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1
Whipp, P. R. "Aquatic programmes and swimming activities in health and physical education : a case for differentiation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/784.
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This research study provides a 'snap-shot' of the current status of teaching aquatic programmes in Western Australian secondary schools. This study also encapsulates the thoughts and feelings of the teachers and the students engaged in these programmes, scrutinises the outcomes of existing programmes and advances practical recommendations to address the problems identified. The study was conducted within a contemporary context where little innovation in aquatic education has accompanied the Australian and state-wide curriculum development based on outcomes-focused education. The research was underpinned by a conceptual framework which conforms to the principles of constructivist learning (Kirk & Macdonald, 1998; Wittrock, 1978; Woods, 1996) and was viewed through Tomlinson's (1999, 2000, 2001) differentiated classroom and Shulman's'(1986, 1987) pedagogical content knowledge, and articulated through Choi's (1992) curriculum dimensions. The study incorporated empirical/analytic and interpretive research paradigms, collecting data from 33 Teachers in Charge of Health and Physical Education Departments (TiC's), 43 teachers of Health and Physical Education (HPE) swimming, and 1532 students Year 8/9 in both Government and Independent schools. In addition, case study observation and interview data (4 HPE classes) were used in the triangulation of common happenings, issues, perceptions and experiences to provide an in-depth analysis of aquatics in HPE. Teacher data were presented for school sector (Government, Independent) and schools with and without a swimming pool; while student responses for differing year levels, gender, school sector, swimming ability, ethnicity and perceived parental swimming ability comparisons- are offered. Observation and interview data were inductively analysed employing a thematic cross case analysis process. The results indicated that there was a lack of HPE swimming and formalised aquatic award programmes offered in Western Australian secondary schools. At the conclusion of the HPE swimming unit, which was defined by 'stroke technique analysis and correction,' more than 40% of students did not meet the requirements that define a competent swimmer (Ministerial Swimming Review Committee - Report, 1995). Girls and students of ethnic origin were under-represented in the higher swimming categories. On an annual learning continuum, Year 8/9 students appeared to 'tread-water.' Staff/student ratios typically exceeding 1:20 impacted negatively on teacher effectiveness and the student outcomes. Additional issues impacting on programmes included: inadequate time and pool space; varied swimming abilities; students feeling cold; student related personal, interest/readiness, maturation, gender and cultural dynamics, and inadequate teaching resources. School HPE programmes that were required to access a public swimming venue for lessons were disadvantaged from a range of perspectives. This study makes recommendations with the ultimate goal to increase the number of secondary schools offering this curriculum and the number of Western Australian children who are aquatically competent. Findings and conclusions highlight the need for new HPE aquatic policy, differentiated teaching and professional development aimed at meeting students’ readiness and interest levels. Recommendations for further research to consider how contemporary HPE aquatics might be presented to accommodate student needs, to identify and map the aquatic competencies of Western Australian school children, and the minimum aquatic proficiency for students exiting the compulsory HPE years, are offered.
2
Jin, Tae-Sang 1974. "The validity of swimming rubrics for children with and without a physical disability /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99726.
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The purpose of this study was to investigate the psychometric properties of swimming rubrics. The 10-level rubrics were designed to assess the front crawl. Participants were children, aged 8 to 13 years, with and without a physical disability (n=19) from a "reverse integration" school in Montreal. Participants swam 20 meters with each deciding if a floatation device was necessary. They evaluated themselves as well as peers using the rubric format. The physical education teacher and two teaching assistants participated as teacher assessors. Teacher, peer, and self assessments produced similar scores. In peer assessment, students with disability produced lower scores than students without disability. Boys did not differ from girls. In self assessment, students with and without a disability showed similar competence in comparison to teachers. Also, boys and girls produced similar competence in comparison to their teacher as well. Finally, video assessment was significantly correlated with assessment done immediately after performance.
3
Johnson, Valerie. "Drama teaching: Understanding what we do." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/732.
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Drama teaching in secondary schools in Western Australia has become an increasingly complex discipline in recent years. This study has considered the work of Drama teachers from the point of view of those practising the discipline, using a phenomenological methodology which allowed the voices of the participants to be heard directly. In the discussion, consideration is given to the way in which these teachers practice the dynamic which is drama, are influenced by the art form of theatre, and deliver the school subject, Drama.
4
Steele, Frances A., of Western Sydney Nepean University, Faculty of Education, and School of Teaching and Educational Studies. "Teaching biotechnology in NSW schools." THESIS_FE_TES_Steele_F.xml, 1999. http://handle.uws.edu.au:8081/1959.7/671.
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Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development.Master of Education (Hons)
5
Gelinas, Joanna E. "The developmental validity of traditional learn-to-swim progressions for children with physical disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37206.pdf.
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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
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Mazibuko, Edmund Z. "The mediation of teaching through central curriculum controls: Four case studies of history teaching in year 12 in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1573.
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The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often implicitly or explicitly controlled. Teachers are required to make choices: either teach towards the examination or teach for deeper understanding and jeopardise the completion of the examinable content. The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such a way that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by (a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b) ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation.
8
Rigby, Elaine Rose. "Modelling results of student evaluations to improve the quality of teaching in accounting departments." Thesis, Canberra, ACT : The Australian National University, 1995. http://hdl.handle.net/1885/133664.
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The Course Evaluation Questionnaire is a student evaluation instrument designed to
measure the teaching performance of academic organisational units. The statistical
qualities of its scales, as well as their sensitivity, reliability and validity have been
confirmed in other studies. This study situates the development of the CEQ within the
context of public sector reform in Australia, which emphasised accountability measured
through performance indicators. It reviews previous research using the CEQ and
attempts to apply the CEQ in a new way, by using responses from students who were
enrolled in a first year accounting subject at three established universities, to construct a
model which quantifies the relationship between students' overall satisfaction score and
certain variables which were tested for their contribution to students' satisfaction. The
variables which were found to make a statistically significant contribution to student
satisfaction were: good teaching; clear goals and standards; appropriate workload;
emphasis on student independence; gender; language background; and university. The
major conclusions reached are 1) that of the five CEQ scales good teaching appears to be
most strongly related to overall satisfaction and that positive effect is the same at all three
universities, 2) that gender affects satisfaction at all three universities and 3) that
language background has an effect at two universities. The implications of these findings
for quality teaching in accounting courses and for accounting education research are
discussed.
9
Seah, Wee Tiong. "The negotiation of perceived value differences by immigrant teachers of mathematics in Australia." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5456.
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Baume, Georges Jean Roger. "Tourism and hospitality management education in Australia : development of a conceptual framework and model for the 21st century." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phb3471.pdf.
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Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.
11
Paris, Lisa. "Visual arts history and visual arts criticism : Applications in middle schooling." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.
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Visual arts history and criticism occupy central positions in visual arts curriculum statements in Western Australia. This status is sustained by the belief that the study of visual arts history and criticism actively contributes to the education of the student as a "whole person". In reality however, rather than attending to the holistic education of students, the application of visual arts history and criticism in Western Australian schools tends to be pragmatic and instrumental - visual arts teachers often use visual art works as "learning aids" because they don't have time, interest or experience in dealing with visual arts works in any other way. While visual arts history and criticism offer the student a valuable life-skill worth acquiring for the contribution they could make to the student's autonomy and personal welfare, this understanding often seems a foreign concept for many classroom teachers. The difference between theorists' and teachers' understandings of the place and purpose of visual arts history and criticism provides an important area of inquiry requiring urgent attention. This research makes a foray into this domain with the purpose of shedding light on the content and methods used by middle school visual arts teachers and their students' perceptions of the content and methods. A qualitative descriptive study was selected for the research taking the form of semi-structured interviews with six teachers. An interview guide was used and transcripts deriving from this methodology were coded by way of reference to the original research questions and classifications which emanated from emergent themes. The teacher interviews were complemented by a questionnaire administered to one class of students from each of the six schools. Participating teachers were selected through a stratified sampling technique. Analysis of data was undertaken from a qualitative stance in the case of interview participants. Narrative-style reporting of interview content was employed to facilitate accurate representation of the teachers' perceptions of visual arts history and criticism at the middle school level. A quantitative analysis of students' questionnaires provided triangulation of methodology, ensuring greater levels of validity than would be afforded by qualitative methods alone. With pressure being applied by the impending implementation of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australian Schools (1998) for the formal inclusion of Arts Responses (aesthetics, art criticism) and Arts in Society (art history), a pressing need exists for clear information about current professional practice. Findings indicated that a misalignment appears to exist between theoretical assumptions embedded in documentation supporting the implementation of the Framework and actual classroom teaching practice. The implications of such misalignment, albeit illustrated on a small scale, are that the initiatives of the Framework may not be sustainable in the longer term, precisely because they are built upon invalid assumptions about what teachers actually do. Whilst the size of the sample and scope of the research limits the generalisability of findings, this first foray may provide impetus for a more comprehensive and evaluative study at a later date.
12
Cox, Philip F. "Student beliefs about learning in religion and science in Catholic schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/799.
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The focus of this study is the impact of student perception of the validity of content on student learning. It is proposed that, if the content of a subject is perceived by students as being different to the content of another subject, a result of this perceived difference is that students will treat their learning in these subjects differently. To test this proposal, student beliefs about items from the content of the religious education course are compared with student responses to items of content of their science course. A sample of 1418, year 11 students from nine co-educational Catholic secondary schools were asked to respond to a series of outcome statements from the year 10 religious education and science courses. The questionnaire asks two questions; one, can• the student recall being taught each item; and two, does the student believe that the item is true. If the students believe that the item is true, they are asked to indicate one of three possible reasons for their belief. One, they believe the item because the teacher had provided them with evidence that convinced them that the item is true; two, they believe the item because they trust the teacher to teach them what is true, or three they believe the item for some other reason such as faith. This study does not deal with the issue of faith formation, catechesis, new evangelisation or evangelisation which are significant raison•d'etre of Catholic schools and are closely linked to the study of religious education in Catholic schools. Student and staff responses to a number of open-ended questions, and extensive discussions with students in a Reference Group, provide additional insights into the student beliefs regarding the nature of knowledge particularly for the content of their religious education and science courses.
13
Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Addison, Patricia A. "Receptivity to a proposed change in accounting education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1196.
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This cross-sectional correlation study is concerned with accounting practitioners' receptivity to a propose change in accounting education; specifically, that the existing three year degree course be extended to four years. This change is proposed by the Accounting Profession in Australia. A model of accounting practitioners' receptivity towards the proposed change, at the adoption stage, was revised and adapted from a general model of teacher receptivity to any system-wide change. The revised model has one dependent variable, receptivity, which is measured in three aspects; overall feelings, attitudes, and general behaviour intentions towards the proposed change in accounting education. It has eight Independent variables, and a number of situation variables. These independent variables are; attitudes towards the structure and content of the proposed change, general beliefs about the change based on the expanding scope of accounting practice, overall feelings about the strengths and weaknesses of accounting graduates, overall feelings about alleviating fears and uncertainties of the proposed change, overall feelings about the practicality of the proposed change in the lecture room and tutorial room in two aspects, general behaviour intentions about expectations and achievements for the proposed change, and general behaviour intentions to support instructors and the accounting profession. The relationships between the dependent variables and the independent variables are examined in the context of a number of situation variables.
15
Smedley, Alison. "Developing the nurse professional and nurse education for the 21st century." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/333.
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The purpose of this portfolio was to establish what educational strategies would enhance the professional education for the nurse of the future. Through an examination of various contemporary educational theorists' work. a conceptual framework was developed using the concepts of Hargreaves (2003) as an overarching model to establish the current positioning of nursing and nursing education in the knowledge society. The preparation ofa nurse who can function effectively and efficiently within a rapidly changing health workplace relies heavily on educational preparation that includes the development of knowledge, skills and attitudes appropriate for the role. This portfolio has examined critical aspects of nursing and nurse education in relation to the development of these necessary areas for future nurse professionals.
16
Hockings, Christine Susan. "Swimming against the tide : an action research case study of one university lecturer's struggle to change his conceptions and practice of teaching (statistics) within a traditional teaching environment." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396534.
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Lines, Robyn Laraine, and robyn lines@rmit edu au. "Discourse and Power: A Study of Change in the Managerialised University in Australia." RMIT University. Management, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060308.102930.
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The literature concerning work identities within universities is limited and focussed upon the ways academic staff construct their identities and the impacts these have upon their approaches to change. Similar studies for the range of differentiated roles that characterise the newly managerialised university are not available. The first stage of the research, therefore, was to develop a categorisation of the ways in which senior managers, line managers, support staff and academic staff construct their identities at work. This categorisation was created by bringing together the experiences of change of fifty three staff from five similar Australian universities, reported in interviews, with a review of the discourses widely available within the university sector (Deetz 1992; du Gay 1996a; Knights & Morgan 1991; Marginson 2000; Readings 1996) to produce thirteen different classifications associated with different roles. These categories described as case study one provide an initial framework for making sense of the different viewpoints expressed by staff in interviews and a language for understanding w hat particular actions might mean to the organisational members making them. As such it provides a starting point or tool for analysis and makes an original contribution to understanding change within universities. The second stage of this research examined the dynamics of a teaching change project and the interactions between differently constructed work identities it entailed. This was undertaken through an ethnographic study of a change project in process. The ethnography was supplemented by interviews with participants at the conclusion of the project. The analysis of the ethnography combined the first theoretical focus on constructed identity with concepts of power and their forms within organisations (Foucault 1998; Clegg 1989a; Callon 1986) to take account of the hierarchical organisation of the university and the differentiated organisational roles of participants in the change project.
18
Ainsworth, Sharon G. "Perspectives on differentiation in practice : an interpretive study from teaching Japanese as a second language in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/288.
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This focus of this interpretive study was aimed at presenting an active conception of differentiated curriculum from within the context of Western Australian (WA) second language teaching practice. Significantly, research into differentiation is a relatively new phenomenon in Australia and in particular, to WA second language teaching. Data was collected from seven Japanese language tcachers and their perspectivcs illustrated the realities of individual teaching in the construction and implementation of diffrerentiated curriculum. These teachers worked within an outcomes-based Curriculum Framework (Curriculum Council. 1998) mandate which defines curriculum for all WA schools and require responsive teaching to cater for the myriad range of learners apparent in classrooms. Differentiation authors suggest how teachers may differentiate classroom elements of ' content', 'process'. 'product' and 'learning environment' and design curriculum in response to student needs and address learner characteristics of 'readiness', 'interest', 'learning profile' and 'affect'. Teachers' interviews in this study highlighted how students enter Year 8 with a range of prior primary school second language learning experience that differs in terms of intensity, duration or type. Students in transition to secondary school may therefore be both beginners and continuers of the Japanese language and be in the same Year 8 class.
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Zhukov, Katie School of Music & Music Education UNSW. "Teaching styles and student behaviour in instrumental music lessons in Australian conservatoriums." Awarded by:University of New South Wales. School of Music and Music Education, 2004. http://handle.unsw.edu.au/1959.4/20698.
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This investigation into instrumental music teaching at the tertiary (conservatorium) level sought to observe and describe typical teacher and student behaviour in this under-researched educational setting. The aim of the study was to examine a wide range of areas associated with instrumental music teaching in order to identify patterns of behaviour exhibited by teachers and students and to define teaching and learning styles present in advanced applied music teaching. After a review of literature on teaching in general and on music teaching in particular, an observational instrument for individual instrumental music lessons was developed and refined in pilot studies. 12 prominent Australian teachers were videotaped teaching 24 students, with the sample being balanced geographically, institutionally, by instrument (three mainstream groups: piano, strings and winds) and by gender (equal numbers of male and female teachers and students). Steps were taken to observe realistic teaching of typical students and to minimise the observer???s intrusion into the lesson dynamics. The videotaped lessons were analysed using an observational instrument and the data was subjected to various statistical analyses. Results are reported according to five main areas (lesson structure, lesson content, teaching methodology, teacher/ student relationship, and teaching and learning styles) and discussed with reference to existing literature. The conclusions of this study enhance current understanding of studio music teaching, by supporting many of the findings of previous research and substantiating their application to advanced instrumental music teaching. This study provides new insights into the underlying structure of instrumental music lessons, the primacy of technique in terms of lesson content, the use of teaching strategies such as demonstration, evaluation and questioning, gender differences between teachers and between students, and the types of teaching and learning styles that are prevalent in conservatorium settings. Findings contribute to and extend existing research into applied music teaching.
20
Clarke, Olivia Dorothy 1948. "Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.
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Hurley, C. E., and n/a. "A study of aspects of educational leadership in a religious teaching order." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060731.162220.
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The quality and nature of leadership among the superiors of
religious teaching orders has not been the subject of much research.
This field study examines the criteria by which the Provincial Superior of the Marist Brothers in the Sydney Province of Australia decides
on the appointment of his principals. In order to establish an evaluation
of these criteria, the concept of leadership in general and educational
leadership are first examined as described in literature. From the
literature a model is chosen against which the leadership of the founder
is examined since the spirit of the founder, in this case, Marcellin Champagnat, still pervades the present day members of the order he
established. The beginnings of the work of the Brothers in Australia
were also important as the pioneers brought with them the spirit of
the founder and were responsible for a quality of leadership in difficult
circumstances, a quality which has become a feature of the work of
the Brothers. It is evident that the present provincial superior
is imbued with the spirit of the founder and that he has succeeded
in interpreting the criteria laid down in foundation in terms which
are relevant to education today. Certain constraints and factors, special
to a religious teaching order bring about features of leadership which
are not found in lay schools.
22
Le, Kim. "Cultural hybridity and visual practice: Towards a transformative-repair multicultural pedagogy for visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/790.
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This research project examines how transitional multiculturalism, cultural hybridity and transformative-repair are practiced by a professional artist-researcher and novice artists. Transitional multiculturalism and cultural hybridity are examined through a series of artworks by a Vietnamese-born artist-researcher. This series of artwork, which reflects 35 years of creating art in both Vietnamese and Australia, demonstrate a personal engagement with issues of cultural diversity, upbringing, and related aesthetic studies. The intention of this exhibition is to chart the characteristics of the artist's expression, which is culturally hybridised. This part of the study aims to identify those artistic conventions associated with specific visual traditions that have been incorporated into the artist-researcher's paintings. The main influences identified originate from both Eastern arts traditions (Viet nam, Japan and China) and Western visual arts traditions. This study also aims to identify how to use artistic conventions associated with the expression of one's culture und ancestry, which may continue to improving one's knowledge in different traditions and history across diverse aesthetic systems of hybridity. Information and understandings gained from the first part of this research will provide insigns, which will have relevance to secondary school visual arts learning areas. The transformative-repair model of multiculturalism is examined through a visual arts project conducted by secondary school students. More specifically this part of the study aims to identify principles, approaches and content for transformative repair, experiences of two students of culturally diverse hack grounds (African and Vietnamese) who are currently engaged in this culturally diverse Australian society.
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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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Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.
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The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.
25
Mildenhall, Paula. "An exploratory case study using an expert learning process designed to promote number sense in a year 6 classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/663.
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Shand, Jennifer. "From essay to resumé : a study of writing genre and discursive positioning in senior school English." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/465.
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In 2004, the Western Australian government signalled its intention to increase the school leaving age from 15 to 17 by 2008 (Carpenter, 2004). During the period from 2004 to 2006, increasing numbers of young Western Australians completed twelve years of secondary school. For English faculties in Western Australian schools, this resulted in a notably diverse cohort of students undertaking compulsory English studies in their final two years of school. The central aim of this thesis was to examine what it means to be a writer in senior school English. In doing so, the thesis investigated the construction of student writing identities in an environment where increasing numbers of students progressed through senior school with the intention of pursuing pathways other than university. In this setting, students were offered a range of English subjects, each of which represented and promoted particular writing identities, and access to specific opportunities for learning about genre. The thesis explored the role of environmental and discursive features in shaping student writing identities through the selection, presentation and construction of genre. In this process, it examined the discursive framing of writers through the key features of writing in curricula, policy, seminal discourses of the English subject area, teacher interpretation of curricula and the texts students construct. A review of the literature, particularly the recent work of Kress (2005, 2006), Bourne (2003) and Kress, Jewitt, Bourne, Hardcastle, Jones, and Reid (2005) suggests that the factors shaping writing identity in the English subject area emanate from both the local contexts of the classroom and broader cultural and institutional contexts. In order to analyse and interpret the influence of broader social and cultural values and practices, a discourse analysis (Bernstein, 1990, 1996, 2000) has been applied to policy, curriculum and classroom practice. To do this specifically, Bernstein’s notion of pedagogic discourse has been used to explain how educational contexts were framed through regulative discourses that shape social order and outline how learning takes place. Additionally, using Bernstein’s framework, the thesis explored how opportunities for learning and access to particular forms of genre were framed at the level of policy and curriculum. Central to this investigation of identity has been an analysis of how the selection, presentation and construction of genre discursively positions students. It drew upon the theoretical framing of genres as culturally embedded templates, which influence the features of texts and the parameters of successfully constructed texts (Feez, 2002; Macken-Horarik, 2002, 2006a; Martin, 1985, 2002, 2009). The thesis examined the discourse roles (Smidt, 2002, 2009) offered to students and their own attempts to establish identities as they engaged with the genres they encountered. To examine the nexus between identity, genre and discourse, the thesis has utilised Bakhtin’s (1986) notion of the discourse community and its use in studies of genre (Hyland, 2010; Ivanic, 2006; Smidt, 2009). Aspects of systemic functional linguistics (Butt, Fahey, Feez, Spinks & Yallop, 2000; Halliday, 1978, 1994; Halliday & Hasan, 1985) have been employed to identify and interpret some of the linguistic resources presented to students and the ways students appropriated and transformed these. In doing so, the research drew upon investigations of the positioning of students writers in subject English through a number of discourses and practices (Bourne, 2003; Christie, 2002b, 2005a, Christie & Derewianka, 2008; Christie & Macken-Horarik, 2007; Kress et al., 2005). A case study methodology provided the primary research design. Elements of the ethnography were used as interpretative tools, and the thesis incorporated the social semiotic ethnography (van Leeuwen, 2005a, Vannini, 2007). Data from a range of sources were used including policy and curriculum documents, teacher and student interviews, classroom observations and text analysis.
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Gould, Shane Elizabeth. "Swimming in Australia: A Cultural Study." Thesis, 2019. https://vuir.vu.edu.au/40556/.
Full textAbstract:
To all appearances swimming in Australia is a popular and serious activity. In fact, one organisation goes so far to claim that ‘Australia swims, it is who we are. Swimming is in our cultural DNA’. Governments and other Australian agencies provide generous funding for public pools, water safety, and swimming education, as well as high performance sport. Swimming and water safety organizations make up a vibrant commercial service industry. Swimming has become central to Australian national identity, reaching an apotheosis every four years at the Olympic Games. Despite this level of financial investment and apparent cultural value, less than half of all Australian children can swim 50 metres by the time they leave primary school and an average of 282 people drown each year.
This interpretive cultural study uses a variety of qualitative methods to interrogate swimming as a prominent movement culture. It explores aspects of swimming culture in Australia such as beach swimming, pool and river play, lessons, and racing, and asks whether swimming is an Australian ‘thing’ or is the narrative hyperbolic? As an Australian champion swimmer I realise I have contributed to this narrative, which adds a unique dimension to this study, but is only part of the story. Positioning myself as subject, insider, questioner, and commentator, I examine slogans used to sustain national identity narratives, and peruse roles of industry organizations, asking “who says what about swimming, and why?” I undertook 12 weeks of field research driving across Australia, stopping in country towns and regional cities, asking “where do you like to swim? And, what do you do when you go swimming?” When I saw ‘swimmers’ standing in water at the beach, I asked myself, “how do people define “swim” when they go swimming?” For those people who say they swim, what does ‘swim’ mean to them? I also immersed myself with adult ocean swimmers, who create a sense of place through their aquatic wanderings in the ocean in Tasmania. To analyse this fieldwork data, I utilised insights from educational, social, and environmental geography perspectives, and paid particular attention to the values of movement in nature, which is the essence of swimming in water.
This thesis reveals the complex meanings that constitute the culture of swimming in Australia. There is a tension between the reality of Australians in the water and the hyperbolic feel-good narratives, such as ‘a nation of swimmers’ and there are differences in cultural-linguistic meanings, and organisations who blur private and public service, as they vie for public funds and compete for the same customers. Revealing these polysemic meanings and tensions contributes to broader academic debates about the culture(s) of sport and physical activity, and the place and meaning of swimming in Australian national identity. Findings from this cultural study are also potentially significant to swimming and water safety education. For example, findings from this study suggest that swimming education could be more effective if the significance of humans’ reciprocal and interactive relationship with water, which differs perceptually and somatically to experiences on land, was embedded into swimming instruction models.
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YI-CHANG, CHANG, and 張益昌. "Never Stopping Swimming－Qualitative Study of Teaching Experience of Adapted Physical Education by Swimming Coach." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/10651208049693734803.
Full textAbstract:
碩士國立臺北教育大學
體育學系碩士班
97
Every day in the daybreak and dawn under the setting sun, a group of swimming coaches instructs physically disabled students. The story began at an ordinary swimming pool. The purpose of this study is to explore teaching process and experience of swimming coaches who have dedicated to adapted physical education and interpret changes of adapted physical education to coaches and students in participation observation, in-depth interviews and data collection. The findings show that adapted physical education in swimming instruction is a never-ending world of swimming. Excelling preference, incessant persistence, efforts, promotion and dedication without asking for rewards and self-realization in education support the coaches. The coaches emphasize individual differences, have cautious teaching planning, provide opportunities for practice, focus on life education and career development to develop and make specific goals. They stimulate motivation with intimate interaction from adaptation to water. Coaches always observe students’ conditions, use random prompt strategies and utilize appropriate and self-made teaching materials. They change teaching ways through competitions. Division of labor among coaches is more organized. Peer learning stimulates potential. Time is well planned to make teaching and learning more effective. In the world of changes, coaches have new identity and roles to connect emphasis in life and interpersonal relation. Characteristics of disabled students lead to changes and growth of teaching profession. Changes of coaches’ ego, interpersonal relation and teaching profession help physically disabled students win health and sports skill to be able to live independently. Students have new experience in life and changes in their body and life, which has direct feedback to coaches. Coaches have reflection and adjustment from students’ reactions into new teaching changes, which then again lead changes in body and life of students. The process of teaching and learning becomes a never-ending cycle, which enables the coaches and students, both swimmers and brave people, break their destined path and create the new life for their own.
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FANG, HUANG HSUEH, and 黃雪芳. "The Study on Managament of Swimming Teaching in Taipei City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78486765407746007381.
Full textAbstract:
碩士國立臺灣師範大學
教育學系在職進修碩士班
98
Curriculum governance is the Government's management measures adopted by schools. This study was conducted by curriculum governance point of view of teaching management in Taipei to promote swimming. The Taipei City Government Bureau of Education promulgated the "Taipei City Government Bureau of Education to enhance teaching at all levels of schools, enhancing students swimming ability to swim program," regarded as curriculum policy, Other series related to education policy, curriculum policies as if. To achieve the aims, the study used document analysis and interviews to collect information, summarized the findings the following conclusions: 1, Taipei swimming teaching management, investment funds of about 274 million, issued by 30 types of documents, implementation of the fruitful efforts, commendable. There are currently expected to reach 119 goals swimming pool, but the heated swimming pool maintenance and management of the huge financial burden. Academic year 97 students swimming ability test pass rate 75.9%, qualified swimming teacher ratio of 61% teaching, up to expectations, yet to improve. The curriculum-related policies, including five types: there are courses in the system on the vision and goals, curriculum documents, teaching methods and teaching time; in teaching resources, teaching materials from the pipeline and selection, student grouping and deployment of information management systems; in human resources have teacher training, lifeguard establishment, and must step down and assessment, teacher professional development; in a teaching environment environmental resources resource planning, swimming pool safety maintenance management; the results of evaluation: the learning evaluation and, depending on the evaluation guide. Related to each other, there are a lot of initiative, but not perfect, especially in the system on the most needed improvements, such as: curriculum document does not program vision, lack of cognitive and affective aspects of the curriculum objectives, lack of water safety education on the standard, no clear standard swimming class contact hours, grades and ability grouping beginners how to implement team teaching; in teaching resources, very carefully edited and published the "School Swimming Safety Management Manual", "Taipei Physical Education and Health Registry" and "You are you, I did not prevent the "special education teaching DVD, but the lack of public awareness to promote the use of a pity; human resources is the most urgent need to improve elementary school physical education full-time teachers is grossly inadequate; environmental resources," swimming pool safety maintenance checklist "content very detailed and practical proposals to extend the evaluation process. 2, Taipei City Government for the promotion of swimming teaching management flexibility in the use of the four types of course management related strategies: "Consistency" refers to cross-reference, coordinate with or enhance each other. In this study the curriculum related policies have low constistency."Prescriptiveness":"Indicative ", the" degree of detail, "a" direction is clear, full authority, "but not" more specific "can not" does comply ", which has been repeatedly modified to improve its" degree of detail. Improve the "breadth" approach such as "with the curriculum implementation, amendments to other laws," enacted "to promote civil participation in the Taipei City Sports Facilities operations management schools at all levels spent royalty points", the "other Act amendments affect the curriculum-related policies" , Sports Affairs Council issued the "Swimming Pool Management Standards", affect the ability of the lifeguard establishment and implementation of team teaching group, the Taipei City Government promulgated the "Taipei City Summer Swimming Camp 98 year implementation plan" to meet the requirements. "Authority" includes system changes or the establishment, services, administrative orders and measures the release of grant funds, knowledge and information discovery and dissemination of the charm of leadership and advice of good leadership, expertise, guidance, strict norms traditional conventions, a model of the set benchmark, observe or 11 contests, the most commonly used services, administrative orders and measures the release of funding strategies and subsidies. "Power" of almost no use, "sanctions" to "reward" in the school to the more commonly used is the "subsidy fund", "resources", "awarded medals, trophies and awards"; on the students "passed the test given certificate "to the more commonly used on the educators," Syria Merits Award ", and" public recognition "and other strategies. 3, Taipei City Government Bureau of Education for the promotion of swimming teaching management difficulties and solutions in the following manner: (A) to be amplified in a short period of heated swimming pool1. The difficulties: how to amplify a short period of heated swimming pool. 2. Solution: compile special funds, first to implement the "cold-water heated pool project to change", early planning and design, through implementation of an early budget.(B) lack of practical experience, education administrators1. The difficulties: lack of practical experience, education administrators, policy introduced more unable to meet school needs.2. Solution: Organization Advisory Group meetings and information exchange through the channels, to provide some practical advice.(C) open the pool at night school exclusion policy to promote1. The difficulties: schools do not open the pool at night with the promotion of the policy.2. Solution: The reasons, utilities and start-up grant from the Bureau of Education.(D) No swimming schools have a swimming lesson1. The difficulties: the need to allow students in schools without swimming pools can be a swimming lesson.2. Solution: implementation of the policy of resource sharing pool, pool resources and share benefits and transportation costs of the pilot part-time weekend swim camp fees, transportation fees, expenses.（E) implementation of the "pool resources and share the" traffic problem1. The difficulties: no swimming schools have to deal with traffic problems in a swimming lesson.2. Solutions: unified by the Bureau of Education to intervene with the industry to set the opening and contract hire car traffic transportation subsidies.(F) insurance is too expensive1. The difficulties: individual schools to the high insurance premiums.2. Solution: come forward by the Education Bureau with insurance companies throughout the negotiation, set the so-called open contracts. Such as summer camp swimming pool accident insurance and public liability accidents are handled this way. Keywords: Curriculum governance, Curriculum related policies, Course Management Strategies, Swimming Teaching
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CHIEN, YU-TING, and 簡宇廷. "A Study on the Design of Teaching Aids for Swimming - Base on the Indicators of Swimming Abilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/g46u3a.
Full textAbstract:
碩士國立雲林科技大學
工業設計系
107
According to the World Health Organization report, drowning is a serious and easily overlooked public safety threat. The drowning event kills about 372,000 people worldwide each year, resulting in more than 9% of the world's total deaths. Therefore, in order to reduce the occurrence of drowning events, in addition to leisure sports, learning swimming ability should pay more attention to self-security concerns. Based on the above, the Ministry of Education incorporated the swimming ability curriculum into basic education in 2010. In the teaching process of swimming, the use of swimming training aids for auxiliary teaching can effectively improve the training effect and teaching quality. Therefore, this study will be conducted for the research in this direction. In order to understand the assistance needed for teaching, this study firstly collects the background and foundation of swimming teaching in the way of literature discussion, and through the research methods of expert interviews, preliminarily sort out the problems and teaching status of swimming teaching. Then use the field observation to record, further explore the learner's teaching interaction, teaching aid use and teaching curriculum. Through sorting and summarizing, it proposes data analysis and design guidelines as a reference and basis for design implementation, and two prototypes of swimming teaching aids are further designed to provide follow-up use and discussion to obtain relevant use feedback. Finally, it is known from the conclusions of the study that in the existing swimming teaching, there are indeed habitual problems that are easily overlooked, and may even lead to dangers. Besides, in the research process of this research, it is found that in addition to the different learning needs of different learners, the teaching staffs with different teaching experience are different for the projects that are expected to be helpful in teaching guidance. Therefore, in the subsequent development, we can further explore the perspective of multiple parties.
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Tso, Chia-Yi, and 迮嘉宜. "A Case Study of Business Strategies in Swimming Teaching Industry：Take Ren Ren Itoman Swimming School in Taichung City for Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/7shfkh.
Full textAbstract:
碩士大葉大學
管理學院碩士在職專班
101
This case study about Ren Ren Itoman swimming school in Taichung, in the view of competitive strategy to explore the successful business strategy in Ren Ren Itoman swimming school in Taichung, including environmental changes, and how they use its resources and advantages to show its characteristics, establish differentiated competitive advantage, and maintain its excellent operational effectiveness. Basically a case study which goes through collecting the relevant literature, direct observation and in-depth interviews, comes to the following conclusions: 1.The market positioning: take swimming teaching as a service object for the main purpose of customers to learn swimming skills, hence the name "swimming school" and obvious market segmentation to tell from other competitors. 2. The introduction of swimming teaching technology in Japan: adopt unique and one to twenty-five teaching system, and emphasize on the development of waterborne part, which is different from teaching postures directly. 3.Operating a membership system:access to staff becomes easy to manage security.The environment is able to maintain a certain quality, secure members’ interests and control quality. 4.Open baby class curriculum:recruit infants from six-month old to three-year-old, through parent-child interaction, enhance the intimate relations , and stimulation on both babys’ growth and development . Researchers give recommendations for management reference after depth study on this case.
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Te-Lung, Lin, and 林德榮. "THE STUDY OF THE CURRENT SITUATION OF JUNIOR HIGH SCHOOLS’ SWIMMING TEACHING, OBSTRUCTIVE FACTOR, STUDENTS’ SWIMMING ABILITY AND LEARNING STATISFACTION." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/11082267621358857272.
Full textAbstract:
碩士國立台灣體育學院
體育研究所
95
The purposes of this study were to understand the current situation of junior high schools’ swimming teaching, and also to analyze the obstructive factors of implementation, the swimming ability of students and the learning satisfaction levels in Tai-Chung County, which was in order to understand the current situation and the difference of four variables. To accomplish these study purposes, the research was first to review the literature that was to build up the theory to understand the four variables. In addition, using questionnaires to investigate 50 junior high schools of students (there were 3 classes of each grade students participate in this research.) and staffs in Tai-Chung County as a parent sample, which was 4621 people. By using the 10.0 version of SPSS statistics program to analyze the investigation data. Descriptive statistics, T-test, One-way ANOVA and Scheffe methods was used to analyze the data and statistic results show as below: 1. there were only 11 schools remaining on the implementation of swimming teaching, which was 22% of the whole. That means that 87.95% students were not able to obtain the swimming curriculum.2. There were 86% of sports administrators whose ages were under 45 years old, and the majority of them were male. There were 10 out of 11 schools employed the swimming coach outside of school, which were 98% of the whole.3. Only one school has a swimming pool (account for 2% of the whole), obviously the equipments were insufficient.4. Although the factor of fee paying was the top list of the obstructive factors of swimming teaching implementation, this did not affect the implementation of swimming teaching in schools. The significant obstructive factor lies in the schools were willing to coordinate the implementation or not.5. There were 26.9% of students who could not swim during their three years of studying periods, also nearly 81.6% of parents did not actively encourage their children to learn swimming.6. The student who has swimming ability is 21.5%. The schools which have a swimming pool and also implement swimming teaching course have a remarkable improvement on swimming ability of student (45.02%). 7. There is a significant difference on students’ ability of swimming, wheather or not having a swimming pool and an implementation of swimming teaching.8. The mountain and village area students whose swimming ability on crawl and breastroke styles are higher than the sea area schools.9. Village area students’ statisfaction are higher than mountain area, but mountain area also higher than sea areas students on the aspect of the equipment construction. Village area students’ statisfaction are higher than sea area which is higher than mountain area on the three aspects of curriculum, teacher, and learning result. The different grade students participated in swimming class, sea area students are equal to village area students, but higher than the mountain area students on the four aspects of equipments, curriculum, teachers, learning result.
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Hung, Yun Ai, and 洪雲愛. "A Study of The Condition of Swimming Teaching of High Schools in Tao-Yuan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/69962152301046750200.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
94
The main purpose of this research was to study the conduct and implement of swimming teaching in different Tao-Yuan County schools; and making comparison between these schools’ background and their present variation in term of human resource, facility and system of swimming teaching. The research was conducted by questionnaire in 84 various schools in Tao-Yuan County, including junior, senior high schools, comprehensive high schools as well as vocational high schools. According to the results of questionnaire, the data was systematically analyzed through statistic, crosstab analysis, independent sample t-test, the one –way ANOVA and the Scheffe method after the event relatively Chi-square test and then given the results as follow: 1. The numbers of junior high school located in southern Tao-Yuan County was higher than its northern county and majority of them were downtown nearby. Junior high schools were outnumbered the others and they tend to be medium or large school in size. In the aspect of human resource of swimming teaching, over 90% of the teachers were physical education graduated and they were also capable of gymnastic and swimming teaching. Qualified lifeguard teacher were also present in more than 80% of the schools. Furthermore, over 50% of the schools employed swimming coach teacher with at least grade C certification. 2. In term of facility, only 9 schools had their own swimming pool, among them 3 were indoor pools and 6 were outdoor pools. They all had only one pool for teaching usage in each 9 schools and 8 of these schools implements swimming teaching in their class. All of the pools were located in large school and most of the pools were found both in public senior high school and vocational high school. 3. In term of human resource, variable in schools background and implementation of swimming teaching had obvious difference. They can be classified according to their school class, location district and school scale respectively. 4. For the facility, the variation in school background and implementation of teaching was also distinctive and they can be classified according to the school class and school scale.
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Yan, Bih-Lian, and 顏碧蓮. "A study of swimming teaching of marine education practices in elementary school in Keelung." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78152508456112891678.
Full textAbstract:
碩士國立臺灣海洋大學
環境生物與漁業科學學系
98
This study aims at examining the realities, challenges encountered, and assistance needed regarding the promotion of swimming teaching by Keelung City’s marine education. The study surveys a group of people comprising teachers and athletic directors in Keelung City’s elementary schools, and adopts literature analysis and questionnaire survey. This study also performs SWOT analysis and develops PDCA educational management model as guidelines for Keelung City’s elementary schools to develop feasible strategies in implementing swimming teaching. The results are summarized as follows: 1. The teachers surveyed report that the lack of qualified swimming instructors is the main challenge facing schools that intend to implement swimming teaching, which is followed by schools’ hardware equipment, inadequate facilities, and improper planning of the swimming program. 2. Qualified swimming instructors and lifeguards in Keelung City’s elementary schools are in severe shortage right now. Most existing swimming courses are taught by external swimming coaches. Offering swimming teaching training courses for current teachers is a top priority. 3. The percentage of Keelung City’s elementary schools having an indoor swimming pool that can be used for conducting swimming programs is low. The management and the maintenance cost also deterred many schools that have a swimming pool. 4. Schools with no swimming pool often partner with external parties and resources. The extra time, additional charges, and transportation safety issues as a result of conducting the swimming program in a difference place may affect teachers’ motivation in promoting the swimming teaching. 5. Teachers with a sports and swimming-teaching background or having attended swimming-related training programs are more optimistic about the current situation of swimming teaching, and are more positive than other teachers towards the feasibility of promoting swimming teaching. 6. There is a significant correlation between Keelung City’s elementary school teachers’ support of swimming-related policies and their satisfaction with the implementation of swimming teaching. In other words, a teacher’s affirmation of swimming teaching policies will have a positive impact on the actual promotion of swimming teaching. 7. Viable suggestions on the implementation of swimming teaching at Keelung City’s elementary schools: A.Make a budget plan that includes swimming facilities. In addition to subsidizing the construction of new pools, more efficient resource sharing and integration among schools of all levels should be promoted. B. Conduct teacher training and swimming teaching certification programs, so as to improve the overall teaching abilities. C. Promote water activities and teacher and student certification programs. D. Apply the PDCA management to Keelung City’s swimming teaching plans, and continue to improve the city’s teaching and program planning. Keywords: Keelung City, marine education, swimming teaching, PDCA cycle
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King, Oksana. "Study and teaching of German at universities in Ukraine and Australia." 2009. http://repository.unimelb.edu.au/10187/6721.
Full textAbstract:
The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on quantitative and qualitative data which were collected from students and teachers of German in selected universities of Ukraine and Australia. The following research questions were formulated: 1. What are the structure and objectives of the German language program at Ukrainian and Australian universities? 2. What are the peculiarities of the German language curriculum and teaching methodology in the universities of Ukraine and Australia? 3. What are students’ motives to study German in Ukraine and Australia? 4. What are students’ and teachers’ perceptions of the curriculum, content and teaching? 5. How do students themselves evaluate their present language skills, and those expected to be acquired by the end of the course? 6. What are the advantages and disadvantages in both education practices?Each country’s distinctive social and pedagogical factors, such as language policy, attitudes towards languages and pedagogical tradition were taken into account.
The research was conducted at universities in Kyiv, Kharkiv and Lviv (Ukraine) and Melbourne (Australia). A combination of quantitative and qualitative methods was adopted which included student and teacher questionnaires, interviews, classroom observations and study of departmental programs and policy documents. In general terms, it was revealed that: Substantial differences exist in areas such as curriculum, teaching methods and approaches, content and student motivation for studying German. Although education systems in Australia and Ukraine are different, learners in both countries have similar aims and expectations from their language course, and their perceptions of a good language course are also similar. Students in both countries expressed an urgent need for an increase in the communicative component and greater exposure to practical, up-to-date lexical and grammar material in order to be able to communicate effectively. In Australia there is a mismatch between the course objectives and content outlined in the program and what is really taught in the class In Ukraine, a shift has occurred towards more practice-oriented and integrated language learning/teaching; however there is a great need for the creation of better conditions for acquisition of communicative skills and up-to-date vocabulary.
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Lin, Chen-Ta, and 林呈達. "A Study of Body Image and Social Physique Anxiety After Swimming Teaching by Physical Education Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/92752947849742481017.
Full textAbstract:
碩士大葉大學
運動健康管理學系
103
In recent years, the government has attached great importance to improving students’ swimming ability. As a result, physical education teachers who teach swimming play a very important role. In order to maintain a professional image so as to instruct students to participate in exercise, physical education teachers care a lot about their body shape, which is especially prominent in a swimming pool where physical education teachers have to wear a fitted swimmer and show their body. In response to this phenomenon, this study aims to explore the body image and social physique anxiety of physical education teachers when they teach swimming. A questionnaire survey was conducted on physical education teachers in senior high school and vocational senior high school who teach swimming. A total of 162 valid samples were retrieved. The data were analyzed with regression analysis, one-way ANOVA, independent sample t test, and Pearson product-moment correlation. The results are as follows: 1) Physical education teachers with different expertise show significant body image differences. Physical education teachers who specialize in swimming have a more positive body image whereas physical education teachers whose body mass index (BMI) indicates obesity have a more negative body image. 2) Physical education teachers with different BMIs show significant differences in social physique anxiety. Physical education teachers who specialize in swimming have a lower level of social physique anxiety whereas physical education teachers whose BMIs indicate obesity have a higher level of social physique anxiety. 3) There is a significant correlation between physical education teachers’ body image and social physique anxiety when they teach swimming. Keywords: body image, social physique anxiety, physical education teacher, swimming teaching, body mass index (BMI)
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Hughes, Kirrilee Jane. "To what ends? : the struggle for Asia literacy in Australia." Phd thesis, 2014. http://hdl.handle.net/1885/156355.
Full textAbstract:
'Asia literacy' is an Australian aspiration to 'know Asia'. This thesis is thus a study of place, of language and of identity in relation to both 'Asia' and 'Australia'. I employ a critical spatial perspective and argue for the importance of context in conceiving the rationale for, objectives of and agency within Asia literacy. Context is not simply a question of classrooms and resources, or of which Asian societies and languages to prioritise. Rather, context is created in languages and cultural studies education through the value assigned to those language and cultures, the people who embody them and the places from which they originate. In this thesis, I argue that context within Asia literacy transcends physical classrooms in Australian schools and universities to also encompass the broader Australian community; educational institutions outside Australia and in Asia; and speech communities of Asian languages located within and beyond Australia. My focus in this thesis is not on investigating why provision and proficiency targets for Asian languages and Asian studies education, which comprise Asia literacy, have not been achieved. Rather, I am driven by the shortcomings in how Asia literacy has been conceptualised. What exactly is Asia literacy, who does it target and to what ends? I focus on conceptualisations of Asia literacy in Australia during the 1970s, 1980s and 1990s, which are also reflected in recent discussions and debates. Through a close reading of official reports into Asia literacy from these periods, as well as interviews with report writers, I demonstrate that rationale, objectives and agency have been narrowly conceptualised within Asia literacy. Australian education systems and their students have been the focus of Asia literacy. This excludes students and teachers from Asian backgrounds and conceals 'latent Asia literacy' within the broader Australian community. The rationale for Asia literacy has been increasingly linked to economic advantage: for Australian individuals and for the Australian nation. This 'economic promise' overlooks the fundamental importance of place for languages and cultural studies education. Languages do not have intrinsic values; their value is connected to those who use them. Value cannot be 'constructed' in a language independent of its speech communities. This means that future attempts to increase Australia's linguistic and cultural knowledge of 'Asia' cannot solely focus on languages and cultural studies education delivered in schools and universities. 'Asia', 'Asians' and the broader Australian community have important roles to play within Asia literacy in Australia. In this thesis, I also present the Australia-Indonesia 'Building Relationships through Intercultural Dialogue and Growing Engagement' (BRIDGE) project as a 'circuit breaker' to conventional conceptualisations of Asia literacy. By digitally connecting Australian and Indonesian schools, teachers and students, BRIDGE creates a third place in between Australia and Indonesia, transforming the objects of Indonesian language and cultural studies in creative subjects. The diversity of approaches that can be accommodated within BRIDGE for 'Indonesia literacy' also present a new model for broader 'Asia literacy' in Australia.
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Chang, Chia-Yi, and 張家宜. "A Study on Teaching Quality and Learning Satisfaction of Swimming Lessons in High Schools in Hualien County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/y2j4c6.
Full textAbstract:
碩士國立東華大學
體育與運動科學系
105
This study was to explore teaching quality and learning satisfaction of swimming lessons in high schools in Hualien County. The questionnaires were used in this study. The survey filled out with requested information by high school students who signed up for official swimming lessons in PE classes. Data were collected with an effective recycling rate of 80%. The statistical methods were based on descriptive statistics, independent-Sample t Test, oneway ANOVA. Pearson Product-Moment Correlation.The results were finding as following: 1. The average performances ranked from high to low are teaching performance, interaction between the teacher and students, the use of resources, and teaching evaluation, on teaching quality. 2. The average performances ranked from high to low are teaching, effectiveness of learning, peer relationship, school administration, and facility and sanitary condition on learning satisfaction. 3. Public schools had higher scores in all facets than private schools on teaching quality. In addition, schools with swimming pools had higher scores in all facets than those without swimming pools. Furthermore, gender, length of classes, students’ prior experience in swimming, teachers’ personal demonstration, and swimming proficiency ware statistically significant in certain facets. 4. Public schools had higher scores in all facets than private schools on learning satisfaction. Males students scored higher than females students in all facets. The possession of a swimming pool, length of classes, students’ prior experience in swimming, teachers’ personal demonstration, and swimming proficiency were statistically significant in certain facets. 5. The positive correlation were found between teaching quality and learning satisfaction. Key words: high school students, swimming lessons, teaching quality, learning satisfaction
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Yen, Chan Ran, and 嚴超然. "A study of the implementation and constraints of swimming teaching in elementary schools in Tao-Yuan County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/62634026810193322325.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
94
The main purpose of the study was to understand how elementary school in Tao-Yuan County implements swimming teaching in the current situation in their physical education class, and looking for the variation due to the different school background and method of implementation of teaching in swimming class as well as to identify the difficulties in this teaching. The research objects was the 187 elementary schools of Tao-Yuan County and both questionnaire and visiting interview are used as the methodology of this research. According to the results of questionnaire, the data was systematically analyzed through statistic, crosstab analysis, and Chi-square test and then given the results as follow: 1. So far, 70.4% elementary schools in the county had adopted swimming as part of their physical education teaching in the class, over 96.5% teacher in the swimming class were external visiting swimming coaches and only 5 of the schools had their own swimming pools. Other schools used the swimming facilities which based in the local public leisure centers. Most of the runnings costs were funded partially by government subsidy and students’ payment and small percentage of schools were completely dependent on student payment. Majority of 73.5% schools promoted swimming teaching mainly due to the local government instruction, but 55.9% schools were also following the advisory from their school principal. Most of school undertakers were satisfied with the teaching of swimming class. 2. The baffling factor of the implement Place facilities aspect, such as numbers of swimming pool shortage; the teaching problem aspect, lack of relative experienced teachers; the budget problem aspect, a shortfall of government subsidy or school funding; the transportation problem aspect, traveling distance and time consuming as well as the safety of student during traveling; the lesson problem aspect, hard to make lesson arrangement; fees difficult aspect, student self-funded class leading to higher fees and costs. 3. Alternative feasible suggestion Seeking funding from government educational budget is to build swimming pools specifically for the promotion of swimming teaching; carrying out certification class for teacher is to raise the quality of swimming among sport teacher. Helpness of local council is to promote swimming teaching and convert into compulsory lesson in long term. The local government offers encouragement and funding to enhance school excellence in swimming.
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Wu, Chia-Ling, and 吳佳玲. "Comparison study on the Teaching Effect between Mosston's Reciprocal and Inclusion Style in Elementary School Swimming Lessons." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/pkfj6u.
Full textAbstract:
碩士國立臺東大學
體育教學碩士在職專班
96
The purpose of the study was to compare the teaching effects on Mosston’s reciprocal style and Inclusion style, and to investigate differences on objective and subjective skill evaluation, cognitive development and affective development in sixth grade students of elementary school. The study was conducted with an quasi-experimental method. The participants consisted of 68 students from two classes in sixth grade of a elementary school in Kaohsiung . After three weeks of 6 classes swimming teaching, the quasi-experimental design used pretest, posttest of the subjective skill evaluation, cognitive development and affective development . All the data were used in discussion concerning the difference circumstances of the two teaching styles to teaching effects. The statistic methods used the paired-sample t test, one-way ANOVA and one-way ANCOVA. The conclusions were as follows: 1.After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, all participants showed significant differences in the cognitive development and the subjective skill evaluation between pretest and posttest. After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, all subjects showed significant differences in the development of cognition, showed no significant difference in the objective evaluation, subjective evaluation, and affective development. 2.After the reciprocal style swimming teaching, the male and female showed no significant differences in teaching effect. 3.After the inclusion style swimming teaching, the male and female showed no significant differences in teaching effect. 4.After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, the male showed significant differences in the cognitive development and the reciprocal style was better than the inculcation style. 5.After the two different teaching styles of the reciprocal style and the inclusion style swimming teaching, the female showed significant differences in the cognitive development and the reciprocal style is better than the inculcation style.
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Hung, Mei-fong, and 黃美鳳. "A study of swimming teaching strategy for diplegia spastic type cerebral palsy children: evaluation with angle of joint." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/59245f.
Full textAbstract:
碩士國立臺南大學
國民教育研究所
92
Abstract The purpose of this study was to establish the instruction strategy of swimming lessons for the diplegia children with spastic type cerebral palsy, and to evaluate the effects of the swimming lessons on the joint angle for them. The subjects of the study were 15 diplegia children with spastic type cerebral palsy from the elementary schools in Tainan City. According to preferences, eight were assigned into one experimental group and seven were into control group. All subjects underwent one physical therapy per week while the experimental group also underwent three 60-minute swimming lessons per week for 20 weeks. Before and after the study, tested items included: shoulder joint (flexion, abduction, external rotation, internal rotation), elbow joint (flexion, pronation, supination), wrist joint (flexion, extension), hip joint (flexion, abduction, external rotation, internal rotation), knee joint (flexion), and ankle joint (dorsiflexion, plantar flexion). The results were analyzed and listed as follows: 1. Before study, all subjects didn’t show significantly difference on angle joint measurements (P＞ .05). 2. Experimental group showed significant improvement on right shoulder internal rotation, left shoulder joint flexion, right left elbow joint supination, right wrist joint extension, left hip joint internal rotation, right left hip external rotation, and right left hip joint flexion. 3. Control group showed significant improvement on the tests of right left hip joint flexion and left elbow joint flexion. 4. Experimental group showed significant improvement in their swimming evaluations. Two were able to swim 25 m using breaststroke in coordination with freestyle leg kick and 25 m using backstroke with arm and leg coordination. Another two were able to swim independently with dog paddle for 10 m. This study showed that diplegia children with spastic type cerebral palsy not only could undergo aquatic therapy, they could also participate in normal swimming lessons and activities, provided that the instruction strategy of swimming teaching was modified to suit the needs of these children. After taking the swimming lessons, they showed significant improvement on movements of extremities. These improvements have positive effects on the subjects’ sitting, standing and walking postures.
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Kuo, Chun-Hsiz, and 郭春霞. "A Study of Teacher’s Swimming Teaching Willingness and Influencing Factors of Elementary School Physical Education Teachers in Taipei." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/27143798933865783451.
Full textAbstract:
碩士國立臺灣體育大學(桃園)
體育研究所
96
The main purposes of this study were to understand the situation of the elementary school physical education teachers’ swimming teaching willingness in Taipei, to attempt to survey the different variables of individual factors, environment factors and teaching willingness on teachers’ background, and to predict the influences on teaching willingness toward swimming. This questionnaire was stratified and randomly drawn from 396 PE teachers of 55 public elementary school in Taipei, 319 valid samples were collected (80.6%). The tool of this study was “The Investigation of The Teaching Willingness and Influencing Factors of Swimming Teaching for the Elementary School PE Teachers in Taipei”. The numerical distribution, average, standard deviation, t-test, one-way ANOVA, Scheffe` multiple comparisons, Pearson` correlation coefficient, multiple simultaneous regression analysis were used for data analysis. The results as following: 1.The report showed the swimming teaching willingness of the elementary school PE teachers in Taipei was medium. 2.The willingness for swimming teaching the different variables of individual factors, environment factors achevied at the significant differences. 3.The significant differences existed among the different teachers’ background variables on individual factors. 4.For PE teachers, the key influence of the teaching willingness of swimming teaching was the “self- factor”.
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Baume, Georges Jean Roger. "Tourism and hospitality management education in Australia : development of a conceptual framework and model for the 21st century / by Georges Jean Roger Baume." Thesis, 1999. http://hdl.handle.net/2440/19513.
Full textAbstract:
Bibliography: leaves 305-335.xiii, 335 leaves ; 30 cm.
Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.
Thesis (Ph.D.)--University of Adelaide, Faculty of Economics and Commerce, 1999
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Glew, Paul J., University of Western Sydney, and Centre for Educational Research. "Learning and teaching in ESL : perspectives on educating international students in Australia." 2008. http://handle.uws.edu.au:8081/1959.7/41785.
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This Doctor of Education (EdD) portfolio addresses the learning by and teaching of English to full-fee-paying international students from language backgrounds other than English in a secondary school setting in Australia. It focuses on the two strands of English second language (ESL) learning and teaching in schools. The first of these is ESL for the general school curriculum in New South Wales (NSW). The second is English language intensive courses for overseas students (ELICOS). The EdD portfolio consists of two volumes. Volume 1 consists of five published journal papers, two refereed papers and one unrefereed paper published in national, state or local conference proceedings. These papers examine theory, pedagogy and teacher knowledge about English language education for high school aged international students. English language programs for overseas students are now a global market driven by commercial interests. I argue for an increased understanding of the needs of overseas students in the Australian education system, and that quality English language education and student welfare are both central to an effective ELICOS program for high school aged international students. Volume 2 comprises a resource for policy makers, principals and teachers entitled ‘Excellence in ELICOS: A Resource for quality preparation programs for high school aged international students in Australia’. Volume 2 is informed and underpinned by the scholarship, research, and theoretical work presented in Volume 1 but also draws on the author’s professional experience of implementing a holistic approach to international student welfare and English language education in a secondary school in NSW. Volume 2 presents a practical framework, approach and supporting resource that might assist in the establishing, implementing and sustaining of quality, intensive English language courses that are sensitive to the diverse educational and welfare needs of overseas students. Volume 2 was developed in response to the needs and demands of principals and teachers for proven, research driven curricula and policies that meet the needs of the growing population of international students enrolled in NSW secondary schools.Doctor of Education (Ed.D.)
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Konno, Rie. "Lived experience of overseas-qualified nurses from non-English-speaking backgrounds in Australia." Thesis, 2008. http://hdl.handle.net/2440/41889.
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The globalisation of the world has facilitated the international movement of the nursing workforce. Along with other immigration destination countries, Australia is now accepting nurses from more diverse national and educational backgrounds than ever before, in order to secure adequate staffing for its nursing workforce. This thesis reports on a research project which investigated the lived experiences of overseas-qualified nurses (OQNs) from non-English-speaking backgrounds (NESB) in coming to, and working in, Australia. The study used a qualitative design informed by the philosophy of Hermeneutic Phenomenology of Heidegger and Gadamer. The researcher individually interviewed a total of 24 OQNs of NESB from all over the world using a semi-structured interview method. The data were analysed by the case studies and thematic analysis method. From the analysis, a total of four important themes emerged that structured the lived experiences of the OQNs from NESB. 1) From the Past to the Future is concerned with Heidegger's notion of temporality (lived time). The two sub-themes are: the Past which describes the cultural, social and linguistic backgrounds of the OQNs which brought them to their present experiences in Australia, and the Future, which refers to future possibilities which have been opened up by their experiences in Australia. The past and the future co-exist within the OQNs' understanding of their present moment. 2) New Environment is concerned with Spatiality (lived space). The OQNs’ felt working environment in Australia is described. 3) Living in the English Language considers the notion of ‘lived body’ in relation to English-learning when working as nurses in Australia. 4) Shared World is concerned with Heidegger's notion of Shared World; the OQNs from NESB’s needs for a supportive inter-subjective environment is described and discussed. By using Parse’s phenomenological synthesis method, these four themes were then conceptualised into a core structure of phenomena that describes the core nature of the participants: “The lived experience of OQNs from NESB working in Australia is the process of obtaining a new identity in the English language, while actively formulating reality through interplay with new surroundings”. In conclusion, recommendations for improved support for OQNs from NESB derived from the study are presented.Thesis(Ph.D.)-- School of Population Health and Clinical Practice, 2008
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Ho, Chien-Hsing, and 何健興. "The study of swimming teaching status and student learning satisfaction in elementary and junior high school in Penghu County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/88694270929712302798.
Full textAbstract:
碩士國立臺東大學
進修部暑期體育碩士班
101
This study aimed to explored the current situation, the difficulties and impeding factors in swimming teaching in the elementary and junior high schools in Penghu County. This study also explored the learning satisfaction of swimming teaching in elementary and junior high school students with variant background variables as the reference for the implementation of swimming teaching to promote it more popular and smooth in PenghuCounty.In this study, two surveys were conducted by questionnaires: current teaching status and swimming learning satisfaction. The questionnaires of current teaching status in 55 elementary and junior high schools in Penghu County were taken in the semester of the 100th academic year, 55 questionnaires were all returned and the effective response rate was 100%.In order to ensure the certain elements are relevant to the study, 7 teachers for interviews were chosen through purposive sampling. As for swimming learning satisfaction, questionnaires of swimming learning satisfaction were taken from 5-7 grade students in elementary and junior high schools in PenghuCounty. The valid questionnaires were 594 among total 612 questionnaires, and the effective response rate was 97.1%. The data was analyzed by adopting descriptive statistical analysis, t-test, one-way ANOVA, and Scheffé method. The findings were as follows: 1. The current situation of swimming teaching: all the human resource of swimming teaching, the equipment, the practice field, the teaching time were not enough; the traffic and learning fee were free and covered by government, the education department of Penghu County government. 2. The difficulties and impeding factors: no enough swimming pool was the biggest issue, followed by parents and teaching resources, the least problem was accounted by administrative issue. 3. The current situation of swimming teaching satisfaction in students: Overall, the satisfaction of swimming learning was proximally good, belongs to the extent of the upper. The various structural factors were the teaching of teachers, the relationship in the same generation, the learning efficiency, the space and equipment, and school administrators. 4. The effects of various backgrounds on the satisfaction of swimming learning:There was no difference in learning satisfaction in different genders. Except the satisfaction of school administrator, satisfaction of every structural factor in Island school was higher than in Urban and Suburban school. The satisfaction of every structural factor in 5 grade students was higher than in 6 and 7 grade students. The satisfaction of every structural factor in small schools with less than 6 classes was higher than big schools with more than 13 classes, but the learning efficiency vice versa. The differences of swimming ability of students showed variants in every structural factor, and the satisfaction of students with better swimming ability was generally higher than students with lower ability.
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Li, Chia-Ying, and 李佳盈. "A Study of Swimming Teaching Practices and Student’s Learning Satisfaction of Non-pool Junior High Schools in Taipei County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/39628057533919508126.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
98
The main purpose of this study was to investigate swimming teaching practices and student satisfaction of non-pool junior high schools of Taipei County. The study used questionnaire survey to collect data, The participants were students and section chief of Physical Education of junior high schools. The data was analyzed by descriptive statistics, independent t-test, one-way ANOVA and Scheffe’s method. The study concluded： 1. Current swimming teaching practices of non-pool junior high schools of Taipei County: Course hour arrangement was not sufficient. The contents of course focused mainly on swimming skills and lifesaving ability. The budgets of swimming teaching were mostly from County government and student contribution. Teaching faculty was mainly from current teachers of school possesing the swimming teaching ability. When arranging the swimming course, the most important and urgent thing was to have the required budget prepared. The hardest part and problem in promoting swimming teaching was the pressure of considering of student’s security. 2. The students’ learning satisfaction was above medium level, the highest of student’s satisfaction was the “teacher teaching” factor, the “same generation relationship” factor the next and the lowest was the “school administration” factor. 3. Gender, grade, swimming ability and whether co-ed class or not affected the satisfaction significantly for junior high school students in Taipei country
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Hou, Hsiao-Ning, and 侯曉寧. "A Study on the Satisfaction and Learning Achievements of Swimming Teaching in the Fourth grade Students of Kaohsiung City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/yw88kj.
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陳柔均. "A study of Chinese teaching as a foreign language at Radford College in Australia." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/de7rgs.
Full textAbstract:
碩士國立新竹教育大學
中國語文學系碩士班
104
Abstract Australia is a nation of immigrants. Immigrant families cover the country far and wide and these families often use multiple languages. In 2012, the Australian government released the“Australia in the Asian Century White Paper,”which described Asia as having the dominant role in international economics and politics. This portrayed the importance of Australia capitalizing on opportunities in Asia. Consequently, Asia-related research and study began to become more important in school curriculums. When the frequency of trade between China and Australia increased, so did the importance put on learning Chinese language in Australian schools. The Australian government has begun focusing on relevant courses that will help the next generation of Australian students grow into a more Asia-oriented world. An example of this more Asia-oriented study is present at Radford College. Radford College is both a primary and a secondary school. Chinese language courses are mandatory for primary students. For secondary students, Chinese language courses are an elective. In the primary school, students are exposed to Chinese language courses for up to fifty minutes a week. In order to improve students’ motivations towards learning Chinese and increase their interest, teachers try to use various teaching methods through multimedia, songs, games, and more. Teachers emphasize the diversity and necessary autonomy in Chinese language learning. Unfortunately, the teachers’ attempts to make the classroom more “interesting” impeded upon the students’ ability to improve their Chinese. Often, in the primary school, students did not develop Chinese language vocabularies that excelled compared to the ones they began the semester with. After a semester, the Chinese students in Radford College’s primary school could not complete a satisfactory sentence when speaking Chinese. Due to this teaching style in Radford College’s primary school, when entering secondary school the students were forced to adjust to self-learning. They also had a lack of knowledge about Chinese radicals by the secondary stage (which are commonly regarded as the building blocks of Chinese language and characters), which forced the secondary school teachers to spend much class time teaching students the basic components of Chinese. Parents have an optimistic attitude toward Chinese language courses when the students are in primary school, but wonder why their students cannot join the advanced curriculum when graduating to the secondary school. This situation reflects the fact that certain changes need to be done to Redford College’s Chinese curriculum in order to both satisfy the Australian government’s emphasis on proficient Asian studies students and to provide students with the best tools for their own self-improvement. Otherwise, the students’ Chinese capabilities will suffer, and the future generation of Australians will not have the necessary capabilities to handle an Asian-dominated international environment. In the primary school, students are only exposed to Chinese for fifty minutes each week. The Radford College primary school’s Chinese teacher attempts to expose the students to Chinese language contextualization, but the time allotted to Chinese learning and this method prove to be grossly inefficient. In the primary school, classroom time is not utilized competently, and the Chinese language students’ comprehensive development is stagnated. In the secondary school, students are able to choose Chinese language courses as an elective. There are three courses each week for a total of three hours per week dedicated to Chinese language learning. The students in the secondary school are highly motivated and have clear learning objectives, which leads to positive learning outcomes, student attitudes, and parental support. In this situation, the teacher clearly has a target when constructing and conveying the lesson. The learning environment in the secondary school is relatively rigorous—in Radford College’s primary school, the teacher values student participation alone. However, in the secondary setting, students were required to complete listening, speaking, reading and writing benchmarks. Thus, for the high school students, self-learning standards were set very high. Key words: teaching Chinese, second language, Australia, Chinese language education, Radford College
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Liu, Cheng-Hui, and 劉政暉. "A Study of Business Simulation Games in Teaching Using Taiwan and Australia as Examples." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/43645391010049723502.
Full textAbstract:
碩士國立中興大學
電子商務研究所
97
The purpose of this paper is to investigate the usage of business and simulation games in classroom teaching in the businesses schools of Taiwan and Australia. Scholars’ information of the Top 30 thirty universities in each country was collected. An online questionnaire was developed and sent to 2,500 professors in Australia and 1,500 professors in Taiwan. The response rates are 5.77% and 7.96% in Taiwan and Australia. The thesis reports the survey results and compares the findings with those existing in the literature. Some of the similarities and differences also are addressed in the thesis. The originality of this research is to do a survey of game application in Taiwan and Australia. Also, this main value is for practitioners to know what, how and when business simulation games can be used in classroom teaching. Besides that, the information of most of the popular games is arranged into one table. Except the frequently used games, the information of the simulation games applying on finance and human resource are also discussed in this research. In the end, suggestions to improve the ratio of using business simulation games in teaching also addressed to Taiwanese and Australian scholars.