Relevant bibliographies by topics / South Australian College of Advanced Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'South Australian College of Advanced Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "South Australian College of Advanced Education"

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Potts, Anthony, Debra Edwards, and David Smith. "Disciplinary cultures in an Australian college of advanced education." Journal of Educational Administration and History 42, no. 4 (November 2010): 383–403. http://dx.doi.org/10.1080/00220620.2010.514042.

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Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.

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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.
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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (January 1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.

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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address describes the collaborative efforts of the Malaysian and Australian lecturers who developed the course and the experiences of one of these lecturers who has introduced the course into the curriculum of the Sarawak Teachers College. There are many lessons to be learned by examining how different countries attempt to solve similar problems. A number of these lessons are explored in this address.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Martin, Louise, Bonita Lloyd, Paul Cammell, and Frank Yeomans. "Transference-Focused Psychotherapy in Australian psychiatric training and practice." Australasian Psychiatry 25, no. 3 (September 27, 2016): 233–35. http://dx.doi.org/10.1177/1039856216671661.

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Objective: This article discusses Transference-Focused Psychotherapy, a contemporary evidence-based and manualised form of psychoanalytic psychotherapy for borderline personality disorder. Transference focused psychotherapy has evolved from decades of research in the object-relations approach developed by Professor Otto Kernberg and his collaborators. It is being adopted increasingly throughout North and South America and Europe, and this article explores the role its adoption might play in psychiatric training as well as public and private service provision contexts in Australia. Conclusions: Transference focused psychotherapy is readily applicable in a range of training, research and public and private service provision contexts in Australia. A numbers of aspects of current Australian psychiatric training and practice, such as the Royal Australian and New Zealand College of Psychiatrists advanced training certificate, and the Australian medicare schedule, make it especially relevant for this purpose.
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Wright, David. "The South Kensington Music Schools and the Development of the British Conservatoire in the Late Nineteenth Century." Journal of the Royal Musical Association 130, no. 2 (2005): 236–82. http://dx.doi.org/10.1093/jrma/fki012.

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In 1876, the National Training School for Music was established by the Society of Arts as a model of advanced music education after the pattern of leading European conservatoires. But, despite having Arthur Sullivan as Principal, the School failed amidst the rumblings of an academic scandal that dogged George Grove's attempt to establish the new Royal College of Music. The article sets this failure against the successful start of the Royal College and explains how conservatoires, after being in all practical senses virtually an irrelevance to professional concert life, managed to reinvent themselves as vital incubators of British musical talent.
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Thompson, Walter R., Garry D. Phillips, and Michael J. Cousins. "Anaesthesia underpins acute patient care in hospitals." Australian Health Review 31, no. 5 (2007): 116. http://dx.doi.org/10.1071/ah07s116.

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The Australian and New Zealand College of Anaesthetists (ANZCA) carried out a review of the roles of anaesthetists in providing acute care services in both public and private hospitals in Europe, North America and South-East Asia. As a result, ANZCA revised its education and training program and its processes relating to overseastrained specialists. The new training program, introduced in 2004, formed the basis for submissions to the Australian Medical Council, and the Australian Competition and Consumer Commission/ Australian Health Workforce Officials? Committee review of medical colleges. A revised continuing professional development program will be in place in 2007. Anaesthetists in Australia and New Zealand play a pivotal role in providing services in both public and private hospitals, as well as supporting intensive care medicine, pain medicine and hyperbaric medicine. Anaesthesia allows surgery, obstetrics, procedural medicine and interventional medical imaging to function optimally, by ensuring that the patient journey is safe and has high quality care. Specialist anaesthetists in Australia now exceed Australian Medical Workforce Advisory Committee recommendations
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Ee, Carolyn, Kate Templeman, Amy Forth, Vicki Kotsirilos, Gillian Singleton, Gary Deed, Shamieka Dubois, et al. "Integrative Medicine in General Practice in Australia: A Mixed-Methods Study Exploring Education Pathways and Training Needs." Global Advances in Health and Medicine 10 (January 2021): 216495612110375. http://dx.doi.org/10.1177/21649561211037594.

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Background Globally, a substantial proportion of general practitioners (GPs) incorporate integrative medicine (IM) into their clinical practice. Objective This study aimed to map the IM education and training pathways and needs of a cohort of Australian GPs who are members of the Royal Australian College of General Practitioners’ IM Specific Interest Network, which is a group of GPs with interest in IM. Methods We conducted a mixed-methods study comprising of an online, cross-sectional survey supplemented with in-depth semi-structured interviews. Data from the survey and interviews were initially analysed separately and then combined. Results Eighty-three (83) of 505 eligible GPs/GPs in training (16.4%) participated in the survey, and 15 GPs were interviewed. Results from the two datasets either converged or were complementary. Almost half (47%) of survey respondents had undertaken formal undergraduate or postgraduate IM education, a short course (63%), informal education (71%) or self-education (54%), in at least one of 20 IM modalities listed. Interviewees affirmed there was no single education pathway in IM. Survey respondents who identified as practicing IM were significantly more likely to have IM education, positive attitudes towards IM, particularly natural products, and higher self-rated IM knowledge and competencies. However, knowledge gaps were identified in professional skills domains of population health and context, and organisational and legal dimensions of applied IM practice. Interviewees also highlighted a range of professional and systemic barriers to the practice of IM, education, and training. There was broad support for recognition of IM as a sub-specialty through formalised post-graduate training and accreditation. Most survey respondents (62%) expressed interest in post-fellowship recognition of GPs with advanced skills in IM. Conclusion Our findings demonstrate that it is important to define best practice in IM for GPs in Australia and provide a standardised pathway towards recognition of advanced skills in IM.
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Andrews, Jason David, and James Connor. "UNSW and the establishment of the Faculty of Military Studies at the Royal Military College, Duntroon: 1965-1968." History of Education Review 44, no. 2 (October 5, 2015): 153–69. http://dx.doi.org/10.1108/her-04-2013-0016.

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Purpose – The purpose of this paper is to examine the role of the University of New South Wales (UNSW) in the establishment of the Faculty of Military Studies (FMS) at the Royal Military College (RMC) at Duntroon between 1965 and 1968. And, in so doing, detail the academic culture and structure of the FMS at its inception in 1968. Design/methodology/approach – Given the small body of literature on the subject, the chronology of events was developed primarily through archival research and interview transcripts, supplemented by correspondence and formal interviews with former academic staff of the FMS (UNSW HREAP A-12-44). Findings – This paper reveals the motivations for, issues encountered, and means by which UNSW’s administration under Sir Philip Baxter were willing and able to work with the Army to establish the FMS. In so doing, it reveals the FMS as a “compromise institution” in which the role of UNSW and the academic staff was to deliver a professional education subordinate to the imperatives of the RMC’s socialization and military training regime. Research limitations/implications – Primary materials were restricted to archived documentation comprised of correspondence and meeting minutes as well as a limited group of witnesses – both willing and able – to provide insight into UNSW and RMC in the mid-1960s. Originality/value – This paper presents an original account of the establishment of the FMS and the role of Sir Philip Baxter and the UNSW administration in pioneering the institutional forbearer of the Australian Defence Force Academy.
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Veit, Walter F. "Missionaries and their ethnographic instructions." Proceedings of the Royal Society of Victoria 127, no. 1 (2015): 73. http://dx.doi.org/10.1071/rs15007.

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When in the 1880s and 1890s German Lutheran missionaries were sent to Australia from their colleges in Hermannsburg in Lower Saxony and Neuendettelsau in Bavaria to work among the Australian indigenous peoples of the Northern Territory, they had no ethnological education to speak of. This was particularly true for Carl Strehlow who, born in 1871 and educated from 1888 to 1891 at the Lutheran Missionary College in Neuendettelsau, arrived in Adelaide in 1892 and went straight to work with Pastor Reuther among the Diari in Killalpaninna, south of Lake Eyre. From there, in 1894, he was sent to Hermannsburg to resurrect the abandoned Lutheran Mission Station of the Finke River Mission, owned by the South Australian Immanuel Synod. The records of the curriculum in Neuendettelsau show no subjects teaching the theory and practice of ethnology. However, his ethnographic work among the local tribes of the Arrernte and Loritja is today still considered a classic in the field. As a contribution to the history of research methodology in the field of ethnology, I intend to give a brief outline of 1) the early development of scientific research instructions in general, and 2) as a special case, Carl Strehlow’s learning process in form of letters with questions and answers between himself in Hermannsburg and his editors in Frankfurt.
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Dissertations / Theses on the topic "South Australian College of Advanced Education"

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Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.

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The main purpose of the study was to investigate the library needs and library usage of external students in remote areas. The study emphasised external students' perception of their own library needs. Four distinct areas of research evolved from the purpose of the study: to identify the library service needs of external students; to identify library use by external students; to identify external students' perceptions of library needs; and to identify student status in relation to library use. Information was collected by an interview with former external students, a questionnaire to the libraries involved in the study and by Nominal Group Technique (NGT) sessions with external students. The primary instrument was a questionnaire to the external students in the population under investigation requesting information of their library usage and needs. The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and resident in Whyalla, South Australia. It was decided to survey the total population rather than a sample because of the small numbers involved. Thirty-five responses were received out of a population of 52, representing a response rate of 69 percent. The results of the survey were analysed using a Statview SE statistical package and a spreadsheet and graphics package, Excel. Frequency distributions were computed to determine the number of respondents who selected each option. The study found that the external students who used libraries tended to use a variety of libraries. Students used not only their own institution's library, but the a range of libraries accessible to them in Whyalla. The study concludes by identifying issues, recommending possible solutions, and identifying areas for further research.
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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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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.

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4

Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.

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In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission to enable parents to assist their own children in literacy. The children had previously been identified as experiencing difficulties in acquiring the skills of literacy. The purpose of this study was to evaluate the effects of the parents' intervention on the children's achievements in literacy, and to assess the quality of the programme by examining particular subskills taught in the course. The methods of assessment were also evaluated for their appropriateness for the circumstances. The thirty nine children in the study were the sample of fifty two children for whom there was complete information. Parents of these children began the programme in July 1985 or in March 1986. They attended a course of ten sessions over thirteen weeks in a semester. The following semester they were allocated to a teacher who was a post graduate or fourth year degree student in education, and given individual assistance from six to ten sessions, and longer if necessary. Aspects of oral reading, comprehension, writing and spelling were tested at the beginning of the programme and again in November 1986, and the results compared. Observational records were also kept and changes evaluated. In addition, oral reading was measured at the end of the parents' course, and before individual assistance commenced. Case studies were built up for every child, and the findings grouped to observe the effect of the intervention on the population. The results showed that the programme achieved its aim of giving parents the skills to assist; their own children in the acquisition of literacy. The content of the course and the subskills taught were also justified by the outcomes. Furthermore, the method of evaluation revealed specific and succinct information on which to base the intervention and to monitor progress. The research took place over 18 months, during which time teaching and progress were continual. A longitudinal study over several years would confirm the results of the research.
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Williamson, Vicki, and n/a. "A study of the perceptions of actual and ideal role responsibility of College librarians as held by principals, College Librarians and senior library staff in Colleges of Advanced Education in New South Wales." University of Canberra. Library and Information Studies, 1990. http://erl.canberra.edu.au./public/adt-AUC20050629.141005.

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This study was designed to ascertain, analyse and compare the perceptions of College Librarians and their associates about the role responsibility which College Librarians in libraries in New South Wales Colleges of Advanced Education (CAEs) were actually assuming and ideally should be assuming as part of their role as library managers. Using as its basis a theoretical framework of role and role-related concepts, as developed by social psychologists such as Kahn et al. (1964), a role set group of Principals, Registrars and Senior Library Staff was identified as the survey population. A review of the literature about CAEs and their libraries and overseas studies about the role of library managers assisted with the development of a role responsibility questionnaire. Data from the questionnaire was analysed in respect of actual and ideal role responsibility and any gaps between actual and ideal role responsibility. Gaps between perceptions of actual and ideal role responsibility between College Librarians and associates may indicate a potential for role conflict for persons enacting the role of College Librarian. This study found statistically significant results in respect of both actual and ideal role responsibility between College Librarians and Senior Library Staff, which indicated that there was not clear agreement between the two groups about either the role responsibility currently assumed by College Librarians and that which ideally should be assumed. In respect of the gap between actual and ideal role responsibility, however, there was no statistically significant result between College Librarians and associates, indicating that the potential for role conflict resulting from divergent perceptions between role set groups was not evident. This does not preclude the potential for role conflict from other sources.
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James, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.

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The purpose of this research was to discover the extent to which practising registered nurses in the ACT undertake physical assessment. It was also organized to discover the perceived reasons why, in appropriate instances, it was not undertaken and the extent to which certain variables may have influenced its practice or non-practice. It was directed also at discovering the extent to which the practising registered nurse would be prepared to undertake workshops on the subject, so that, if appropriate, a core of registered nurses could be provided to act as the role-models and to create the necessary learning environment in the ACT hospitals and agencies where most of the Canberra College's graduates would find employment. Since the first undergraduate course in nursing was introduced in the tertiary sector, nurse academics have placed significant emphasis on the teaching of the nursing process. It is within the first phase of this process, the assessment phase, that the physical assessment of the patient/client is conducted. Discussions with practising registered nurses and observations, led to some uncertainty as to the extent to which physical assessment was actually being used. A review of the literature showed that no investigation of the matter had been reported in the Australian literature. It was, therefore, proposed to make good this deficiency and to resolve any uncertainty about the extent of use of physical assessment in the ACT. This study was restricted to registered nurses in the ACT where all beginning nurses are educated at the CCAE with a curriculum which includes a comprehensive study of physical assessment. Even so, it is recognized that such studies will only reach a beginning level of competency. In order to ensure that the graduates of these courses extend their competency in physical assessment they need to be able to use these skills in every day nursing practice. This research, therefore, was conducted using a questionnaire which incorporated questions about the use of 36 physical assessment skills. The survey, on a onetime participation basis, was conducted for all registered nurses rostered on a fortnightly period in April 1987. A 66.7% response rate was achieved. The responses were analyzed and the findings, results and recommendations are included in the appropriate sections of this thesis.
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Books on the topic "South Australian College of Advanced Education"

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Bebbington, Warren Arthur. College library service for music courses: A report prepared for the Library, South Australian College of Advanced Education. [Brisbane]: The College, 1985.

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National Conference on Adult Aboriginal Learning (1988 Western Australian College of Advanced Learning). Learning my way: Papers from the National Conference on Adult Aboriginal Learning, held at Mount Lawley Campus of the Western Australian College of Advanced Education, Perth, Western Australia, September, 1988. Mt. Lawley, W.A., [Australia]: Institute of Applied Aboriginal Studies, Western Australia College of Advanced Education, 1988.

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1936-, Berendt Brigitte, and Stary Joachim, eds. Advanced study programmes for key persons and cross-cultural dialogue North-South-East-West: Proceedings of the 6th EARDHE Conference, Berlin, October 1st-5th, 1990. Frankfurt am Main: P. Lang, 1992.

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King, C. J. Equal employment opportunity: Survey report. Bentley, W.A: Produced by Curtin University for the Western Australian College of Advanced Education, 1987.

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Library, George Muir. The Australian environment: A bibliography of monographs and audiovisual materials held in the George Muir Library of Kuring-gai College of Advanced Education, 1975-1983. Lindfield, N.S.W: The Library, 1986.

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Western Australian College of Advanced Education. Committee for the Conduct of Ethical Research. Research ethics: Policies and procedures. [Claremont, W.A.]: The Committee, 1990.

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Australian School Library Association. Conference. A.S. L.A. IX: Knowledge networks, people, resources, technology : the Ninth Biennial Conference of the Australian School Library Association, 26-30 September 1985, Brisbane College of Advanced Education, Kelvin Grove Campus, and Stradbroke Island. Brisbane: Australian School Library Association, 1987.

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1950-, Hiscock Jane, and South Australian College of Advanced Education. Library., eds. Library staff development: Proceedings of the first national seminar held at the South Australian College of Advanced Education, Adelaide 19-20 July, 1990. [Adelaide]: South Australian College of Advanced Education Library, 1990.

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B, Cook, and South Australian College of Advanced Education., eds. Merge and mutate: The administration and organisation of multicampus academic libraries : proceedings of a national seminar, held at the South Australian College of Advanced Education, 22-23 February, 1990. [Salisbury]: SA College of Advanced Education Library, 1990.

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Learning my way: Papers from the National Conference on Adult Aboriginal Learning, held at Mount Lawley Campus of the Western Australian College of Advanced ... Perth, Western Australia, September, 1988. International Specialized Book Services [distributor, U.S.A.], 1988.

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Book chapters on the topic "South Australian College of Advanced Education"

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Zastoupil, Lynn. "Mountstuart Elphinstone and Indian Education." In Mountstuart Elphinstone in South Asia, 167–82. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190914400.003.0009.

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Mountstuart Elphinstone was widely lauded by his contemporaries for his progressive views and advanced policies regarding education whilst he held senior colonial positions in western India from 1817 until 1827. The creation of Elphinstone College in his honor exemplifies this. This essay is an exploration of Elphinstone's educational views and policies, paying attention to various influences that explain his distinctive approach to education. These influences included the East India Company's ethos of pragmatic respect for Indian culture, religion and mores; educational policy and debates in contemporary British Bengal; Scotland's parish schools and Adam Smith's use of these to defend state-sponsored education; and German Romantic ideas regarding language, literature and national culture. The chapter concludes with Elphinstone's larger vision of a political education that would lead the Indian people to eventual independence but leave Britain with a "moral empire" that might rival the one that outlasted the Roman Empire.
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