Academic literature on the topic 'Student teachers Victoria'
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Journal articles on the topic "Student teachers Victoria"
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.
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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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Roache, Joel, and Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility." Australian Journal of Education 55, no. 2 (November 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.
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This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.
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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.
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A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.
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BATTEY, DAN, LUIS A. LEYVA, IMMANUEL WILLIAMS, VICTORIA A. BELIZARIO, RACHEL GRECO, and ROSHNI SHAH. "Racial (Mis)Match in Middle School Mathematics Classrooms: Relational Interactions as a Racialized Mechanism." Harvard Educational Review 88, no. 4 (December 1, 2018): 455–82. http://dx.doi.org/10.17763/1943-5045-88.4.455.
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While research has consistently shown the positive effects of having a teacher of the same race on various student outcomes, the literature has not examined how racial match affects the everyday interactions within classrooms. This research article by Dan Battey, Luis A. Leyva, Immanuel Williams, Victoria A. Belizario, Rachel Greco, and Roshni Shah addresses this underexplored area by documenting relational interactions in classrooms to find one mechanism that could be producing racialized effects on learning. Using a dataset from a study of twenty-five mathematics classrooms across predominantly white and black US middle schools, they examine the quality of relational interactions when teachers and students are racially matched and mismatched, as well as the effects on student achievement in mathematics. Their analysis shows how various dimensions of relational interactions significantly predict increases and decreases in achievement due to racial match.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.
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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (September 1, 2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.
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This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.
Dissertations / Theses on the topic "Student teachers Victoria"
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Tito, Janie. "Māori language use in New Zealand secondary schools : what are the issues for teachers and students? : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Māori Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/544.
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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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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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de, Souza Marian. "Students' and teachers' perceptions of year 12 religious education programs in Catholic schools in Victoria: Implications for curriculum." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/0eb9fe072316241111f36ff6158fa5df92b4546634fdc9479e5d304317b593a7/26341216/64843_De_Souza_1999_Students_and_teachers_perceptions2_1_.pdf.
Full textAbstract:
This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined.;Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools.;The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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Horsley, Jennifer M. "Critical connections : high-ability students' perceptions of factors that influence NZQA Scholarship : a mixed method study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1140.
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Richardson, Heather. "Postgraduate course satisfaction and good teaching : do daily hassles and demographics make a difference?" Thesis, 1999. https://vuir.vu.edu.au/33003/.
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Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.
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The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.
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Kortman, Wendy, University of Western Sydney, College of Arts, and School of Education. "Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education." 2008. http://handle.uws.edu.au:8081/1959.7/37127.
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While recognising the complexity of inclusive educational policy for teachers, this thesis argues that a constructive approach for future action may be accomplished by drawing on teachers’ own accounts of significant characteristics contributing to effective inclusion. Accordingly, it is proposed that an understanding of the realities constructed by teachers involved in inclusive practice provides imperatives for future action. In particular, this study explores the finer structures of changed pedagogy, professional development of teachers and the vision of quality education for all that underpin the fabric of inclusive schooling. Furthermore, the study suggests that the focus on teachers’ own accounts or voice provides a major resource with which to theorise and analyse the actuality of inclusive practice and to help overcome barriers to success. In examining the work realities of teachers involved in inclusive education this thesis reports on the results of an empirically grounded and theoretically informed enquiry of the major educational reform of including students with disabilities into regular classroom settings. The case study site for this investigation included two schools, within the State of Victoria, Australia. Primary evidence generated through this study suggests that teachers’ work is a vital contributing factor to successful inclusion, despite the overpowering emphasis on additional funding within the political construction of policy implementation. However, teachers’ existing professional expertise and their professional development needs have not been a key focus of policies directed at sustaining the changed political culture required by inclusion. Drawing on relevant research literature and research evidence, this study argues against the political reductionism of both liberal pluralism and systems theory approaches that have dominated State policy action in inclusive education. In contrast the evidence presented in this thesis suggests the need to reconsider and revalue the knowledge and expertise generated by the education policy actors in this field, namely classroom teachers and school administrators involved in institutional planning and practice. It is these knowledgeable education workers who really influence policy implementation. The significance of this research is that the ‘insiders’ are presented as potentially important drivers shaping the mechanisms for educational reform. For this reason the framework of this study centres on the communicative infrastructures within existing institutions (schools) and the policy actors (teachers) who come together to formulate issues and professional directions. Therefore, the review of the research literature sets out to identify key theories and evidence pertaining to the teachers’ knowledge and learning communities. Literature on the importance of individual and collective agency is reviewed and situated in terms of the debates over the communicative action and life worlds of teachers at the sites of inclusive education reform. In turn, this provides a pathway for establishing the secondary evidence concerning what is currently known about the life worlds of teachers where change engages with struggles over ideological totality, elitist political agendas and the actualities of educational reform. Transcending critical and interpretive paradigms of educational research, capturing teachers���� voice on the complexities of inclusive education, the study moves beyond critical analysis of the way policies construct, or fail to construct, institutions and individuals within them. Inclusion is viewed through the life worlds of teachers involved in integration and inclusive programs, and situated within the context of their communicative actions. Data was generated through unstructured interviews where there was an emphasis on informal contexts and open communication that was free from system distortion. Communicative interaction was then expanded through a second semi-structured interview for the purpose of validation of the data and for testing the researcher’s construction of received messages. In addition feedback regarding emergent themes and representative quotes was also requested from participants. In this study the situated meaning of teachers’ work as an expression of policy-in practice was explored in relation to the textual framing created by State policy, institutions (schools) and teachers’ own skills and knowledge. The major perceptual elements for this research focus on the interrelation between these policy contexts, the paradigm that frames teacher’s professional knowledge and the pathways and processes for teaching and learning to occur.Doctor of Philosophy (PhD)
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Chenoby, Helen. "The role of ICT in student engagement in learning mathematics in a preparatory university program." Thesis, 2014. https://vuir.vu.edu.au/25852/.
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The steady decline of students’ competency in mathematics has become known as the “Mathematics Problem”. Researchers identified that the level of student engagement is one of the most important factors affecting the academic performance of mathematics students. Strong link between students’ attitudes towards the use of technology for learning mathematics and their achievements also has been identified by recent studies. The mathematical problems have a multidimensional source and are initiated from the students’ personal characteristics and attitudes. Thus attitude is important educational concept about learning mathematics with technology. The association between student engagement and the use of ICT suggests that a positive attitude toward the use of ICT in learning mathematics is an important outcome in itself, especially when ICT is used. Student engagement can be influenced by a plethora of factors. These factors include student personal characteristics, learning experiences, perceptions, three aspects of engagement (cognitive, affective and behavioural) and attitudes towards the use of technology in learning of mathematics. This study is aimed at further investigating the factors that might be affected by the use of ICT with two major purposes: (1) to investigate the complex interrelationships between students’ demographic factors, mathematics confidence, access to technology outside university, confidence with technology, perception towards the use of technology for learning and attitude towards learning mathematics with technology, cognitive, affective and behavioural engagement; and student achievement and (2) to determine if the use of ICT impacts on the level of student engagement and achievements in mathematics.
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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 /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006/index.html.
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Thesis (EdD) -- Australian Catholic University, 2005.Submitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.
Books on the topic "Student teachers Victoria"
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Small victories: The real world of a teacher, her students, and their high school. New York: HarperPerennial, 1991.
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Small victories: The real world of a teacher, her students, and their high school. New York: Harper & Row, 1990.
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Initial encounters in the secondary school: Sussing, typing, and coping. London: Falmer Press, 1985.
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Baybakova, Larisa. In search of a modern concept of US foreign policy of the late XIX-early XX century. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1071748.
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The monograph of the Russian American historian is devoted to a number of conceptual problems of US foreign policy in the period of early globalization (late XIX-early XX century). The significance of the socio-economic factor is reinterpreted from the standpoint of modern theory and methodology; the role of the ideology used by the political elite to justify American expansion is traced. New interpretations of the causes and consequences of the Spanish-American war of 1898 are given: for the first time, the place of the "yellow" press in inciting anti-Spanish sentiment among ordinary Americans is shown in detail as one of the first manifestations of successful manipulation of public opinion; the level of combat capability of the American army, which achieved victory over a weaker enemy, but was unprepared to conduct an armed struggle for achieving geopolitical interests with leading European powers, is critically assessed. The archival material, first introduced into scientific circulation, traces the mediation activities of President Roosevelt As the first successful experience in the peaceful settlement of regional conflicts, and also shows the search by top officials for a new world order under the auspices of the United States, with an emphasis on the use of the principles of international arbitration. It is addressed to researchers, teachers, and students interested in the history of the United States.
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Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. Harper Perennial, 1991.
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Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students, and Their High School. Harper Perennial, 1991.
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Freedman, Samuel G. Small Victories: The Real World of a Teacher, Her Students and Their High School. Tandem Library, 1999.
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Carmen, Lambert, and Social Science Federation of Canada., eds. Toward a new equality--the status of women in Canadian universities: Victoria, 1990. Ottawa: Social Science Federation of Canada = Fédération canadienne des sciences sociales, 1991.
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Books, Stylish Antique Looking. Composition Notebook: Vintage Victoria Regia Flower Illustration, Water Lily. Wide Ruled. Workbook for Students, Teachers, and Writers. Blank Lined Journal for Botanical Lovers. Independently Published, 2021.
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Chrisman, Sarah A. True Ladies and Proper Gentlemen: Victorian Etiquette for Modern-Day Mothers and Fathers, Husbands and Wives, Boys and Girls, Teachers and Students, and More. Skyhorse Publishing Company, Incorporated, 2015.
Find full textBook chapters on the topic "Student teachers Victoria"
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Rodriguez de France, Maria del Carmen. "Drawing Possibility." In Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education, 301–15. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8725-6.ch015.
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This chapter describes the collaboration between the Department of Indigenous Education in the Faculty of Education at the University of Victoria in British Columbia, Canada and the extension program at the Art Gallery of Greater Victoria, illustrating the process of engaging pre-service teachers working in collaboration with Indigenous artists, staff from the Art Gallery, and learners in the schools where art-based workshops were facilitated. Further, it will describe how by being involved on this project, the student teachers were able to reflect on themselves as educators, and on the challenges and triumphs that entails doing decolonizing work and becoming allies, advocates or “Indigenists.”
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Cyber Behavior, 1109–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5942-1.ch057.
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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning' (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.
Full textAbstract:
This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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Gillespie, Deanna M. "Freedom Days." In The Citizenship Education Program and Black Women's Political Culture, 118–40. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066943.003.0007.
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This chapter traces the Citizenship Education Program (CEP)’s evolution in the Mississippi Delta and follows program expansion into Hattiesburg where Victoria Jackson Gray supervised a network of local classes. From opposite ends of the state, local teachers used CEP classes as mobilizing centers for the 1963 Freedom Vote. The 1963 campaign set the stage for 1964’s Freedom Summer. Freedom Summer swept across the Delta like a wave and diverted CEP teachers into a variety of new activities. CEP teachers and students threw support behind the Mississippi Freedom Democratic Party with some students and teachers serving as delegates to the 1964 Democratic Convention in Atlantic City. At the end of the summer, Annell Ponder returned to Atlanta and Gray assumed statewide supervisory responsibilities.
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Graham, Patricia Albjerg. "Assimilation: 1900–1920." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0006.
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Alively, Towheaded, Eight-Year-Old Boy shivered with dread and excitement on a cool morning in September 1900 in Ottertail County, Minnesota, as he headed for his first day of school. His older brother, Mads, and his older sister, Esther, had already attempted this venture, and neither had liked it at all. For many, not only the first day of school but latter days as well were a harrowing experience. Subsequently his six younger brothers and sisters would make the same journey, and most of them would not like it either. His father offered one piece of advice in Danish, the only language spoken in the family, “When the teacher looks at you, stand up and say, ‘My name is Victor Lincoln Albjerg.’” That was his preparation for schooling in America. His parents’ concession to his need for Americanization was his middle name; they offered few others. Victor Lincoln Albjerg was my father. Little Victor followed his father’s advice precisely, and when the teacher turned to him, he rose and replied as his father had instructed. Derisive laughter from his fellow students and a frown from the teacher greeted him. Confused and embarrassed, he sat immediately, and understood why Mads and Esther had sought to avoid school. Obviously the teacher had asked him something other than his name, but, since she spoke English and he spoke only Danish, he had no idea what she had said. The teacher, on the other hand, recognized that her preeminent task was to teach her pupils English, and to do so she forbade them from speaking their family language to each other in the school or schoolyard. The sharp rap of the birch rod met such infractions. Despite his inauspicious beginning, Victor prospered in the school, more than his father wished. Victor’s father believed in schooling only within “thrifty limits,” by which he meant a modicum of English and arithmetic and perhaps a bit else but not enough to give students an appetite for further book learning that might take them away from their local environment. As his father feared, Victor, unlike his brothers, did not want to return to the family farm. As he expressed it, “I wanted to be somebody—a rural schoolteacher.”
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Cavitt, Dennis, and Danielle Kovach. "Challenges and Victories of Virtual Environments With Students With Disabilities." In Multidisciplinary Perspectives on Diversity and Equity in a Virtual World, 233–56. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8028-8.ch013.
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The COVID-19 pandemic that began in 2020 altered the educational environment for everyone. Moving from an in-person environment to a virtual one can be highly problematic for individuals (specifically, students with disabilities) whose teachers most often use direct instruction strategies that require face-to-face interaction. This chapter will help the reader understand the variations of the characteristics of the different disability categories served under the Individuals with Disabilities Education Act (IDEA). This chapter will provide the readers with instructional strategies that effectively mitigate difficulties with instruction in a virtual environment. Additionally, this chapter will examine the challenges observed in students with disabilities that make accessing the virtual educational setting problematic. These areas include race, culture, disability, and low socioeconomic factors. Finally, this chapter will provide the reader with tips from teachers and students as they have struggled to navigate this new educational environment.
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Hentschel, Linn. "Att bli en sjungande tonårspojke: En livshistoria om att sjunga tillsammans med andra i skolan." In Samsang gjennom livsløpet, 173–97. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.162.ch6.
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This chapter aims to present knowledge about teenage boys’ experiences of singing together in school. The study that the chapter is based on uses a phenomenological, gender theoretical and music didactic perspective. Earlier research shows that singing is practiced, and anticipated to be practiced more often by girls than boys in Western societies and schools. An analysis of interviews with the student Andreas and his music teacher Victor is presented, as they explore co-singing in a music profiled class in elementary school. The interviews were performed in 2013 and 2020, and analysed and presented as a «life story». It entails Andreas’ journey from being a teenage boy who refuses to sing in school to becoming a teenage boy who sings, and the role that Victor, as a music teacher, plays in Andreas’ journey. The chapter shows several gendered and pedagogical aspects in Andreas’ situation that influence him to at first mime and later on sing during choir lessons – especially the perception of singing as feminine coded and singing knowledge in choir.
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Willetts, David. "Robbins and After." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0007.
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The early 1960s saw the biggest transformation of English higher education of the past hundred years. It is only matched by the break-up of the Oxbridge monopoly and the early Victorian reforms. It will be forever associated with the name of Lionel Robbins, whose great report came out in November 1963: he is for universities what Beveridge is for social security. His report exuded such authority and was associated with such a surge in the number of universities and of students that Robbins has given his name to key decisions which had already been taken even before he put pen to paper. In the 1950s Britain’s twenty-five universities received their funding from fees, endowments (invested in Government bonds which had largely lost their value because of inflation since the First World War), and ‘deficit funding’ from the University Grants Committee, which was a polite name for subsidies covering their losses. The UGC had been established in 1919 and was the responsibility not of the Education Department but the Treasury, which was proud to fund these great national institutions directly. Like museums and art galleries, higher education was rarefied cultural preservation for a small elite. Public spending on higher education was less than the subsidy for the price of eggs. By 1962 there were 118,000 full-time university students together with 55,000 in teacher training and 43,000 in further education colleges. This total of 216,000 full-time higher education students broadly matches the number of academics now. Young men did not go off to university—they were conscripted into the army. The annual university intake of around 50,000 young people a year was substantially less than the 150,000 a year doing National Service. The last conscript left the army in the year Robbins was published. Reversing the balance between those two very different routes to adulthood was to change Britain. It is one of the many profound differences between the baby boomers and the generation that came before them. Just over half of students were ‘county scholars’ receiving scholarships for fees and living costs from their own local authority on terms decided by each council.
Conference papers on the topic "Student teachers Victoria"
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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." 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_11.
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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Miliszewska, Iwona, John Horwood, and Albert McGill. "Transnational Education through Engagement: Students' Perspective." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2609.
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A Computer Science degree is offered by Victoria University both locally in Australia and transnationally in Hong Kong. The degree includes a compulsory final year project subject. The project, a team effort, involves the design and implementation of a real- life computer application for an external client. The project model in Hong Kong was modified to accommodate a variety of time, distance, and cultural constraints, but its core components of group context, project-based problems, and outside focus remained unchanged. Australian teachers responsible for the program consider these three project components essential to transforming computing students into competent graduates. Do Hong Kong students support this view? This paper reports on a study of the students’ perceptions of the project experience and the relative importance of its three components. The paper concludes by considering the implications of the study on the project model.
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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.
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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.