Academic literature on the topic 'Religious education Victoria Melbourne'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Religious education Victoria Melbourne.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Religious education Victoria Melbourne"
1
Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
Full textAbstract:
This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
2
Yucel, Salih. "Sayyid İbrahim Dellal." Australian Journal of Islamic Studies 3, no. 3 (February 14, 2019): 135–46. http://dx.doi.org/10.55831/ajis.v3i3.139.
Full textAbstract:
İbrahim Dellal (1932-2018) was a community activist and played a pioneering role in establishing religious and educational institutions after his arrival in Melbourne in early 1950. As the grandson of a late Ottoman mufti, being educated at the American Academy, a Baptist missionary school in Cyprus, clashed at times with his traditional upbringing based on Islam, service and Ottoman patriotism. İbrahim’s parents, especially his mother, raised their son to be Osmanli Efendisi, an Ottoman gentleman. He was raised to be loyal to his faith and dedicated to his community. I met him in the late 80s in Sydney and discovered he was an important community leader, a ‘living history’, perhaps the most important figure in the Australian Muslim community since the mid-20th century. He was also one of the founders of Carlton and Preston mosques, which were the first places of worship in Victoria. I wrote his biography and published it in 2010. However, later I found he had more stories related to Australian Muslim heritage. First, this article will analyse İbrahim’s untold stories from his unrevealed archives that I collected. Second, İbrahim’s traditional upbringing, which was a combination of Western education and Ottoman Efendisi, will be critically evaluated. He successfully amalgamated Eurocentric education and Islamic way of life. Finally, his poetry, which reflects his thoughts, will be discussed.
3
Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
Full textAbstract:
This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
4
Condliffe, Peter. "Rural decline and community services education in Victoria: the Bendigo experience." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 18–28. http://dx.doi.org/10.47381/aijre.v2i1.267.
Full textAbstract:
In 1989 Phillip Institute of Technology (based at Bundoora (Melbourne)) offered its Bachelor of Social Work degree (BSW) and Graduate Diploma in Community Development (CD) in the Central Victorian city of Bendigo. This paper outline some of the contextual issues and identifies certain key factors in addressing these issues.
5
MONTGOMERY, I. W., and K. L. HUGHES. "Veterinary education in Victoria. The re-establishment of the Melbourne Veterinary School." Australian Veterinary Journal 62, no. 12 (December 1985): 397–400. http://dx.doi.org/10.1111/j.1751-0813.1985.tb14118.x.
Full text
6
Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (January 27, 2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.
Full textAbstract:
Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.
7
O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.
Full textAbstract:
Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
8
Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.
Full textAbstract:
In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
9
Gezmish, Mahmut, and Long T. Truong. "Estimating the Potential of Electric Vehicles for Travelling to Work and Education in Melbourne, Victoria." Future Transportation 1, no. 3 (December 1, 2021): 737–46. http://dx.doi.org/10.3390/futuretransp1030040.
Full textAbstract:
This paper aims to estimate the potential of electric vehicles (EVs) in Melbourne, Victoria, using the Victorian Integrated Survey of Travel and Activity (VISTA) data. The investigation of whether EVs with different all-electric ranges (AERs) can replace car travel to work and education is the focus of this paper. The results showed that EVs would be able to replace most car travel to work (68.5% to 97.1%) and car travel to education (71.9% to 96.9%), with AERs increasing from 40 km to 100 km, assuming car drivers are willing to use an EV. It is estimated that the average operating cost savings per person would be up to AUD 3.12 and AUD 2.79 each day, regarding travel to work and education, respectively. Considering both travel to work and education, EVs could replace up to 33.8 million kilometres of car travel, consuming around 7.6 GWh and resulting in a reduction in carbon dioxide (CO2) emissions of about 610 tons each day.
10
Stuart, John, and Ian Welch. "William Henry Fitchett: Methodist, Englishman, Australian, Imperialist." Social Sciences and Missions 21, no. 1 (2008): 57–72. http://dx.doi.org/10.1163/187489408x308037.
Full textAbstract:
AbstractHistorians of colonial Australia have long been fascinated by the effects of religious change on urban New South Wales and Victoria in the last quarter of the nineteenth century. This period, it is generally acknowledged, was one of evangelical revival amongst Anglicans and nonconformists alike. Well known (and sometimes world-renowned) evangelists from Great Britain and the United States invariably included cities such as Sydney and Melbourne on their international itineraries. But the local evangelical presence was strong; and this article focuses on William Henry Fitchett, a Melbourne-based evangelical Methodist clergyman who has largely escaped the attention of historians of religion. The reason he has done so is because he achieved fame in a rather different field: as a popular author of imperial histories and biographies. His published works sold in the hundreds of thousands. Yet he also wrote many serious works on religious matters. This article places Fitchett in the context of evangelical mission and revival within and beyond Australia, while also paying due attention to the influence of religion on his writing career. Les historiens de l'Australie coloniale ont longtemps été fascinés par les effets des transformations religieuses dans le monde urbain de New South Wales et Victoria durant le dernier quart du 19e siècle. Cette période est généralement considérée comme ayant été celle d'un Réveil évangélique parmi les Anglicans et les non-conformistes. Des évangélistes connus (et parfois mondialement connus) venus de Grande Bretagne et des Etats-Unis incluaient invariablement dans leurs périples internationaux des villes comme Sydney et Melbourne. Mais la présence évangélique locale était aussi forte, et cet article se concentre sur un pasteur de l'Eglise Méthodiste évangélique basé à Melbourne, William Henry Fitchett, qui a largement échappé à l'attention des historiens de la religion. La raison en est qu'il s'est rendu célèbre dans un domaine autre que religieux, à savoir comme auteur populaire d'histoires et biographies impériales. Les travaux qu'il a publiés se sont vendus par centaines de milliers d'exemplaires, mais il a aussi écrit des œuvres sérieuses sur des questions de religion. Le présent article replace Fitchett dans le contexte de la mission évangélique et du Réveil en Australie et au-delà, tout en se penchant sur la question de l'influence de la religion sur sa carrière d'auteur.
Dissertations / Theses on the topic "Religious education Victoria Melbourne"
1
Haddock, Francesca, and n/a. "The Melbourne religious education guidelines for primary students in the archdiocese of Melbourne : a theological and educational evaluation." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060714.094921.
Full textAbstract:
Ever since its promulgation, in the late 1960s, the
curriculum document entitled The Melbourne Religious Education Guidelines for Primary Students in the Archdiocese of Melbourne
has attracted strong criticism from various members of the Roman
Catholic community. This adverse criticism has prompted me to
undertake an evaluation of the 1984 edition of this document.
To enable me to analyze the document, both theologically
and educationally, I have constructed classifications of theologies
and education models. These classifications have been used to
identify the dominant theological basis of the suggested curriculum
and the religious education model used in its implementation.
My analysis established that the theological basis of
the document was Propositional, tempered by some of the characteristics
of Heilsgeschichte theology. The content of the program
contained both secular and religious material but, since they
were not integrated, they gave the impression of two separate
syllabi, used independently of each other.
The methodology commenced with the students' experience
but proceeded to the transmission of doctrinal religious knowledge.
The language used in the expression of aims and goals contained
characteristics of Heilsgeschichte theology and the Kerygmatic
model of religious education. It was, therefore, seen to be in
tension with the teaching methodology which emphasized transmission
of doctrine, thus causing internal tensions and inconsistencies.
2
Waugh, John Charles. "Diploma privilege : legal education at the University of Melbourne 1857-1946 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5710.
Full text
3
Fleming, Gerard Patrick, and res cand@acu edu au. "An Analysis of Religious Education Coordinators’ Perceptions of their Role in Catholic Secondary Schools in the Archdiocese of Melbourne." Australian Catholic University. School of Religious Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp17.16082005.
Full textAbstract:
This thesis analysed Religious Education Coordinators’ perceptions of their role in Catholic secondary schools of the Archdiocese of Melbourne from 1970 – 2000. The theoretical framework for the study, which was reported on in this thesis, was drawn from Catholic Church documents on religious education at both international and national levels, and from the work of researchers within the field of religious education. In particular the study investigated the diversity of language used to describe religious education and religious education theory and analysed the significance that this has had in the development of an understanding of the role of the Religious Education Coordinator. It was argued that there were significant factors in the development of the role of the Religious Education Coordinator that included changes in the understanding of the nature and purpose of religious education during the second half of the twentieth century. In addition there were historical factors peculiar to the Archdiocese of Melbourne that played an important part in the understanding of the RECs role. Quantitative data in the form of annual survey material (1988-1999) from the Catholic Education Office Melbourne provided a framework for the empirical component of the research. The empirical component involved the interviewing of Religious Education Coordinators from a deliberately selected sample that covered the range of skills and experiences deemed necessary in the research. The purpose was to ascertain from the perspective of the Religious Education Coordinators themselves how they analysed their role. Grounded theory methodology was used as the basis for the inductive analysis of the data that emerged from the in-depth interviews. Theory that was generated on the role of the Religious Education Coordinator includes: the importance of an understanding of the theoretical dimensions of religious education and the role of the Religious Education Coordinator; an elaboration of the role of the Religious Education Coordinator in the school context and the necessary skills and attributes that are required to meet the challenges in the role; and the complexity of the challenges that are faced by the Religious Education Coordinator.
4
Fleming, Gerard Patrick. "An analysis of Religious Educaton Coordinators' perceptions of their role in Catholic Secondary Schools in the Archdiocese of Melbourne." Thesis, Australian Catholic University, 2002. https://acuresearchbank.acu.edu.au/download/98ea641381f2f539248ecfeeb973d7df4c2f4bb2845e4bfce905fe0da1d0f282/2517436/64867_downloaded_stream_92.pdf.
Full textAbstract:
This thesis analysed Religious Education Coordinators' perceptions of their role in Catholic secondary schools of the Archdiocese of Melbourne from 1970 - 2000. The theoretical framework for the study, which was reported on in this thesis, was drawn from Catholic Church documents on religious education at both international and national levels, and from the work of researchers within the field of religious education. In particular the study investigated the diversity of language used to describe religious education and religious education theory and analysed the significance that this has had in the development of an understanding of the role of the Religious Education Coordinator. It was argued that there were significant factors in the development of the role of the Religious Education Coordinator that included changes in the understanding of the nature and purpose of religious education during the second half of the twentieth century. In addition there were historical factors peculiar to the Archdiocese of Melbourne that played an important part in the understanding of the RECs role. Quantitative data in the form of annual survey material (1988-1999) from the Catholic Education Office Melbourne provided a framework for the empirical component of the research. The empirical component involved the interviewing of Religious Education Coordinators from a deliberately selected sample that covered the range of skills and experiences deemed necessary in the research. The purpose was to ascertain from the perspective of the Religious Education Coordinators themselves how they analysed their role. Grounded theory methodology was used as the basis for the inductive analysis of the data that emerged from the in-depth interviews. Theory that was generated on the role of the Religious Education Coordinator includes: the importance of an understanding of the theoretical dimensions of religious education and the role of the Religious Education Coordinator; an elaboration of the role of the Religious Education Coordinator in the school context and the necessary skills and attributes that are required to meet the challenges in the role; and the complexity of the challenges that are faced by the Religious Education Coordinator.
5
Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.
Full textAbstract:
This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed.
This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development.
The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace.
There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
6
Finn, Anthony Gerard. "Parents, teachers and religious education: A study in a Catholic secondary school in rural Victoria." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/dc3a2ab068acd0c50001e324252159c846afe1b575eb7a735e9d10e95186fac1/1043334/64864_downloaded_stream_89.pdf.
Full textAbstract:
The research reported in this thesis investigated perceptions about the nature and purpose of religious education of parents and teachers in a study of one Catholic secondary school in regional Victoria, Australia. In the research project data were collected using questionnaires and interviews from parents and teachers of religious education associated with the particular secondary school. These data were analysed and interpreted against a spectrum of purposes for religious education that were drawn from the literature. The literature reviewed included documents relevant to religious education from the Catholic Church since the Second Vatican Council (1962-1965) and also from theorists in the field of religious education both from Australia and beyond. The theories about religious education generated by the literature review provided a framework within which to compare and contrast how the parents and the teachers understood religious education. While all of the religious education teachers took part in the research, the parents self-selected. This meant that those who responded were mostly Catholic from a school where there were 23% of families with no Catholic parent. A decision was made to focus this study on the new Catholic religious education guidelines, since this was seen to be essential because of the mandation by the bishop and Catholic Education Office of the Diocese of Ballarat. All parents were invited to respond, but mostly Catholic parent did. It was discovered that the parents and the teachers were in agreement in relation to most areas of religious education, especially in areas associated with values, morality, individual spirituality and what might be termed 'religious literacy'. Parents and teachers were shown to have different attitudes towards religious education in the senior school.;The data also highlighted the importance of the role of the teachers and school in providing religious education for families who have become distanced from traditional religious institutions. Many of the parents endorsed the school as the primary place for their children to receive information about religion, and chose to distance themselves from the religious education process in favour of allowing the 'experts' at the school to take on this role on behalf of the family. The thesis raised issues for the ways in which the school communicated with parents, both in terminology and technology. Overall, the findings affirmed the work of the teachers in religious education by parents who were 'time poor' and who wished to see the school take on the primary role of educating the children about religion, with expectations that the children would be fully exposed to the Catholic religious tradition in its teachings, ethics, liturgy and social justice practices.
7
De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
Full textAbstract:
This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
8
Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
Full text
9
Buchanan, Michael T., and res cand@acu edu au. "Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne." Australian Catholic University. School of Religious Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007.
Full textAbstract:
This thesis aimed to study the perspectives of religious education coordinators’ in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a “top down” (Morris, 1995) change to a “text-based curriculum” (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools.
10
Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
Full textAbstract:
This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
Books on the topic "Religious education Victoria Melbourne"
1
A people learning: Colonial Victorians and their public museums, 1860-1880. North Melbourne, Vic: Australian Scholarly, 2007.
Find full text
2
Mechanics', Worldwide Conference (2004 Melbourne Vic ). Buildings, books and beyond: Mechanics' Worldwide Conference 2004 : proceedings of an international conference convened by the Mechanics' Institutes of Victoria at Swinburne University, Prahran Campus, Melbourne, Australia, 2-4 September 2004. 2nd ed. Prahran, Vic: Prahran Mechanics' Institute Press, 2004.
Find full text
3
1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.
Find full text
4
Carefoote, Pearce J. Academic curriculum analysis of the United Church of Canada/Victoria University Archives. Toronto: The Archives, 2001.
Find full text
5
Texas footprints in the sands of time: Historical account of three Incarnate Word foundations in Texas and their union of 1939 and its aftermath (San Antonio, Shiner, Victoria). [Friendswood, Texas]: Baxter Press, 2012.
Find full text
6
A History of the County of Gloucester: Volume IV: The City of Gloucester (Victoria County History). Victoria County History, 1988.
Find full textBook chapters on the topic "Religious education Victoria Melbourne"
1
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.
2
Bak, Tao. "‘Embodied knowing’: exploring the founding of the Melbourne Rudolf Steiner school in 1970s Victoria, Australia." In Sight, Sound and Text in the History of Education, 135–50. Routledge, 2020. http://dx.doi.org/10.4324/9780429202650-9.
Full text
3
Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.
Full textAbstract:
This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
4
Mathieson, Stuart. "Faith and Thought." In George Gabriel Stokes, 179–96. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198822868.003.0010.
Full textAbstract:
This chapter examines Stokes as an outspoken scientist of faith. It uses Stokes to examine the intellectual threats to conservative Christianity in the second half of the nineteenth century, and highlights his leading role among Victorian Britain’s religious scientists, through bodies such as the Royal Society and the Victoria Institute. It also explains how Stokes’s upbringing and education formed the basis for his own evangelical theology, and highlights his two most significant contributions to that field. First, it explores Stokes’s opposition to the doctrine of eternal punishment, and his promotion of conditional immortality as an alternative. Second, it highlights how Stokes continued to advocate the natural theology and teleological argument of William Paley a century after they were first proposed, as a method of harmonizing faith and scientific practice.
Conference papers on the topic "Religious education Victoria Melbourne"
1
Tatnall, Arthur, Chris Groom, and Stephen Burgess. "Electronic Commerce Specialisations in MBAs: An Australian University Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2578.
Full textAbstract:
This paper looks at the development of Electronic Commerce specialisations in an MBA program, and particularly at a recent specialisation developed at Victoria University, Australia for its local and overseas MBA students. These MBA specialisations are very popular in Australia, and half of the MBA programs with specialisations have one in an e-Commerce related field. An examination of some of these specialisations highlighted in the literature, or in Australian universities, shows that the two most popular topics in them are e-Marketing, the management of e-Commerce in business and e-Commerce business models. Victoria University has recently introduced an e-Commerce specialisation that targets these areas, as well as other popular uses of Internet technologies in business and the development of e-Commerce web sites. This specialisation is explained in the paper, along with the different modes ol the specialisation delivered at Victoria University campuses in Melbourne, Singapore and Beijing.
2
Tatnall, Arthur, and Stephen Burgess. "Experiences in Building and Using Decision Support Systems in Postgraduate University Courses." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3084.
Full textAbstract:
In this paper we will relate some of our experiences in building and using simple Decision Support Systems (DSS) for use in two postgraduate subjects at Victoria University in Melbourne. These subjects are not about Decision Support Systems, but are Information Systems (IS) subjects that introduce, amongst other things, concepts of decision support and DSS. It has been our experience that the complexity, an inability to examine the logic behind decisions that have been recommended, the proprietary nature and the cost of commercial DSS make their use in teaching less than ideal. Our solution was to produce our own simple systems using Excel, Visual Basic and Visual Basic for Applications, and this has proved to be quite successful. The paper reports on building and using Decision Support Systems in this way.
3
Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.
Full textAbstract:
Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
4
Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.
Full textAbstract:
Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.