Academic literature on the topic 'Queensland secondary schools (QLD)'
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Journal articles on the topic "Queensland secondary schools (QLD)"
1
Mavor, Ian G. "A ‘Study of Religion’ Course in Queensland Secondary Schools." Journal of Christian Education os-30, no. 1 (April 1987): 34–38. http://dx.doi.org/10.1177/002196578703000106.
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Goodwin, Ness. "Queensland secondary schools ‐ 1971–1994: Changing the operation of power." Melbourne Studies in Education 37, no. 1 (May 1996): 89–103. http://dx.doi.org/10.1080/17508489609556280.
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Stevens, Ken. "Perceptions of Teaching in two Types of Isolated Australian Secondary Schools." Australian and International Journal of Rural Education 2, no. 2 (July 1, 1992): 15–24. http://dx.doi.org/10.47381/aijre.v2i2.364.
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The concept "rural" in Australia is capable of different meanings according to the state (e.g. Tasmania versus Queensland) and in terms of location in relation to major centres of population. In a study in two rural Queensland secondary schools different perceptions ofteaching were found: rural school A is located in the western interior of the state while rural school B is in the hinterland of two large coastal cities. Four dimensions of rural education are explored - in terms of teacher perceptions of: (i) relationships between themselves and their students together with the local communities; (ii) the state department of education; (iii) the (largely urban) teaching profession and (iv) professional satisfaction. It is argued that perceptions of teaching in isolated communities are determined by such rural-urban relationships and that the quality of education in rural communities is shaped by such considerations.
4
O'Connor, Mike. "The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 58–75. http://dx.doi.org/10.47381/aijre.v31i1.289.
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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schools’ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence. ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)
5
Dorman, Jeffrey P. "Determinants of classroom environment in Queensland secondary schools: a multilevel reanalysis." Educational Research and Evaluation 14, no. 5 (October 2008): 429–44. http://dx.doi.org/10.1080/13803610802337640.
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Carter, Merilyn Gladys, Valentina Klenowski, and Christina Chalmers. "Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools." Australian Educational Researcher 42, no. 5 (September 4, 2015): 595–611. http://dx.doi.org/10.1007/s13384-015-0188-x.
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Staunton, Mike. "Instructional Flexibility in Rural and Suburban Secondary Schools in North West Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 9–23. http://dx.doi.org/10.47381/aijre.v5i1.392.
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The instructional flexibility of rural and suburban secondary teachers in two educational regions of Queensland was investigated. It was proposed that the qualitative and quantitative differences between rural and suburban secondary, and particularly the significant differences in class size, would see rural secondary teachers more instructionally flexible than suburban counterparts. Using interpretative and positivist data gathering processes and analysis techniques, it was found however, that in all respects of instructional flexibility, there was no significant difference between rural and suburban secondary teachers. Several reasons were advanced for the finding. First, it was found that the same teaching paradigm dominated teaching regardless of setting that of teachers standing out the front of their classes and delivering the information to their students. Second, both teachers, and the Department of Education, have a simplistic notion of learning style which arguably impaired their ability to construe teaching and learning in other than traditional ways. Third, in what all teachers indicated they would prefer to do as teachers, and what they felt able to do in reality as teachers, there was considerable discord, attributed mainly to the perceived demands to 'get through the work program' regardless. This is construed to be an attitude which is essentially incompatible with catering to student learning style differences. Finally, it was suggested the significant factors affecting a teacher's instructional paradigm are the model of teaching demonstrated by the teacher training institution, the teachers own personal construct of teaching, and the role of the teaching practicum in perpetuating the traditional, teacher centred, dais based model of instruction.
8
McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.
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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.
9
Hepburn, Lorna, and Wendi Beamish. "Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland." Improving Schools 23, no. 1 (November 11, 2019): 33–46. http://dx.doi.org/10.1177/1365480219886148.
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Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.
10
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.
Dissertations / Theses on the topic "Queensland secondary schools (QLD)"
1
Nicoll, Carol. "Gender constructs of educational management in Queensland secondary schools: A critical feminist review." Thesis, University of Queensland, 1992. http://library.uq.edu.au/record=b1654128.
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Carroll, Michael John, and res cand@acu edu au. "An Investigation Into Students’ Perceptions of Multicultural Classroom Environments in Queensland Catholic Secondary Schools." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp119.25102006.
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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students’ perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students’ perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students’ perception of the classroom environment across different year levels, with year 8 students’ perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students’ perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist. It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.
3
Stewart, Donald James. "The relationship between parents & children's attitudes towards computers in a rural secondary department in Queensland : a case study." Thesis, Queensland University of Technology, 1995.
Find full textAbstract:
This thesis examines the patterns of parents and student
interaction, and how the attitudes of parents affect the
attitudes of their children towards computing in a
Queensland Rural State Secondary School. Data for this
illuminative case study was gathered using a number of
structured questionnaires and a series of semi-structured
audio-taped interviews between parents and their children.
The report explores, in some depth, a range of issues and
perceptions which recur in the theoretical and research
literature about parents' and students' anxieties towards
computing. Readers may therefore gain insight by comparing
this case study with their own experiences with computers.
To interpret the report, conclusions are drawn regarding
the influences of the students' gender, and that of their
individual parents and the results that the combined
influences have in fostering children's attitudes towards
computing.
4
Carroll, Michael John. "An investigation into students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/649f10177aef1d196338d7336561df7ca78c0df1f7398380f2b3c16c75a1a54f/1817308/64816_downloaded_stream_41.pdf.
Full textAbstract:
Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students' perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students' perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students' perception of the classroom environment across different year levels, with year 8 students' perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist.;It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.
5
Rosenfeld, Peter. "The changing nature and the role of heads of department in Queensland public secondary schools." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17574/1/Peter_Rosenfeld_Thesis.pdf.
Full textAbstract:
In the last decade of the 20th century, organizational change in public service provision in Queensland impacted broadly upon the culture of public education. The focus of this thesis was to describe the effects of that change on the role of heads of department in public secondary schools. The approach taken was to examine those change effects, in the light of policy documents, and from the perspective of participants, that is heads of department and principals. The thesis also described the changing skills the emerging role appeared to demand and to draw implications for professional development.
The thesis is a descriptive multi case study. The principal and two heads of department from each of four public secondary schools in South East Queensland took part in the study. Data were collected through policy documents and semi structured interviews. The study employed Leonard-Barton's (1995) methodology which blended real time and a longitudinal study. To that end, two heads of department were reinterviewed four years after the initial interviews. Interviews focused upon the role, change, and the importance of leadership.
The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the head of department role, held by principals and heads of department; head of department leadership in terms of a curriculum framed department, or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual head of department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills.
The themes painted a picture of a long established role within a process of evolution. While broad cultural change underpinned change in the role, it was the change process, and the consequent structural and organizational change that individuals in the study focused upon. Consistent with the literature on heads of department and change, the study indicated a gap between the skills that the emerging role demanded, particularly leadership and management skills, and those skills which heads of department possessed. A need for a broad range professional development to bridge that gap was evident. The findings also pointed towards the need for effective change processes and a reconceptualized head of department role.
The study concluded with recommendations for future research. Particular focus was directed towards the nature and function of secondary school departments, and the consequent role of the heads of department. Potential exists for research that further explores the effect of cultural change upon individuals, particularly heads of department, in the area of public education.
6
Rosenfeld, Peter. "The changing nature and the role of heads of department in Queensland public secondary schools." Queensland University of Technology, 2008. http://eprints.qut.edu.au/17574/.
Full textAbstract:
In the last decade of the 20th century, organizational change in public service provision in Queensland impacted broadly upon the culture of public education. The focus of this thesis was to describe the effects of that change on the role of heads of department in public secondary schools. The approach taken was to examine those change effects, in the light of policy documents, and from the perspective of participants, that is heads of department and principals. The thesis also described the changing skills the emerging role appeared to demand and to draw implications for professional development.
The thesis is a descriptive multi case study. The principal and two heads of department from each of four public secondary schools in South East Queensland took part in the study. Data were collected through policy documents and semi structured interviews. The study employed Leonard-Barton's (1995) methodology which blended real time and a longitudinal study. To that end, two heads of department were reinterviewed four years after the initial interviews. Interviews focused upon the role, change, and the importance of leadership.
The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the head of department role, held by principals and heads of department; head of department leadership in terms of a curriculum framed department, or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual head of department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills.
The themes painted a picture of a long established role within a process of evolution. While broad cultural change underpinned change in the role, it was the change process, and the consequent structural and organizational change that individuals in the study focused upon. Consistent with the literature on heads of department and change, the study indicated a gap between the skills that the emerging role demanded, particularly leadership and management skills, and those skills which heads of department possessed. A need for a broad range professional development to bridge that gap was evident. The findings also pointed towards the need for effective change processes and a reconceptualized head of department role.
The study concluded with recommendations for future research. Particular focus was directed towards the nature and function of secondary school departments, and the consequent role of the heads of department. Potential exists for research that further explores the effect of cultural change upon individuals, particularly heads of department, in the area of public education.
7
Fisk, Selena M. "A qualitative inquiry of students' and teachers' perceptions on feedback in three Queensland secondary schools." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112506/1/Selena_Fisk_Thesis.pdf.
Full textAbstract:
This study qualitatively analyses students' and teachers' perceptions on the effectiveness of formative and summative feedback, using a Critical Systems Theory theoretical framework. By considering feedback content, comparison and mode, this research uncovers perceptions of the strengths, weaknesses and effectiveness of different feedback types. Teacher feedback to students is one of a number of important school-based influences on student achievement. Pre-existing research highlights the benefits and impact of feedback, and the characteristics of effective feedback. However, few studies have investigated students' and teachers' perceptions. This study outlines potential opportunities and strategies to support effective formative and summative feedback practices for secondary school students.
8
Randall, Dell, and n/a. "An exploratory study of Board-registered school subjects : a survey of selected schools in south east Queensland." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.092656.
Full textAbstract:
An exploratory study of Board-Registered School Subjects was
undertaken in 1989 to investigate the impact of this category
of subjects on the curriculum for Year 11 and 12 students in
Queensland secondary schools. The study was undertaken at two
levels -the Systems and the Schools levels. At the Systems
level, analysis of Reports and other documents was supplemented
by interviews with key personnel in the education authorities.
The segment at the Schools level consisted of interviews with
administrators or teachers in ten schools in South East
Queensland and a small student survey.
Board-Registered School Subjects, first developed in that State
in 1982, broadened the Senior curriculum from its traditionally
academic base. The development of this category of subjects
also heralded the beginnings of school based curriculum
development in many secondary schools in that State. However,
in the latter years of the 1980's, policies and syllabuses
developed by the Queensland Department of Education indicate
that a shift to systems based curriculum development is
probable in the 1990's.
Four sub-categories of Board-Registered School Subjects were
identified in the sample schools. These were alternatives to
core subjects, such as English and Mathematics, vocationally
oriented subjects, those related to life/leisure skills and
subjects which reflected the nature of the geographical area.
The response by many schools to the development of these
subjects was enthusiastic; most schools in the sample offered
six to eight Board-Registered School Subjects to students in
Years 11 and 12. Although many of these subjects were
developed initially for students of "lower ability", a reported
recent trend was for "academic" students to select one
Board-Registered School Subject.
The enthusiastic response by schools was curbed to some extent
by the reaction of some teachers, students and parents to these
subjects. Several Board-Registered School Subjects offered in
1989 were not implemented because insufficient numbers of
students selected them. The major factor which mitigated
against successful implementation of Board-Registered School
Subjects was that students' results in these subjects could not
be used in the calculation of the Tertiary Entrance Score, the
basis for selection to tertiary institutions. For many
students and parents, the Tertiary Entrance Score appeared to
be the major goal of Senior secondary education.
9
Murphy, Lesley. "Decentralization in practice: A case study of a school community's perceptions of school-based management applied during the merger of two state secondary schools." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36570/1/36570_Digitised%20Thesis.pdf.
Full textAbstract:
In rethinking how education systems can best address the needs of students, the focus of policy makers has broadened to encompass the whole school as an entity in its own right within the context of the entire organizational system. School-Based Management is one response which reflects contemporary organizational theory, provides for greater flexibility and accountability of schools within educational systems, and can be accommodated within a broader context influenced by economic rationalism and corporate managerialism. It is an organizational principle based on the convergence of two concepts, decentralised decision-making and participatory management.
This thesis examines a school community's perceptions of School-Based Management. The study reconstructs these perceptions to provide an understanding of the stakeholders' thinking and expectations existing in a particular school community when this organizational management strategy was implemented to facilitate the merger of two state secondary schools. Evolving from a constructivist paradigm, the qualitative case study design incorporated in-depth interviews, focus group workshops, a survey, document analysis, and participant observation to provide for a more sophisticated and substantiated reconstruction of these perceptions.
The study draws on knowledge originating from organizational theory and educational change, in particular, the aspect of systemic restructuring. From this theoretical background one particular perspective of conceiving and managing an organization is drawn to facilitate the analysis. Through the use of four different frames of reference, structural, human resource, political, and symbolic, this community's perceptions of School-Based Management are analysed.
This study revealed that, regardless of motives behind the merger, the merger process provided the impetus for involvement by the community resulting in the educational outcome of a School Advisory Council. An initial focus on the use of School-Based Management to implement the merger revealed that the strategy provided opportunities to redirect the resistance to the closure of one site and create motivation in the other. The findings showed that the School-Based Decision-Making committees coordinated by a Project Officer afforded both a structure and a focus for the management of the merger. The study found that while participating parents were satisfied with the decision-making process, classroom teachers questioned the power of the administration and were sceptical of the real value of their participation.
On the basis of this study the evidence would suggest that School-Based Management can be a powerful tool in shifting the mind-set of stakeholders and in creating a proactive context more conducive to implementing local change within a school community. Whilst supporting literature advocating the success of top-down initiation of change, this inquiry indicated that the continued involvement of a higher level of authority without clear role definitions and without open, honest communication will give rise to negative overtones and perceived lack of ownership by the local stakeholders.
With respect to the community's perceptions of the notion of School-Based Management, the study found that, while positively acknowledging the rhetoric of the concept, the administrators and teachers of this community had grave doubts that the rhetoric would match the reality. Aspects of structure, participation, representation, training, power, resourcing, and communication were revealed as sources of concern in stakeholders' perceptions of the future implementation of School-Based Management in public sector education in Queensland.
As this case study has shown, lack of clarity and definition of the adopted form of School-Based Management will result in apprehension and concern on the part of classroom teachers and will be expressed in terms of scepticism towards this strategy's function in facilitating successful outcomes in school management.
10
Martoo, Gladys V. "Interpretation of assessment policy by heads of art departments in selected Queensland secondary schools : a qualitative study." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36524/1/36524_Martoo_1996.pdf.
Full textAbstract:
This thesis examines the interpretations of various
explicit and implicit art assessment policies by eight
heads of art departments in Queensland government
and non-government high schools. Specifically, data
were gathered by the use of in-depth interviews and
document analysis, and examined using qualitative
methods of analysis. The thesis also examines a
range of interpretations and issues which recur in
some of the literature related to assessment in art
education.
As well as exploring the association of policy
initiatives with policy interpretation, this study
discusses the consequential impact that these
interpretations have had on assessment in art
education in Queensland It presents specific
discussions on a variety of assessment techniques and
procedures that enable the participant teachers'
assessment practices to be an integral part of the
teaching and learning process. These discussions on
assessment practice reveal how this group of teachers
has answered the demands of accountability by using
a variety of assessment methods. These methods are
shown to take into account even the obscure and
indeterminable art learning that is an important part
of the art-making process. When making decisions on standards to be assigned
to student work, teachers not only discuss how the
context of the student's work is considered, but also
how other factors including isolation, subjectivity,
dialogue and moderation practices can impact on the
assessment decisions that teachers make.
This study has revealed how the accountability
demanded by some policies has encouraged growth
and development in teachers' thinking, with respect to
teaching, learning and assessment. It also discusses
the impact of local school policies, as well as policies
which are delivered to schools from the 'top-down',
from a higher systems level. With respect to local
school policies, the study reveals how on one hand,
the explicit and implicit demands at this level can
allow assessment to be a flexible and manageable
part of the teaching and learning process but, on the
other hand, how policy written by teachers at this
level can be restrictive and stressful for both teaching
and learning. The study also reveals that,
regardless of the national curriculum developments
that have been taking place at both state and national
levels, teachers are more concerned with assessment
policies that are directly related to their local and
current practice. This study provides examples of policy and
assessment which are not opposed to standards but
quite opposed to standardisation. This could have
major implications for national curriculum reform
that has standardisation as a major goal. Some of
the discussions on the various forms of assessment
that have been outlined by the participants of this
study may prove informative in the development of
assessment practices and future policies.
Book chapters on the topic "Queensland secondary schools (QLD)"
1
Campbell, Marilyn Anne, and Kevin Glasheen. "The Provision of Online Counselling for Young People." In Online Guidance and Counseling, 1–13. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-204-4.ch001.
Full textAbstract:
A substantial group of young people experience mental health problems, which impact their educational development and subsequent wellbeing. Of those who do suffer from mental health issues, a minority of these seek appropriate professional assistance. This paucity of help seeking behaviours among young people is a challenge for counsellors. Whereas adults who suffer mental health issues have increasingly turned to the internet for assistance, it is interesting that when young people, whose social lives are increasingly dependent on the communication technologies, are not catered to as much as adults by online counselling. One small online counselling pilot program conducted at a Queensland secondary school for three years (from 2005-2007) (Glasheen & Campbell, 2009) offered anonymous live-time counselling from the school counsellor (via a secure chat room) to students through the school’s website. Findings indicated that boys were more likely to use the service than girls. All participants transitioned to face-to-face counselling, and all reported it was beneficial. This pilot study attested to the potential of online counselling. However, school counselors, as a professional group, have been hesitant to utilise online counselling as part of their service delivery to young people in schools. This chapter concludes by identifying reasons for this reluctance and possible initiatives to increase online support for young people in schools.
2
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Full textAbstract:
The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Queensland secondary schools (QLD)"
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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.
Full textAbstract:
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.