Relevant bibliographies by topics / Secondary Victoria

Academic literature on the topic 'Secondary Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Secondary Victoria"

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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of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works.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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Thomas, Roger. "Upper‐secondary Education in Victoria, Australia." Compare: A Journal of Comparative and International Education 16, no. 1 (January 1986): 81–90. http://dx.doi.org/10.1080/0305792860160105.

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Chang, M. Y., H. M. Wu, H. T. Li, W. J. Li, S. J. Chen, and C. Y. Chen. "Secondary Metabolites from the Leaves of Victoria amazonica." Chemistry of Natural Compounds 50, no. 5 (November 2014): 955–56. http://dx.doi.org/10.1007/s10600-014-1131-5.

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Mulder, Jean. "Establishing Linguistics in Secondary Education in Victoria, Australia." Language and Linguistics Compass 1, no. 3 (April 30, 2007): 133–54. http://dx.doi.org/10.1111/j.1749-818x.2007.00010.x.

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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.

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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.
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Loehr, Lincoln. "Municipal waste discharge policies in Washington State and recent discharge issues between the State and British Columbia." Water Science and Technology 38, no. 11 (December 1, 1998): 1–6. http://dx.doi.org/10.2166/wst.1998.0422.

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Federal and state laws mandated secondary sewage treatment for all municipal dischargers in the state of Washington regardless of need. Evidence supported the suitability of lesser amounts of treatment and the use of industrial source controls as protective of water quality, but could not be considered. The full implementation to secondary treatment is now complete. In the 1990's, the media, environmental activists and various local, state and federal politicians from Washington State became upset with Victoria, British Columbia when they realized that most of the sewage from the greater Victoria area was only screened prior to discharge to the Strait of Juan de Fuca. The perception was tainted by a lack of understanding of the benefits and power of rapid dilution, and also the mistaken impression that the excessive treatment requirements in Washington were actually needed for water quality reasons. A British Columbia/Washington State Marine Science Panel was established by the political leaders of the province and state to examine issues of the shared marine waters. The Panel concluded Victoria's discharges were not a problem. The media in Washington State did not report this, and the director of the state's environmental agency expressed disappointment rather than relief with the finding.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.

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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.

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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Premier, Jessica. "Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms." Australian Journal of Teacher Education 46, no. 8 (August 2021): 1–16. http://dx.doi.org/10.14221/ajte.2021v46n8.1.

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Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate EAL students. However, this paper reveals that teachers require more support to assist them with educating EAL students. The most beneficial forms of support are professional learning, collaboration between staff, and understanding different cultures. This paper also argues that experienced teachers require relevant ongoing professional learning throughout their careers.
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Dissertations / Theses on the topic "Secondary Victoria"

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.

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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.
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Pollard, Anna, and apollard@parade vic edu au. "The Professional Development and Training Needs of Literacy Coordinators in Secondary Schools in Victoria, Australia." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080514.122251.

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The research presented in this thesis investigates the professional development and training needs of Literacy Coordinators in secondary schools in Victoria, Australia. This study augments the extensive body of research pertaining to knowledge about literacy programs, theory and pedagogy and it aims to explore a further dimension relating to the skills and knowledge that Literacy Coordinators need to acquire and apply in order to successfully manage their programs. The research paradigm of this study, as described by Guba and Lincoln (1994), uses constructivist (naturalistic) inquiry methodology and a case study approach. The collection of the data in these case studies has been achieved using a semi-ethnographic approach described by Denzin and Lincoln (2000) where the researcher observes the classroom program as a non-participant observer and engages in active collaborative reflection and analysis of the key knowledge and strategies required for successful p rogram management, in conjunction with the Literacy Coordinator participants. This study has also employed purposeful sampling (Patton, 1990) in the selection of the Literacy Coordinator participants and their schools and incorporates the use of teacher's voice in the construction and interpretation of key issues. The literature review examines the conceptualisation of literacy learning with a focus on the past three decades and explores current leadership and management theory as an integral component of program provision. A historical background to the industrial and political influences on the provision of literacy support for the purpose of raising the literacy achievement of students in secondary schools in Victoria is also provided. The value and relevance of having a theory that informs the Literacy Coordinators' practice is explored. The importance of professional development through participant observation and shared retelling and collaborative interpretation of the events is also examined. The case studies highlight the need for training in program design, diagnosing of student needs and for training for the leadership component of the role. The data collection involved six school sites and six Literacy Coordinators employed in secondary schools in the Northern metropolitan region of Melbourne, Victoria, Australia. Data included key informant interviews, curriculum and strategic planning documents and program materials. A number of key skills and knowledge criteria emerged as key factors in successful program management. They include the need for time and appropriate resources to effectively manage the program; the need for Literacy Coordinators to be trained in selecting and designing content, the need to master pedagogical knowledge related to literacy program provision and the need for training in the use of testing instruments and interpretation of testing data. Other key knowledge and skill requirements include training in management, the ability to develop effective partnerships and the ability to build and maintain teams. Recommendations for enhancing professional practice flow from this thesis; they have most relevance to Literacy Coordinators and other program leaders and for principals, policy makers and tertiary educators.
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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.

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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.
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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.

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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.
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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.

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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.
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Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.

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This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
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Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.

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Quay, John J. "Students caring for each other." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/943.

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The major focus of this study is on the outdoor education subject as a learning context in which caring and community are educational achievements. The review of the literature is necessarily selective as the scope of the research touches upon the discipline areas of community, caring, moral development and education, friendship, outdoor education, experimental education and camping. The research is based upon a two step process within which both quantitative and qualitative methods are used. The first step in the process utilises phenomenological methods. The second step in the process uses the survey method.
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Books on the topic "Secondary Victoria"

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Teese, Richard. For the common weal: The public high school in Victoria, 1910 - 2010. North Melbourne: Australian Scholarly, 2014.

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Australia. Commonwealth Department of Human Services and Health. Secondary School students' drug use: Comparison of patterns in Victoria and New South Wales 1992. Canberra: Australian Government Publishing Service, 1994.

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Greene, Victoria E. Linguistics guide: An approach to teaching decoding skills to secondary students / authors, Victoria E. Greene, Mary Lee Enfield. Bloomington, MN: Language Circle, 1988.

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Initial encounters in the secondary school: Sussing, typing, and coping. London: Falmer Press, 1985.

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Victoria. Office of Police Integrity. Crossing the line: Report of an investigation into the conduct of a member of Victoria Police undertaking secondary employment as a Ministerial Adviser and his relationship with a Deputy Commissioner of Victoria Police. [Melbourne, VIC]: Victorian Government Printer, 2011.

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Campbell, Craig. Toward the state high school in Australia: Social histories of state secondary schooling in Victoria, Tasmania and South Australia, 1850 - 1925. Sydney: ANZHES, 1999.

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King, Neil. The Victorian scene. Amersham: Hulton Educational, 1985.

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Ombudsman, Victoria. Investigation into alleged excessive force by the Victoria police against demonstrators at the Richmond Secondary College on Monday 13 December 1993 and investigation into crowd control methods used by the Victorial police against demonstrators outside the Department of Conservation and Natural Resources Headquarters , Victoria Parade East Melbourne on Thursday 10 February 1994. Melbourne: L.V. North, Govt. Printer, 1994.

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Ainley, John G. School organization and the quality of schooling: A study of Victorian government secondary schools. Hawthorn, Victoria: Australian Council for Educational Research, 1986.

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Allsobrook, David Ian. Schools for the shires: The reform of middle-class education in mid-Victorian England. Manchester [Greater Manchester]: Manchester University Press, 1986.

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Book chapters on the topic "Secondary Victoria"

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Blinn, Dean W., and Paul C. E. Bailey. "Land-use influence on stream water quality and diatom communities in Victoria, Australia: a response to secondary salinization." In Saline Lakes, 231–44. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2934-5_21.

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Gibson, Dianne. "Teachers’ Aides’ Perceptions of their Training Needs in Relation to their Roles in State Secondary Schools in Victoria." In Disability Studies, 23–41. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-199-1_2.

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Bird, Deanne, and Andrew Taylor. "Disasters and Demographic Change of ‘Single-Industry’ Towns—Decline and Resilience in Morwell, Australia." In The Demography of Disasters, 125–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49920-4_7.

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Abstract In 2014, an open-cut coal mine fire burned for 45 days in the small single-industry town of Hazelwood in Victoria (Australia) spreading smoke and ash across the adjacent community of Morwell. This chapter examines the extent to which the mine fire acted as a catalyst for demographic and socio-economic change and considers how, if at all, it impacted Morwell’s resilience to disasters. We report on a range of secondary data analyses augmented with qualitative insights captured in government reports (namely, the Hazelwood Mine Fire Inquiry reports), as well as from related research papers and media articles. We suggest that a succession of structural and demographic changes meant that the town and its residents were accustomed and resilient to relatively large shocks. In this sense, the Morwell and broader Latrobe Valley population banded together around various community-led initiatives to fight for a better future for their community.
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Lehman, John T., Kathleen Halat, Bryan Betz, Lucas M. Ndawula, and Vincent Kiggundu. "Secondary Production by the Lake Fly Chaoborus in Lake Victoria, East Africa: Implications for Trophic Dynamics of the Modern Lake." In Environmental Change and Response in East African Lakes, 135–45. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-1437-2_11.

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Baumbach, Sibylle, and Ulla Ratheiser. "How to Do Things with Surfaces: The Politics and Poetics of Victorian Surfaces." In Palgrave Studies in Nineteenth-Century Writing and Culture, 1–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75397-9_1.

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AbstractThe opening chapter introduces and contextualizes the politics and poetics of Victorian surfaces. First, we delineate the increasing interests in both natural and constructed surfaces by taking a closer look at discourses that reflect a growing fascination with surfaces, including (pseudo-)medical treatises on physiognomy. Secondly, we focus on the politics of surface readings by scrutinizing the politics of various visual representations of Queen Victoria and the (self-)fashioning of the body politic at the centre of a growing surface culture. Third, we develop a conceptual framework for the analysis of the poetics of Victorian surfaces by analyzing the attention paid to (or withheld from) surfaces in Victorian literature and culture. By examining the role of surface reading in Victorian texts, we offer an overview of different surface cultures and debates surrounding the challenges attached to surfaces, explore how to do things with surfaces, and thereby outline what can be described as a ‘poetics of surface.’
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Curthoys, Jean, and Victor H. Dudman. "Secondary Messages." In Victor Dudman’s Grammar and Semantics, 114–22. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137029256_7.

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"ICT Across the Curriculum: Part 1 – Victoria Crivelli and Part 2 – Colin Lannen." In Dyslexia-Successful Inclusion in the Secondary School, 228–39. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203065273-32.

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Nicholas, Howard. "Ubiquitous Computing does not Guarantee Ubiquitous Learning in Schools." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 30–44. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch003.

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In this chapter, I will argue that ubiquitous computing is a necessary, but not sufficient condition for ubiquitous learning. I will propose definitions that clarify some of the contextual features that shape both terms when they are applied in a school context. Using data and experiences derived from a year-long project with primary and secondary schools in Victoria, Australia, examples of classroom activities are analysed to illustrate how the presence of ubiquitous computing did not guarantee ubiquitous learning. These activities are compared to articulate the key features of ubiquitous learning and develop a model that shows how the contribution of ubiquitous computing to ubiquitous learning is constrained by pedagogic frameworks that shape the relationship between handhelds, other elements of the technological suite and learning.
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"Secondary Sources." In Victorian Literature and Postcolonial Studies, 158–71. Edinburgh University Press, 2009. http://dx.doi.org/10.1515/9780748633050-008.

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Twesigye, Charles K. "Application of Remote Sensing Technologies and Geographical Information Systems in Monitoring Environmental Degradation in the Lake Victoria Watershed, East Africa." In Green Technologies, 653–77. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-472-1.ch405.

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Accurate information on the state of water resources in the Lake Victoria watershed is crucial for planning and sustainable development in the East African region. This region largely depends on its natural resource-base for economic development, and therefore comprehensive information on its resources dynamics is key in implementing poverty alleviation strategies, improving human condition and preserving the biological systems upon which the region‘s population depends. This chapter focuses on key issues, which have emerged as a result of population growth and development in the region. The research on which this chapter is based aims to address the concerns on land use and settlement trends in the study sites, vulnerability of the communities to water stress and sustainability of the livelihood systems in the watersheds of Nzoia River Basin (Kenya), Nakivubo Wetland (Uganda) and Simiyu River Basin (Tanzania). These communities engage in unique land use practices that have intensified environmental degradation in recent times. The research adopts a multi-disciplinary approach in bringing to the fore the various processes affecting watershed resources use and management in the selected wetlands of the Lake Victoria Drainage Basin (LVDB). The data presented covers trends in vegetation cover loss, pesticide pollution and general water quality parameters. Geographic information systems (GIS) and remote sensing techniques were employed to unveil land use patterns that have resulted in the degradation of the watershed. Wetland degradation levels have been characterized using secondary data generated by analytical techniques. New emerging challenges of environmental degradation caused by industrial, domestic and agricultural activities are presented and discussed. The potential of the new science of hydroinformatics in integrated watershed management through mathematical modeling, geographic information systems analysis and water supply management is highlighted.
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Conference papers on the topic "Secondary Victoria"

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Hollingsworth, Hilary, Jonathan Heard, Anthony Hockey, and Tegan Knuckey. "Reporting student progress: What might it look like?" 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_16.

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The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
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Turner, Rodney. "IS Skills of Business Students in Transition from Secondary to Tertiary Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2670.

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This paper reports an analysis of IT software skills of some Victorian students on entry to first year tertiary studies in Business along with an analysis of their performance in “Office” type application assignments. The assumption that youth of today are IT literate on exit from school is questioned. Despite survey results suggesting a high level of skill in word processing and, to a lesser extent in spreadsheets, results on assignments in these areas may suggest students perceive their skills as being better than their actual performance. In crowded curricula, where there is pressure to include ever more material at the expense of more traditional topics, word processing and spreadsheet applications are sometimes suggested for removal. The study reported here finds little evidence that these topics should be removed from the curriculum at this stage.
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Raisbeck, Peter. "Reworlding the Archive: Robin Boyd, Gregory Burgess and Indigenous Knowledge in the Architectural Archive.” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3985p56dc.

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In her book Decolonising Solidarity: Dilemmas and Directions for Supporters of Indigenous Struggles, Clare Land suggest how non-Indigenous people might develop new frameworks supporting Indigenous struggles. Land argues research is deeply implicated with processes of colonisation and the appropriation of indigenous knowledge. Given that architectural archives are central to the research of architectural history, how might these archives be decolonised? This paper employs two disparate archives to develop a framework of how architectural archivists might begin to decolonise these archives. Firstly, these archives are the Grounds Romberg and Boyd Archive (GRB) at the State Library of Victoria (SLV). Secondly, the Greg Burgess Archive is now located at Avington, Sidonia in Victoria. The materials from each of these archives will be discussed in relation to two frameworks. These are the Tandanya-Adelaide Declaration endorsed by The Australian Society of Archivists (ASA) and the Indigenous Cultural and Intellectual Property (ICIP) framework developed by Janke (2019). These archival frameworks suggest how interconnected architectural histories and historiographies might be read, reframed and restored. Decolonising architectural archives will require a continuous process of reflection and political engagement with collections and archives. In pursuing these actions, archivists and architectural historians can begin to participate in the indigenous Reworlding of the archive.
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Rahman, Ahmad Zufrie Abd, Seng Tong Chong, Zeittey Karmilla Kaman, and Carol Elizabeth Leon. "Use of the Resilience Concept in the CEFR-Aligned English for Science and Technology (EST) Classes in Malaysian Secondary Schools through Victorian Literature." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368314.

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Reports on the topic "Secondary Victoria"

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Paul, C., and J. F. Cassidy. Seismic hazard investigations at select DND facilities in Southwestern British Columbia: subduction, in-slab, and crustal scenarios. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/331199.

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Southwest British Columbia has some of the highest seismic hazard in Canada and is home to facilities owned by the Department of National Defence which support operations on the west coast of Canada. The potential impact of seismic hazards on these government facilities are investigated here. The hazard is from three primary sources: subduction interface, crustal and in-slab earthquakes. NRCan, in consultation with DRDC have produced representative earthquake scenarios for each of these sources. The subduction scenario we constructed was an M8.9 earthquake extending along the entire Cascadia Subduction Zone from 4 to 18 km depth. We used an M6.8 earthquake occurring along a 30 km fault at between 52 and 60 km depth below Boundary Bay to represent in-slab events. The final scenario, representing a crustal source, was an M6.4 along the central 47 km of the Leech River Valley-Devil's Mountain Fault system. We found that the Cascadia subduction scenario dominated the shaking hazard over much of the study region. Meanwhile, the in-slab and crustal scenarios have higher but more localized hazards in Vancouver and Victoria. In addition to the primary ground motion hazard, we also examined secondary seismic hazards: secondary amplification effects, landslides, liquefaction, surface ruptures, tsunami, flooding, fire, and aftershocks. Each of the secondary hazards had varying impacts depending on the scenario and locations within the region.
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