aggression and the availability of prevention programs, it is suggested that a more appropriate approach to managing this issue would involve the incorporation of prevention strategies so as to minimise the potential legal consequences.
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Lightbody, Ian Douglas. "Shared leadership in Queensland schools : a collective case study." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33254/1/Ian_Lightbody_Thesis.pdf.
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Shared leadership has been identified as a key governance base for the future of government and Catholic schools in Queensland, the state’s two largest providers of school education. Shared leadership values the contributions that many individuals can make through collaboration and teamwork. It claims to improve organisational performance and reduce the increasing pressures faced by principals. However despite these positive features, shared leadership is generally not well understood, not well accepted and not valued by those who practice or study leadership. A collective case study method was chosen, incorporating a series of semi-structured interviews with principals and the use of official school documents. The study has explored the current understanding and practice of shared leadership in four Queensland schools and investigated its potential for use.
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Knopke, Vicki, and n/a. "Models for Implementing Technology Education in Queensland Primary Schools." Griffith University. School of Vocational, Technology and Arts Education, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051116.154513.
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This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.
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Knopke, Vicki. "Models for Implementing Technology Education in Queensland Primary Schools." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/366359.
Full textAbstract:
This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
Faculty of Education
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Books on the topic "Queensland schools"
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Queensland. Dept. of Education. Policy and Information Services Branch., ed. Female teachers in Queensland state schools: A history, 1860-1983. Brisbane: Policy and Information Services Branch, Division of Planning and Special Programs, Dept. of Education, Queensland, 1985.
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McKenna, Margaret Mary. With grateful hearts!: Mary MacKillop and the Sisters of St Joseph in Queensland, 1870-1970. North Sydney, N.S.W: Sisters of Saint Joseph of the Sacred Heart, 2009.
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1950-, Berthold Michael, ed. Rising to the bilingual challenge: Ten years of Queensland secondary school immersion. Canberra: National Languages and Literacy Institute of Australia, 1995.
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Schneider, Jane, Nicol, Deborah Davis, Chris Rawlins, and Progressive Education Association Staff. Step into Handwriting for Queensland Schools. Oxford University Press Australia & New Zealand, 1997.
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Mercer, Dr David. Educating Students with Disabilities in Queensland Independent Christian Schools. XlibrisAU, 2018.
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Tobin, Susan M. Welcoming the Children: Catholic Boarding Schools and Institutions (Catholic Education in Queensland). In-Tune Books, 1997.
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Cullen, Phil. Back to Drastics: Education, Politics and Bureaucracy in Queensland 1975-1988, Memoirs of an Advocate. University of Southern Queensland - Faculty of Education - Distance Education Centre, 2006.
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Ethnic Schools Association of Queensland., ed. The history and development of ethnic languages in Queensland: With extra articles. West End, Qld: Ethnic Schools Association of Queensland, 2008.
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Neville, Mary. Teaching Multimodal Literacy Using the Learning by Design Approach to Pedagogy: Case Studies from Selected Queensland Schools. Common Ground Research Networks, 2008. http://dx.doi.org/10.18848/978-1-86335-608-4/cgp.
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Bob, Lingard, ed. Leading learning: Making hope practical in schools. Buckingham [England]: Open University Press, 2003.
Find full textBook chapters on the topic "Queensland schools"
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Macdonald, Ian, Clive Dixon, and Tony Tiplady. "The context of Far North Queensland." In Improving Schools Using Systems Leadership, 111–20. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315149868-13.
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SueSee, Brendan, and Ken Edwards. "Self-Identified and Observed Teaching Styles: A Case Study of Senior Physical Education Teachers in Queensland Schools." In Myths in Education, Learning and Teaching, 73–93. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137476982_5.
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Wang, Ruizi, Michael E. Cholette, and Lin Ma. "Predicting Maintenance Requirements for School Assets in Queensland." In Lecture Notes in Mechanical Engineering, 277–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62274-3_25.
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Diamond, Chris, and Anetta Kowalkiewicz. "Peer Reviews as a Complement to System Reviews in Queensland." In School Peer Review for Educational Improvement and Accountability, 27–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_2.
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Hay, Stephen, and Cheryl Sim. "Excluded from the Game: A Case Study of Transitions for non-Tertiary-Bound Students in a Queensland Private School." In Experience of School Transitions, 179–99. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_10.
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Glasby, Karen. "Embracing the Ethical Possibilities of Researching About Autistic Individuals’ Transition to Post-School Opportunities in South West Queensland, Australia." In Palgrave Studies in Education Research Methods, 127–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_8.
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Hill, Angela, and Malcolm Vick. "Moving Values Beyond the Half Hour: Peer Leadership and School Vision—A Case Study of the Townsville Cluster, Queensland." In Values Education and Quality Teaching, 63–82. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_5.
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Díaz, Adriana, Marisa Cordella, and Fabiane Ramos. "Resistance to Monoligualism: School Principals and Head of Languages’ Voices on Factors that Promote and Deter Languages Education in Queensland, Australia." In Language Learning in Anglophone Countries, 485–502. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_24.
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Gleeson, Jim, John O'Gorman, and Maureen O'Neill. "Curriculum, culture and Catholic Education: A Queensland perspective 1." In Faith-based Identity and Curriculum in Catholic Schools, 218–43. Routledge, 2019. http://dx.doi.org/10.4324/9780429202087-10.
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Clayton, Kaylene. "Attitudes Towards ICT in Australian High Schools." In Information Communication Technologies, 3384–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch238.
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Information and communication technology (ICT) is integrated into almost every daily activity. Yet, few females today are choosing ICT based careers; a large percentage prefer to work in “pink collar” jobs such as childcare, education, and nursing. A recent report (Queensland Government, 2004) states that the average weekly earnings of full-time female workers in ICT, personal services, education, and health careers are $883.30, $513.10, $802, and $854.20 respectively. Furthermore, even though females consistently earn less than males, female ICT workers record the highest average earnings for all female occupations. Not only are females rejecting the financial rewards associated with ICT careers in favor of jobs that are seen to have a high human concern, they are also denying their voice in the creation and development of future technologies and applications. However, why are they shunning ICT study and careers? How does their educational environment and their perceptions of ICT impact ICT study and career choices? This article explores these questions through the 2003 case study of Year 9 and 12 students, teachers and guidance officers at two co-educational schools in Queensland, Australia. Data was collected from 490 participants through questionnaires and six students and four teachers took part in interviews. Two theoretical frameworks, organizational culture and information quality, were used as a lens to view the situation.
Conference papers on the topic "Queensland schools"
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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.
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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.
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Challis, Vivien, Roger Cook, and Pranit Anand. "Priming Numbas for formative assessment in a first-year mathematics unit." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0145.
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This paper outlines an initiative that involved implementing ‘Numbas’ as a computer-based tool to support mathematics learning. ‘Numbas’ was implemented within the existing learning management system at Queensland University of Technology, where students engaged in formative assessment activities independently and were provided with automated feedback along the way. An initial evaluation was undertaken by learning designers using the ‘Assessment Design Decisions Framework’, and although more rigorous evaluation is underway, results indicate positive outcomes, and appropriate adjustment is likely to be made before rolling it out to other units within the School of Mathematical Sciences. This paper will be of interest to other educators looking for ways to embed independent computer-aided learning of mathematics.