Academic literature on the topic 'Schools Archives Australia'
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Journal articles on the topic "Schools Archives Australia"
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Pardy, John. "Remembering and forgetting the arts of technical education." History of Education Review 49, no. 2 (November 12, 2020): 181–93. http://dx.doi.org/10.1108/her-02-2020-0009.
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PurposeTechnical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.Design/methodology/approachDrawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.FindingsThe two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.Originality/valueThis article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.
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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.
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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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Green, Bill. "Carnegie in Australia: philanthropic power and public education in the early twentieth century." History of Education Review 48, no. 1 (June 3, 2019): 61–74. http://dx.doi.org/10.1108/her-04-2019-0012.
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Purpose The purpose of this paper is to outline a reconceptualised view of public education, with specific reference to early twentieth-century Australia, and to revisit the significance of the Carnegie Corporation of New York in this period. Further, in this regard, the paper proposes a neo-Foucaultian notion of philanthropic power, as an explanatory and analytical principle, with possible implications for thinking anew about the role and influence of American philanthropic organisations in the twentieth century. Design/methodology/approach The paper draws on mainly secondary sources but also works with primary sources gathered from relevant archives, including that of the Australian Council for Educational Research (ACER). Findings The paper concludes that the larger possibilities associated with the particular view of public education outlined here, referring to both public school and public libraries, were constrained by the emergence and consolidation of an increasingly professionalised view of education and schooling. Research limitations/implications The influence of the Carnegie Corporation of New York on early twentieth-century Australian education has been increasingly acknowledged and documented in recent historical research. More recently, Carnegie has been drawn into an interdisciplinary perspective on philanthropy and public culture in Australia. This paper seeks to add to such work by looking at schools and libraries as interconnected yet loosely coupled aspects of what can be understood as, in effect, a re-conceived public education, to a significant degree sponsored by the Corporation. Originality/value The paper draws upon but seeks to extend and to some extent re-orient existing historical research on the relationship between Australian education and the Carnegie Corporation of New York. Its originality lies in its exploration of a somewhat different view of public education and the linkage it suggests in this regard with a predominantly print-centric public culture in Australia, in the first half of the twentieth century.
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HOWLEY, PETER, and TIM ROBERTS. "ENGAGING SCHOOL STUDENTS AND EDUCATORS WITH THE PRACTICE OF STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 29–38. http://dx.doi.org/10.52041/serj.v19i1.117.
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This paper describes a national statistics-oriented project-based learning activity, which has been delivered annually for five years in Australia and the outcomes of a particular collaboration of this initiative with the discipline of environmental sustainability. The national initiative engages primary- and secondary-school students from varied backgrounds and education levels in quantitative-based investigations. It develops key future workplace skills aligned with national school-curriculum outcomes and motivates students by enabling them to take the lead, determine the context, collaborate, investigate, and create. An underlying delivery model connects primary- and secondary-school students with tertiary educators, industry, and the practice of statistics. A pre-post cross-sectional study revealed significant improvements in students’ and teachers’ confidence with, and awareness of, the field of statistics. Australian school teachers are saying, “21st Century learning at its best” and “motivates and engages students.” Industry mentors are saying, “provides students a unique opportunity.” Students are saying, “engaging, educational and enjoyable.” The activity has engaged some eighty schools, and annually several hundred students participate. First published February 2020 at Statistics Education Research Journal Archives
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Rashid, Md Mizanur, and Kaja Antlej. "Geospatial platforms and immersive tools for social cohesion: the 4D narrative of architecture of Australia’s Afghan cameleers." Virtual Archaeology Review 11, no. 22 (January 28, 2020): 74. http://dx.doi.org/10.4995/var.2020.12230.
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<p class="VARAbstract">This paper focuses on examining the scope of virtual architectural archaeology in forms of digital geospatial platforms and immersive tools such as Virtual Reality (VR) and Augmented Reality (AR) to be used for achieving social cohesion, particularly in a multicultural and multi-ethnic society like Australia’s. In the context of the current global and national concern about Muslims and Islam, as well as for the mistrust towards and distance between Muslims and Non-Muslims in Australia, it is imperative to delve deeper into the contribution of early Muslim pioneers, in this case, the Afghan Cameleers, in the social fabric of colonial Australia. Based on the premise that architecture could be a unique and revealing research frame to gain insight into human values, worldview and material culture, the main aim of this paper is to address two key issues using virtual architectural archaeology. Firstly, to demonstrate the application of 4D capturing and component-based modelling with metadata and paradata regarding the past of the lost architectural heritage sites in remote central and western Australia, also counting on assets such as Linked Open Data (LOD) for further dissemination and use. Secondly, to propose a mode to disseminate new knowledge through digital platforms and VR/AR experiences to the GLAM (Galleries, Libraries, Archives, and Museums) audiences and schools regarding the Muslims in Australia. Understanding properly them and their contribution to the Australian society would eventually minimise the cultural distance between Muslims and Non-Muslims in Australia. Greater awareness could mitigate the myth of fear and mistrust regarding Muslims and Islam, widely misunderstood for a long time.</p><p>Highlights:</p><ul><li><p>Architectural-archaeological heritage as a tool for achieving social cohesion and to minimise cultural/social differences between Muslims and non-Muslims in Australia.</p></li><li><p>4D capturing and digital geospatial platforms for contextualising architectural-archaeological heritage in a spatial and chronological way.</p></li><li><p>Gamified and non-gamified Virtual Reality (VR) and Augmented Reality (AR) applications to engage the general public with architectural-archaeological heritage from remote, hard-to-access areas.</p></li></ul>
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CALLINGHAM, ROSEMARY, and JANE M. WATSON. "THE DEVELOPMENT OF STATISTICAL LITERACY AT SCHOOL." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 181–201. http://dx.doi.org/10.52041/serj.v16i1.223.
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Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges. First published May 2017 at Statistics Education Research Journal Archives
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Law, Kate. "Liberal Women in Rhodesia: A Report on the Mitchell Papers, University of Cape Town." History in Africa 37 (2010): 389–98. http://dx.doi.org/10.1353/hia.2010.0029.
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The Mitchell collection at the Manuscripts and Archives Department of The University of Cape Town (UCT) consists of the papers of Diana Mary Mitchell, a leading white Rhodesian liberal in the 1960s and 1970s as well as private papers of some other politically active Rhodesians, such as Morris Hirsch, Pat Bashford and Allan Savory. This report presents the Mitchell collection as an instrument to investigate issues of agency by liberal White Rhodesian women in the period 1950-1980, thus aiming to counter some dominant trends in the historiography of Rhodesia and Zimbabwe.Diana Mitchell was born in Salisbury, Rhodesia, in 1932. Her father was a merchant marine officer and her mother was originally from Australia. She attended Eveline High School in Bulawayo and with financial help from her mother she completed a BA in History at Cape Town University in 1953. Before entering formal party politics, Mitchell ran a “backyard school” which provided schooling for African children who otherwise would have had no access to education. After the announcement of the illegal Declaration of Independence (UDI), in 1965 the Rhodesian Front (RF) closed such schools and Mitchell charges this move as being “the key to my activism.” While Mitchell acknowledges that she “worked voluntarily because I could afford to, my husband was the breadwinner […] so I could afford to be this so called ‘liberal’ because of my standard of living,” she became heavily involved in parliamentary politics and was one of the founding members of the Centre Party (CP).
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TRURAN, JOHN M. "THE TEACHING AND LEARNING OF PROBABILITY, WITH SPECIAL REFERENCE TO SOUTH AUSTRALIAN SCHOOLS FROM 1959-1994." STATISTICS EDUCATION RESEARCH JOURNAL 1, no. 1 (May 29, 2002): 6–13. http://dx.doi.org/10.52041/serj.v1i1.569.
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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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PRODROMOU, THEODOSIA. "SECONDARY SCHOOL STUDENTS’ REASONING ABOUT CONDITIONAL PROBABILITY, SAMPLES, AND SAMPLING PROCEDURES." STATISTICS EDUCATION RESEARCH JOURNAL 15, no. 2 (November 30, 2016): 106–25. http://dx.doi.org/10.52041/serj.v15i2.243.
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In the Australian mathematics curriculum, Year 12 students (aged 16-17) are asked to solve conditional probability problems that involve the representation of the problem situation with two-way tables or three-dimensional diagrams and consider sampling procedures that result in different correct answers. In a small exploratory study, we investigate three Year 12 students’ conceptions and reasoning about conditional probability, samples, and sampling procedures. Through interviews with the students, supported by analysis of their work investigating probabilities using tabular representations, we investigate the ways in which these students perceive, express, and answer conditional probability questions from statistics, and also how they reason about the importance of taking into account what is being sampled and how it is being sampled. We report on insights gained about these students’ reasoning with different conditional probability problems, including how they interpret, analyse, solve, and communicate problems of conditional probability. First published November 2016 at Statistics Education Research Journal Archives
Dissertations / Theses on the topic "Schools Archives Australia"
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Wise, Rod. "Deepening Australian democracy : what can schools do? /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000695.
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Davies, Llewellyn Willis. "‘LOOK’ AND LOOK BACK: Using an auto/biographical lens to study the Australian documentary film industry, 1970 - 2010." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154339.
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While much has been written on the Australian film and television
industry, little has been presented by actual producers,
filmmakers and technicians of their time and experiences within
that same industry. Similarly, with historical documentaries, it
has been academics rather than filmmakers who have led the
debate. This thesis addresses this shortcoming and bridges the
gap between practitioner experience and intellectual discussion,
synthesising the debate and providing an important contribution
from a filmmaker-academic, in its own way unique and insightful.
The thesis is presented in two voices. First, my voice, the
voice of memoir and recollected experience of my screen
adventures over 38 years within the Australian industry, mainly
producing historical documentaries for the ABC and the SBS. This
is represented in italics. The second half and the alternate
chapters provide the industry framework in which I worked with
particular emphasis on documentaries and how this evolved and
developed over a 40-year period, from 1970 to 2010.
Within these two voices are three layers against which this
history is reviewed and presented. Forming the base of the
pyramid is the broad Australian film industry made up of feature
films, documentary, television drama, animation and other types
and styles of production. Above this is the genre documentary
within this broad industry, and making up the small top tip of
the pyramid, the sub-genre of historical documentary. These form
the vertical structure within which industry issues are
discussed. Threading through it are the duel determinants of
production: ‘the market’ and ‘funding’.
Underpinning the industry is the involvement of government, both
state and federal, forming the three dimensional matrix for the
thesis. For over 100 years the Australian film industry has
depended on government support through subsidy, funding
mechanisms, development assistance, broadcast policy and
legislative provisions.
This thesis aims to weave together these industry layers, binding
them with the determinants of the market and funding, and
immersing them beneath layers of government legislation and
policy to present a new view of the Australian film industry.
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Walker, Andrew Gordon. "Pursuing the radical objective : discourse, ideology and the text : a study of the archive of the Australian Waterside Workers' Federation." Thesis, 2002. https://vuir.vu.edu.au/33021/.
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The texts of the Waterside Workers' Federation offer a valuable insight into
the beliefs and activities of one of Australia's more powerful and militant unions. This
investigation focuses on the period following the end of the 1930s and the years of
World War 2 when the WWF was going through a rebuilding phase under a strong
Communist leadership. Seen as an essential tool for the organizational rebuilding of a
battered and fragmented Federation, the leaders of the union saw the establishment of
a journal as a priority. The product of this vision was the widely distributed, monthly
Maritime Worker. This newspaper became the masthead of a politically re-awakening
union and through it historians have been able to access the ideological directions the
WWF took to achieve its industrial and political objectives.
This investigation places the texts of the Waterside Workers' Federation under
the scrutiny of a post-structuralist analysis that has the work of Michel Foucault as one
of its principal features. The object of this project is to develop a critique of the
organising processes that inform historical knowledge. These processes are recognised
as the constraints that discourse functions place on all meaning and understanding.
By focussing on the texts of the Waterside Workers' Federation and interrogating the
interpretative features that support the notions of text, ideology and discourse, this
investigation introduces the need for a re-examination of the constitutive and
organisational features that have constrained and limited historical knowledge in the
modem period.
Book chapters on the topic "Schools Archives Australia"
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West, Grant J., and John D. Stevens. "Archival tagging of school shark, Galeorhinus galeus, in Australia: initial results." In Developments in environmental biology of fishes, 283–98. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-3245-1_16.
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