Relevant bibliographies by topics / Students Rating of Australia

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  3. Books
  4. Book chapters
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Academic literature on the topic 'Students Rating of Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Students Rating of Australia"

1

Finucane, Melissa L., and Murray T. Maybery. "Risk Perceptions in Australia." Psychological Reports 79, no. 3_suppl (December 1996): 1331–38. http://dx.doi.org/10.2466/pr0.1996.79.3f.1331.

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Research on perceptions of risk in Australia began only recently. Typically, data from other countries were used to determine what hazards might be considered most and least risky by the Australian public. Relying on overseas data is problematic, however, because cultural contexts may influence risk perceptions. To address the paucity of data on risk perceptions in Australia, we obtained relative risk ratings for 30 hazardous technologies and activities from 40 Australian undergraduate students. The results suggested that, while there are some similarities with other countries, there are also some unique features in Australian risk perceptions. Researchers should investigate the reasons underlying similarities and differences in risk perceptions across cultures.
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Mills, Shaylee, Lynne Emmerton, and Tin F. Sim. "Immunization training for pharmacy students: a student-centered evaluation." Pharmacy Practice 19, no. 3 (August 29, 2021): 2427. http://dx.doi.org/10.18549/pharmpract.2021.3.2427.

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Background: Persistent and emerging public health challenges mean Pharmacy students require training in immunization services. Curtin University, Australia, integrated blended-delivery immunization training into the final-year Bachelor of Pharmacy (Hons) and graduate-entry Master of Pharmacy curricula in 2019 and 2020, utilizing materials licenced from the Pharmaceutical Society of Australia. Objective: This study evaluated changes in students’ attitude, confidence, self-perceived knowledge and self-perceived skills pre- and post-training delivered in 2020. Methods: Pre- and post-training questionnaires featured 42 opinion statements grouped under headings ‘Attitudes’, ‘Confidence’, ‘Self-Perceived Knowledge’ and ‘Self-Perceived Skills’, and answered using five-point Likert scales (1 = strongly disagree to 5 = strongly agree). Completed pre- and post-training questionnaires were matched using respondent-generated codes. Data were subjected to descriptive and multivariate regression analysis to test pre-post changes and associations and changes in mean scores. Results: 128 (95.5%) and 132 (98.5%) students completed the pre- and post-training questionnaires, respectively. Immunization training resulted in significant (p<0.05) improvement in students’ mean Confidence score (3.33 vs 3.96), Self-Perceived Knowledge score (3.08 vs 4.47) and Self-Perceived Skills score (2.81 vs 4.55). Improvement in students’ mean Attitude score was also statistically significant (4.45 vs 4.61), yet more positively skewed pre-training. No significant pre-post differences were found between the Bachelor and Master students. Post-training, all respondents agreed that the training program increased their attitude, confidence, perceived knowledge and perceived skills, rating the training experience as either Excellent (91.6%) or Good (8.4%). Conclusions: Immunization training integrated into final-year BPharm (Hons) and MPharm curricula improved Attitudes, Confidence, Self-Perceived Knowledge and Self-Perceived Skills, all key to further role development in public health. This method is recommended to other Pharmacy schools to determine the impact and acceptability of immunization training programs amongst students.
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3

Williams, Janet. "Preferences of High Ability (Gifted) Students in Special and Mainstreamed Classes for Particular Teacher Characteristics." Australian Educational and Developmental Psychologist 5, no. 1 (May 1988): 32–36. http://dx.doi.org/10.1017/s0816512200025803.

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ABSTRACTDespite the critical importance of the teacher in any learning environment, there has been relatively little research into the characteristics of effective teachers of high ability (gifted) students. The majority of studies report the view of ‘experts’ rather than judgements made by the students themselves.In this study, a modified version of the Student Perception of Teachers (SPOT) rating scale was used to measure the relative importance to gifted students of personal-social, cognitive and classroom management characteristics of teachers.The sample consisted of two groups of high ability students in years 8,9 and 10 at government senior high schools in Western Australia. One group had been selected to participate in an academic extension programme and therefore the students were in special classes; the other consisted of students of similar ability, but attending the regular school programme.Similarities and differences in the preferences of the mainstreamed and special groups are outlined, and findings compared with the results of two similar studies carried out in lsrael and the USA, but using only students in special programmes.lmplications for the selection and training of teachers of high ability students are discussed.
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4

Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.
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FitzGerald, Gerard J., Peter Aitken, Paul Arbon, Frank Archer, David Cooper, Peter Leggat, Colin Myers, Andrew Robertson, Michael Tarrant, and Elinor R. Davis. "A National Framework for Disaster Health Education in Australia." Prehospital and Disaster Medicine 25, no. 1 (February 2010): 4–11. http://dx.doi.org/10.1017/s1049023x00007585.

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AbstractIntroduction:Recent events have heightened awareness of disaster health issues and the need to prepare the health workforce to plan for and respond to major incidents. This has been reinforced at an international level by the World Association for Disaster and Emergency Medicine, which has proposed an international educational framework.Objective:The aim of this paper is to outline the development of a national educational framework for disaster health in Australia.Methods:The framework was developed on the basis of the literature and the previous experience of members of a National Collaborative for Disaster Health Education and Research. The Collaborative was brought together in a series of workshops and teleconferences, utilizing a modified Delphi technique to finalize the content at each level of the framework and to assign a value to the inclusion of that content at the various levels.Framework:The framework identifies seven educational levels along with educational outcomes for each level. The framework also identifies the recommended contents at each level and assigns a rating of depth for each component. The framework is not intended as a detailed curriculum, but rather as a guide for educationalists to develop specific programs at each level.Conclusions:This educational framework will provide an infrastructure around which future educational programs in Disaster Health in Australia may be designed and delivered. It will permit improved articulation for students between the various levels and greater consistency between programs so that operational responders may have a consistent language and operational approach to the management of major events.
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Tanzer, Norbert K. "Cross-Cultural Bias in Likert-Type Inventories: Perfect Matching Factor Structures and Still Biased?" European Journal of Psychological Assessment 11, no. 3 (September 1995): 194–201. http://dx.doi.org/10.1027/1015-5759.11.3.194.

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The academic self-concept, measured by the Reading self-concept scale and the Math self-concept scale of the “Self-Description-Questionnaire I” (SDQ-I; Marsh, 1988 ), of Singaporean Chinese sixth-graders (600 boys and 600 girls) was compared to those of a sample of 1200 Australian students of the same age and gender composition drawn from the SDQ-I calibration sample. As the Singaporeans were fluent in English, the original English scale was used so as to avoid possible translation bias. Each scale consists of four interest items, two competence items, and two task-easiness items. Subjects answered all items on a five-point rating scale ranging from “false” to “true.” Although the factor structure of the Singaporean Chinese resembled closely those of their Australian counterparts, substantial cross-cultural bias emerged between interest items and competence/easiness items when treated as a single scale. This is because Singaporean students as compared to the Australians were more reluctant to agree to items with self-praise connotation. In addition, cross-cultural differences were found in the psychological meaning of the rating categories.
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Bayes, Danielle M., and Ben Bullock. "Sleep Problems in School Aged Children: A Common Process across Internalising and Externalising Behaviours?" Clocks & Sleep 2, no. 1 (December 20, 2019): 7–18. http://dx.doi.org/10.3390/clockssleep2010002.

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Sleep problems are common in childhood and impact cognitive, psychological and physical wellbeing. The current study investigated the association between sleep problems and internalising and externalising behaviour in 114 school-aged children (5–12 years) from four primary schools in Melbourne, Australia. Data were collected using the Sleep Disorder Inventory for Students to measure sleep and the Conners Behavior Rating Scale to assess behaviour, both by parent report. Hierarchical regression analysis, controlling for socioeconomic status and age, identified moderate associations between sleep problems and emotional distress, aggressive behaviour and hyperactivity/impulsivity. Findings suggest screening for sleep problems in children presenting clinically with behavioural issues is a potentially important clinical practice. Additionally, results support the elaboration of transdiagnostic theory, whereby sleep problems are a common process in both internalising and externalising behaviour in children.
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Ganchar, Alexey, Oleg Chernyavsky, Serhii Medynskyi, and Ivan Ganchar. "ESTIMATION OF SKILLS FORMATION OF SWIMMING AMONG THE STRONGEST SWIMMERS-STUDENTS AT THE XXX WORLD UNIVERSIADE IN NAPLES-2019." Science and Education 2019, no. 4 (April 2019): 40–46. http://dx.doi.org/10.24195/2414-4665-2019-4-5.

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In this article the dynamics of the rating of command performances of strongest swimmers-students according to the results of receiving prize-winning among men and women, participants-winners of the final Universiade in Naples-2019. Swimmers-winners, who won gold medals for men (900 points) and women (881) in “points” equivalent almost indistinguishable (19 points). We determine the ranking of team performance of different countries in the representatives of different sex in the distances of sports swimming according to the results of winning the medals at the start of XXX World Universiade in Naples-2019. The authors' collective was studied: a) revealing the ranking in the performance of team performance of male and female swimmers at the start of the World Universiade-2019; b) introduction of the results of the study into the practice of physical education and sports in order to identify an objective rating of the success of the team performance of swimmers-students. In addition, professional interest is in studying the evaluation of swimmers' results, having won awards with gold, silver and bronze medals. The results of our study identified the unconditional leaders (top ten) of student swimming at the XXX World Universiade in Naples2019: USA-40 medals (17 men + 23 women), Japan-20 (9 men + 11 women), Russia-18 (15 men + 3 women), Italy-11 (5 men + 6 women), South Africa-6 (2 men + 4 women), United Kingdom-6 (2 men + 4 women), Australia-5 (2 men + 3 women), Brazil4 (3 men + 1 woman), Germany-3 (3 women), Sweden- 1 (men) medal. This trend is also seen among the award-winning silver medals (886 respectively, and 863 points, the difference-23 points) and received bronze medals (respectively 874 and 852 points, the difference-22 points). Thus, in the general summary table of the rating of teams-participants in Naples-2019, it should be included, not only the existing state of qualitative indexes of medals (gold, silver, bronze), but first of all quantitative indicators. Since the generalized gender differences (887 + 865 = 1752 – Average 876 points), allows to assess the advantages of achievement in points.
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Shah, Mahsood, Anja Pabel, and Ann Martin-Sardesai. "Assessing Google reviews to monitor student experience." International Journal of Educational Management 34, no. 3 (November 22, 2019): 610–25. http://dx.doi.org/10.1108/ijem-06-2019-0200.

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Purpose The emergence of social media has provided an alternative mechanism for students to provide and access online reviews about universities. These forms of feedback are often not systematically monitored and interpreted by universities. The purpose of this paper is to analyse quantitative ratings and qualitative comments provided by students via Google reviews of 40 Australian universities. The qualitative comments were analysed via thematic coding which identified four key themes including quality of teaching, course design, learning environment and administrative support. The data were also subjected to automated content analysis using the text analytics software Leximancer to enhance the objectivity and reliability of findings. Design/methodology/approach The study involved the extraction of quantitative ratings as well as qualitative comments from Google reviews of 40 Australian universities. Each university was searched on Google and their rating and comments were collected as of August 2019. The qualitative data were included in an Excel spreadsheet along with the name of the universities, and their quantitative ratings. Using thematic coding techniques, the qualitative data were manually coded into four themes: quality of teaching, course design, learning environment and administrative support. Furthermore, the qualitative comments were grouped into two categories: positive comments and negative comments. Findings The paper argues the need for universities to actively monitor these new forms of student feedback which have provided autonomy and freedom for students and other stakeholders to access and provide 24/7 feedback. The study found common themes emerging from the positive and negative student comments related to: quality of teaching, course design, learning environments and administrative support. These aspects contributed to the students’ satisfaction levels when they reflected on their educational experience on Google reviews. The study also found that institutions with high numbers of negative comments tend to have lower ratings compared to those with positive comments. Research limitations/implications The study did not use other learning analytic tools to measure and assess the feedback from students using social media and other forms of feedback. Originality/value Many studies have been undertaken on student experience. Studies have focussed on the experience of home and international students, on-campus and online students, and students from various underrepresented backgrounds. So far no study has been undertaken on the reviews provided by students using Google reviews.
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Brown, Leanne J., Luke Wakely, Alexandra Little, Susan Heaney, Emma Cooper, Katrina Wakely, Jennifer May, and Julie M. Burrows. "Immersive Place-Based Attachments in Rural Australia: An Overview of an Allied Health Program and Its Outcomes." Education Sciences 13, no. 1 (December 20, 2022): 2. http://dx.doi.org/10.3390/educsci13010002.

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This paper describes a rural immersive attachment program for allied health students at an Australian University Department of Rural Health and its workforce outcomes. A mixed methods longitudinal cohort study, with data collected via end-of-placement and post-graduation surveys. Over 13 years, 311 allied health ‘year-long’ immersive rural attachments, as well as short-term placements, were supported. Pre- and post-placement rural practice intention ratings were paired (from 572 end of placement surveys) for 553 (96.7%) students. Students from metropolitan (49.4%, n = 273, p < 0.001), and rural origin (50.6%, n = 280, p < 0.001) showed a significant increase in rural practice intention. At 1 year post-graduation, 40.3% (n = 145) of graduates had worked in a rural or remote location in Australia, 39.9% at 3 years (n = 87) and 36.5% (n = 42) at 5 years. Longer-term rural attachments were found to be associated with rural practice location, independent of rural background. Those who had undertaken a longer rural attachment (≥18-weeks) were twice as likely to be working in a rural or remote area than those <18 weeks at 1 year (OR 2.018 95% CI 1.204–3.382) and 2.7 times as likely at 3 years (OR 2.727, 95% CI (1.325–5.614). Supporting students to undertake rural immersive attachments appears to be associated with greater rural practice intention and later rural practice.
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Dissertations / Theses on the topic "Students Rating of Australia"

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Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.

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This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identified
Doctor of Philosophy (PhD)
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2

Eckermann, Simon Douglas. "The market for overseas students in Australia /." Title page, table of contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09EC/09ece1917.pdf.

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Harris, Barry, of Western Sydney Nepean University, and Faculty of Education. "A study of a process to assist teachers determine their professional development needs." THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.

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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.
Doctor of Philosophy (PhD)
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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
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Li, Pun Wai-yin Helen. "Self-concept and its relationship with intelligence, school achievement, teachers' rating and peers' rating of primary schoolpupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782661.

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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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Higgs, Helen. "Price and volatility relationships in the Australian electricity market." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16404/1/Helen_Higgs_Thesis.pdf.

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This thesis presents a collection of papers that has been published, accepted or submitted for publication. They assess price, volatility and market relationships in the five regional electricity markets in the Australian National Electricity Market (NEM): namely, New South Wales (NSW), Queensland (QLD), South Australia (SA), the Snowy Mountains Hydroelectric Scheme (SNO) and Victoria (VIC). The transmission networks that link regional systems via interconnectors across the eastern states have played an important role in the connection of the regional markets into an efficient national electricity market. During peak periods, the interconnectors become congested and the NEM separates into its regions, promoting price differences across the market and exacerbating reliability problems in regional utilities. This thesis is motivated in part by the fact that assessment of these prices and volatility within and between regional markets allows for better forecasts by electricity producers, transmitters and retailers and the efficient distribution of energy on a national level. The first two papers explore whether the lagged price and volatility information flows of the connected spot electricity markets can be used to forecast the pricing behaviour of individual markets. A multivariate generalised autoregressive conditional heteroskedasticity (MGARCH) model is used to identify the source and magnitude of price and volatility spillovers within (intra-relationship) and across (inter-relationship) the various spot markets. The results show evidence of the fact that prices in one market can be explained by their own price lagged one-period and are independent of lagged spot prices of any other markets when daily data is employed. This implies that the regional spot electricity markets are not fully integrated. However, there is also evidence of a large number of significant ownvolatility and cross-volatility spillovers in all five markets indicating that shocks in some markets will affect price volatility in others. Similar conclusions are obtained when the daily data are disaggregated into peak and off-peak periods, suggesting that the spot electricity markets are still rather isolated. These results inspired the research underlying the third paper of the thesis on modelling the dynamics of spot electricity prices in each regional market. A family of generalised autoregressive conditional heteroskedasticity (GARCH), RiskMetrics, normal Asymmetric Power ARCH (APARCH), Student APARCH and skewed Student APARCH is used to model the time-varying variance in prices with the inclusion of news arrival as proxied by the contemporaneous volume of demand, time-of-day, day-of-week and month-of-year effects as exogenous explanatory variables. The important contribution in this paper lies in the use of two latter methodologies, namely, the Student APARCH and skewed Student APARCH which take account of the skewness and fat tailed characteristics of the electricity spot price series. The results indicate significant innovation spillovers (ARCH effects) and volatility spillovers (GARCH effects) in the conditional standard deviation equation, even with market and calendar effects included. Intraday prices also exhibit significant asymmetric responses of volatility to the flow of information (that is, positive shocks or good news are associated with higher volatility than negative shocks or bad news). The fourth research paper attempts to capture salient feature of price hikes or spikes in wholesale electricity markets. The results show that electricity prices exhibit stronger mean-reversion after a price spike than the mean-reversion in the normal period, suggesting the electricity price quickly returns from some extreme position (such as a price spike) to equilibrium; this is, extreme price spikes are shortlived. Mean-reversion can be measured in a separate regime from the normal regime using Markov probability transition to identify the different regimes. The fifth and final paper investigates whether interstate/regional trade has enhanced the efficiency of each spot electricity market. Multiple variance ratio tests are used to determine if Australian spot electricity markets follow a random walk; that is, if they are informationally efficient. The results indicate that despite the presence of a national market only the Victorian market during the off-peak period is informationally (or market) efficient and follows a random walk. This thesis makes a significant contribution in estimating the volatility and the efficiency of the wholesale electricity prices by employing four advanced time series techniques that have not been previously explored in the Australian context. An understanding of the modelling and forecastability of electricity spot price volatility across and within the Australian spot markets is vital for generators, distributors and market regulators. Such an understanding influences the pricing of derivative contracts traded on the electricity markets and enables market participants to better manage their financial risks.
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Higgs, Helen. "Price and volatility relationships in the Australian electricity market." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16404/.

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This thesis presents a collection of papers that has been published, accepted or submitted for publication. They assess price, volatility and market relationships in the five regional electricity markets in the Australian National Electricity Market (NEM): namely, New South Wales (NSW), Queensland (QLD), South Australia (SA), the Snowy Mountains Hydroelectric Scheme (SNO) and Victoria (VIC). The transmission networks that link regional systems via interconnectors across the eastern states have played an important role in the connection of the regional markets into an efficient national electricity market. During peak periods, the interconnectors become congested and the NEM separates into its regions, promoting price differences across the market and exacerbating reliability problems in regional utilities. This thesis is motivated in part by the fact that assessment of these prices and volatility within and between regional markets allows for better forecasts by electricity producers, transmitters and retailers and the efficient distribution of energy on a national level. The first two papers explore whether the lagged price and volatility information flows of the connected spot electricity markets can be used to forecast the pricing behaviour of individual markets. A multivariate generalised autoregressive conditional heteroskedasticity (MGARCH) model is used to identify the source and magnitude of price and volatility spillovers within (intra-relationship) and across (inter-relationship) the various spot markets. The results show evidence of the fact that prices in one market can be explained by their own price lagged one-period and are independent of lagged spot prices of any other markets when daily data is employed. This implies that the regional spot electricity markets are not fully integrated. However, there is also evidence of a large number of significant ownvolatility and cross-volatility spillovers in all five markets indicating that shocks in some markets will affect price volatility in others. Similar conclusions are obtained when the daily data are disaggregated into peak and off-peak periods, suggesting that the spot electricity markets are still rather isolated. These results inspired the research underlying the third paper of the thesis on modelling the dynamics of spot electricity prices in each regional market. A family of generalised autoregressive conditional heteroskedasticity (GARCH), RiskMetrics, normal Asymmetric Power ARCH (APARCH), Student APARCH and skewed Student APARCH is used to model the time-varying variance in prices with the inclusion of news arrival as proxied by the contemporaneous volume of demand, time-of-day, day-of-week and month-of-year effects as exogenous explanatory variables. The important contribution in this paper lies in the use of two latter methodologies, namely, the Student APARCH and skewed Student APARCH which take account of the skewness and fat tailed characteristics of the electricity spot price series. The results indicate significant innovation spillovers (ARCH effects) and volatility spillovers (GARCH effects) in the conditional standard deviation equation, even with market and calendar effects included. Intraday prices also exhibit significant asymmetric responses of volatility to the flow of information (that is, positive shocks or good news are associated with higher volatility than negative shocks or bad news). The fourth research paper attempts to capture salient feature of price hikes or spikes in wholesale electricity markets. The results show that electricity prices exhibit stronger mean-reversion after a price spike than the mean-reversion in the normal period, suggesting the electricity price quickly returns from some extreme position (such as a price spike) to equilibrium; this is, extreme price spikes are shortlived. Mean-reversion can be measured in a separate regime from the normal regime using Markov probability transition to identify the different regimes. The fifth and final paper investigates whether interstate/regional trade has enhanced the efficiency of each spot electricity market. Multiple variance ratio tests are used to determine if Australian spot electricity markets follow a random walk; that is, if they are informationally efficient. The results indicate that despite the presence of a national market only the Victorian market during the off-peak period is informationally (or market) efficient and follows a random walk. This thesis makes a significant contribution in estimating the volatility and the efficiency of the wholesale electricity prices by employing four advanced time series techniques that have not been previously explored in the Australian context. An understanding of the modelling and forecastability of electricity spot price volatility across and within the Australian spot markets is vital for generators, distributors and market regulators. Such an understanding influences the pricing of derivative contracts traded on the electricity markets and enables market participants to better manage their financial risks.
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Sidhu, Ravinder Kaur. "A study in self-directed learning in Indonesian postgraduate students." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36553/1/36553_Sidhu_1997.pdf.

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In recent times, Australian universities have become increasingly reliant on revenue raised by exporting education to overseas students, particularly students from the Asia Pacific region. The need to increase understanding among academic and administrative staff about the learning needs of students from culturally diverse backgrounds remains an urgent priority. Although sponsored students have been attending Australian universities since the inception of the Colombo Plan in the 1950s, there has been a paucity of studies of the experiences of sponsored postgraduate research students in Australian higher education. This study . focused on the experiences of Indonesian postgraduate research students in a bid to explore the relationship between their collectivistic cultural background and their self-directedness in learning. In particular, the study sought to explore if a clash of values was taking place between students' collectivistic culture and the values of self-directed learning which emphasises independence and creativity. Semi-structured interviews were conducted with ten postgraduate research students who were first asked to describe their experiences of supervision. This was followed by a number of structured questions that explored their experiences as collectivistic culture students living and studying in a society where individualism was the dominant social force. The investigations found that while there were self-directed learning values that were strongly individualistic, there were others that were congruent with the values of collectivism. The students who perceived themselves to be self-directed learners all reported having highly positive relationships with their supervisors. These students also appeared to be more open to Western ideas such as egalitarianism and democracy than those who had poor relationships with their supervisors. The students who identified themselves to be self-directed learners, described experiencing supervision that was strongly andragogical within a collectivistic context. On the whole, the students in this study did not confirm to the widely held stereotype of the student from Asia who is considered to be excessively passive and lacking in critical thinking ability. It was noted that existing paradigms of supervision which tend to extend freedom and promote autonomy, do so without sufficient regard to whether or not students have the requisite knowledge, confidence and experience to effectively use this autonomy. An alternative framework of supervision was suggested which sought to exploit the common ground between the values of collectivism and self-directed learning. It is anticipated that such a framework will have increased potential to facilitate learner self direction among students from a collectivistic culture background. The study concluded by providing recommendations for further research in the area of self-directed learning by overseas students.
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Books on the topic "Students Rating of Australia"

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Rowntree, Derek. Assessing students: How shall we know them? London: K. Page, 1987.

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Andressen, Curtis A. Educational refugees: Malaysian students in Australia. Clayton, Vic: Centre of Southeast Asian Studies, Monash University, 1993.

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Throsby, C. D. Postgraduate education of overseas students in Australia. Canberra, Australia: National Centre for Development Studies, Research School of Pacific and Asian Studies, ANU, 1995.

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Rueda, Robert. Rating instructional conversations: A guide. [Santa Cruz, Calif.]: National Center for Research on Cultural Diversity and Second Language Learning, 1992.

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Cardinet, Jean. L'appréciation du travail de l'élève dans une approche communicative. Neuchâtel: IRDP, 1986.

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Green, Muriel. Action planning and recording achievement. London: Further Education Development Agency, 1995.

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Cardinet, Jean. L'évaluation en classe: Mesure ou dialogue? Neuchâtel: IRDP, 1986.

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Northern Ireland Schools Examinations and Assessment Council. Pupil assessment in Northern Ireland: Proposals for assessment arrangements at Key Stages 1,2 and 3 : consultation document. Belfast: NISEAC, 1990.

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Cardinet, Jean. Évaluation des élèves et pédagogie active. Neuchâtel: IRDP, 1987.

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Webster, Alec. Profiles of development: Recording children's progress within the National Curriculum. Bristol: Avec Designs, 1990.

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Book chapters on the topic "Students Rating of Australia"

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Maxwell, Tudor, and Stefano Bianchini. "University Governance Case." In Management for Professionals, 5–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48606-8_2.

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AbstractThis case addresses the challenge of leadership succession in a highly respected master’s program at a university in Australia. The director, who was also the program’s lead professor, was due to retire, and the distinctive nature of the program made it particularly difficult to find a suitable replacement. To complicate the challenge, the university’s central administration was not supportive of that master’s degree, whereas it achieved the highest satisfaction ratings in the university from students and enjoyed good support from industry; the director’s insistence on quality of educational experience resulted in tight control of student admission, fewer students, and lower revenue than competing programs.A highly engaged group of students and alumni took on this challenge, working with the outgoing director to sustain impressive results over a 5-year period.
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Radloff, Alexandra, and Hamish Coates. "Engaging University Students in Australia." In Engaging University Students, 53–64. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_4.

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Reid, Carol, and Katherine Watson. "Introduction: Compelling Educational Success for Disadvantaged Students?" In Compulsory Schooling in Australia, 1–7. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137518132_1.

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Qu, Mingxin. "Chinese International Students’ Experience: Integration or Inclusion?" In Transcultural Connections: Australia and China, 127–41. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5028-4_8.

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Lewis, Ben. "Empowering Aboriginal and Torres Strait Islander students in schools." In Flip the System Australia, 133–36. Abingdon, Oxon; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9780429429620-19.

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Song, Xianlin, and Greg McCarthy. "Asian International Students on Australian Campus." In Governing Asian International Mobility in Australia, 97–135. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24170-4_4.

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Kinnaird, Bob. "Australia: Foreign Students Exploited as Temporary Workers." In Understanding Higher Education Internationalization, 235–38. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_51.

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Garvis, Susanne, Sally Windsor, and Donna Pendergast. "Gifted and Talented Aboriginal Students in Australia." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 693–708. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_74.

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Garvis, Susanne, Sally Windsor, and Donna Pendergast. "Gifted and Talented Aboriginal Students in Australia." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_74-1.

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Garvis, Susanne, Sally Windsor, and Donna Pendergast. "Gifted and Talented Aboriginal Students in Australia." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 693–708. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_74.

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Conference papers on the topic "Students Rating of Australia"

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Spoor, D., and J. Roberts. "Development and experimental validation of a weather-based dynamic line rating system." In 2011 IEEE PES Innovative Smart Grid Technologies (ISGT Australia). IEEE, 2011. http://dx.doi.org/10.1109/isgt-asia.2011.6257099.

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Pavlov, Aleksandr Vyacheslavovich. "Bank liquidity estimation by an international rating agency." In X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-91315.

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Lamers, Dixie, and Raina Mason. "Advertising CS/IT degrees to female students in Australia." In the 20th Australasian Computing Education Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3160489.3160497.

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Taylor, Jennyfer Lawrence, Jessica Tsimeris, XuanYing Zhu, Duncan Stevenson, and Tom Gedeon. "Observations from Teaching HCI to Chinese Students in Australia." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2776888.2780366.

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Nordin, Sayed Kushairi Sayed, Khairul Fadzli Samat, Al Amin Mohamed Sultan, Bushra Abdul Halim, Siti Fatimah Ismail, and Nurul Wirdah Mafazi. "Adaptation of abbreviated mathematics anxiety rating scale for engineering students." In INTERNATIONAL CONFERENCE ON MATHEMATICS, ENGINEERING AND INDUSTRIAL APPLICATIONS 2014 (ICoMEIA 2014). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4915702.

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Bielefeldt, Angela R. "Introducing First Year Engineering Students to Infrastructure Sustainability Rating Systems." In International Conference on Sustainable Infrastructure 2014. Reston, VA: American Society of Civil Engineers, 2014. http://dx.doi.org/10.1061/9780784478745.091.

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V, Indumathi, Ana Evangelista, Arti Siddhpura, Yuanyuan Fan, and Milind Siddhpura. "Pandemic exacerbating Work Integrated Learning experience for International Students in Australia." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0060.

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Yang, Zonghan, Con Nikakis, and Lin Tang. "A comparison between Chinese and Australia background students’ performance in NMIT." In 2015-1st International Symposium on Social Science. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/isss-15.2015.57.

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Brown, Richard, Hokyoung Ryu, and David Parsons. "Mobile helper for university students." In the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1228175.1228227.

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Connolly, Michael, Christof Lutteroth, and Beryl Plimmer. "Document resizing for visually impaired students." In the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1952222.1952248.

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Reports on the topic "Students Rating of Australia"

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Krummel, Michael. Perception of stressors by 9th and 12th grade students utilizing the Youth adaptation rating scale. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6225.

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Gaponenko, Artiom, and Andrey Golovin. Electronic magazine with rating system of an estimation of individual and collective work of students. Science and Innovation Center Publishing House, October 2017. http://dx.doi.org/10.12731/er0043.06102017.

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«The electronic magazine with rating system of an estimation of individual and collective work of students» (EM) is developed in document Microsoft Excel with use of macros. EM allows to automate all the calculated operations connected with estimation of amount scored by students in each form of the current control. EM provides automatic calculation of rating of the student with reflection of a maximum quantity of the points received in given educational group. The rating equal to “1” is assigned to the student who has got a maximum quantity of points for the certain date. For the other students the share of their points in this maximum size is indicated. The choice of an estimation is made in an alphabetic format according to requirements of the European translation system of test units for the international recognition of results of educational outcomes (ECTS - European Credit Transfer System), by use of a corresponding scale of an estimation. The list of students is placed on the first page of magazine and automatically displayed on all subsequent pages. For each page of magazine the optimal size of document printing is set with automatic enter of current date and time. Owing to accounting rate of complexity of task EM is the universal technical tool which can be used for any subject matter.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O’Grady. TIMSS 2019 Australia Highlights. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-616-1.

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Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the results for the Australian jurisdictions, and for different demographic groups within Australia.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Douglas, Bettina, and Ann Bonner. Nephrology-specific Clinical Performance Indicators for Nurse Practitioner Education in Australia: A Resource for Students and Clinical Support Team Members. Queensland, Australia: Queensland University of Technology, June 2017. http://dx.doi.org/10.5204/rep.eprints.106890.

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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.
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