Relevant bibliographies by topics / Teacher participation in administration Victoria

Academic literature on the topic 'Teacher participation in administration Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teacher participation in administration Victoria"

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Keith, Novella Z. "A Critical Perspective on Teacher Participation in Urban Schools." Educational Administration Quarterly 32, no. 1 (February 1996): 45–79. http://dx.doi.org/10.1177/0013161x96032001003.

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Siddig, Babikir Eltigani, and Yahya Ashour AlKhoudary. "Investigating Classroom Interaction: Teacher and Learner Participation." English Language Teaching 11, no. 12 (November 16, 2018): 86. http://dx.doi.org/10.5539/elt.v11n12p86.

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This study on teacher and learner interaction was carried out with the sole purpose of understanding the collaborative behavior and the impact of different individuals on classroom environment. The study further analyzed the suitable methods of improving and maintaining a good learning environment. The administration of the questionnaire is the best method apart from observation and interviews among other approaches to effectively analyze learning in the classroom.The research further observed the impact of communication, behavior, and attitude in the learning environment (Fraser, 2012). This study also observed how the teacher can influence the student’s career directly or indirectly based on the mode of conducting their teaching practices in a classroom environment. Also, the model of classroom interaction formulated is comprehensive of interrelated factors such as effects of a foreign language on learning, outer contexts surrounding classroom, learning materials, and learning objectives.
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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.
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Tribunskii, P. A. "Establishment of Russian Studies at the Victoria University of Manchester and Russia Abroad." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 162, no. 6 (2020): 134–42. http://dx.doi.org/10.26907/2541-7738.2020.6.134-142.

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This paper considers the formation of Russian studies at the Victoria University of Manchester and the participation of A.S. Mindel, a representative of Russia abroad, in it. Teaching the Russian language at the Victoria University of Manchester started in 1907 in the wake of interest in the events in Russia (the war with Japan, the revolution). However, the exotic and difficult language lessons taught by the teacher of English W.J. Sedgefield quickly began to fall out of the public’s favor. Another “Russian boom” in Great Britain occurred during the World War I, when the two countries became allies in the fight against Germany. Due to the increasing interest in Russia in that period, A.S. Mindel, a clerk of the commercial firm, was in demand as a teacher of the Russian language. In addition to teaching, A.S. Mindel gave lectures on Russia, mainly on economic topics, because the Manchester business community, which financially supported the development of Russian studies at the university, was willing to forge contacts with Russia. The pinnacle of A.S. Mindel’s achievements as a teacher was the preparation and publication of a reference book on Russian commercial correspondence (1918). The funds collected by the university authorities in conjunction with the business community of Manchester made it possible to organize a chair of the Russian language, a post for which A.S. Mindel, with his level of education, could not apply. He was not involved in the subsequent development of Russian studies in Manchester.
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CHAPMAN, JUDITH D. "DECENTRALIZATION, DEVOLUTION AND THE TEACHER: PARTICIPATION BY TEACHERS IN THE DECISION MAKING OF SCHOOLS." Journal of Educational Administration 26, no. 1 (January 1988): 39–72. http://dx.doi.org/10.1108/eb009940.

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Thompson, Hannah R., Stephanie S. Machado, Kristine A. Madsen, Renata Cauchon-Robles, Marisa Neelon, and Lorrene Ritchie. "Impact of a Teacher Intervention to Encourage Students to Eat School Lunch." International Journal of Environmental Research and Public Health 19, no. 18 (September 14, 2022): 11553. http://dx.doi.org/10.3390/ijerph191811553.

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While school meals are often the healthiest option for students, lunch participation remains relatively low. Few approaches for increasing participation have leveraged teachers’ potential social influence. We determined if a teacher intervention about the benefits of school lunch could improve teachers’ perceptions of, and participation in, school lunch, and encouragement of students to eat school lunch. This repeated cross-sectional study included teacher/student survey administration in spring of 2016 and 2018 in 19 public secondary schools (9 intervention, 10 comparison) educating students of ages ≈ 11–18. Intervention teachers received monthly newsletters; lunch taste tests; and a promotional video and website. Mixed effects models with a random effect for school showed the proportion of teachers that reported eating with students increased in intervention schools relative to control schools (difference-in-change: 7.6%; 95% CI: 3.578%, 14.861%), as did student agreement that adults at their schools encouraged them to eat school lunch (difference-in-change: 0.15 on a 5-point scale; 95% CI: 0.061, 0.244). There were no between-group differences in teachers’ perceptions of school meals or teachers’ lunch participation. These findings suggest that teachers’ perceptions of school meals do not necessarily need to improve to promote the school lunch program to students. However, to see meaningful change in teacher lunch participation, the taste of school meals likely needs improving.
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Watkins, Peter. "The Transformation of Educational Administration: The Hegemony of Consent and the Hegemony of Coercion." Australian Journal of Education 36, no. 3 (November 1992): 237–59. http://dx.doi.org/10.1177/000494419203600303.

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The period after 1982, when the Labor Party came to power in Victoria, saw a change in the underlying rhetoric dealing with educational administration. Initially, through a series of six ministerial papers, the administration of education was couched in terms of grass-roots decision making, collaboration and participation. However, in the second half of the 1980s, a new series of documents sought to implement a corporate management approach. This trend towards the practices of the business world has been echoed in other states and more recently at the national level. The paper examines the historical essence of the rise of corporate management and accounting techniques with their link to the ideology of scientific management, in which the figure of Taylor looms large. Gramsci's notion of the hegemony of consent and coercion offers an explanation of the changes in the administration of education at both the state and national levels in Australia.
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Fuchs, Lynn S., Carol L. Hamlett, Douglas Fuchs, Pamela M. Stecker, and Carl Ferguson. "Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction." Journal of Special Education Technology 9, no. 2 (December 1988): 73–86. http://dx.doi.org/10.1177/016264348800900202.

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This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. Participants were 20 special education teachers, randomly assigned to teacher and computer administration groups. Each practitioner selected two mildly handicapped pupils for participation. For 15 weeks, teachers employed CBM in reading, spelling, and math, with data collected by teachers or by computers. Ten weeks into the study, teachers and students were observed during measurement and evaluation activities, and durations of time allocated to CBM procedures were recorded. Teacher satisfaction was indexed with a questionnaire at the study's completion. Observational data indicated that teachers spent less time in measurement and evaluation when data were collected by computers; further, satisfaction data revealed that computer-data-collection teachers were more satisfied with the procedures. However, students spent more time in measurement with computer data collection. Implications for special education practice are discussed.
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Ahmed AL-MAZKOOR, Maryam, and Latifa Sharif Sayed Mohammed AL-QALLAF. "REALITY OF OCCUPATIONAL BURNOUT IN SECONDARY SCHOOLS IN THE STATE OF KUWAIT FROM TEACHERS’ PERSPECTIVE." RIMAK International Journal of Humanities and Social Sciences 4, no. 6 (November 1, 2022): 257–66. http://dx.doi.org/10.47832/2717-8293.20.16.

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This study aims to identify the reality of occupational burnout in its three dimensions in public education schools, including secondary schools, from the perspective of Kuwaiti school teachers, following the descriptive analytic approach. The study applied the questionnaire to a simple random sample of (425) secondary school teachers in the six educational districts in the State of Kuwait. Using the appropriate statistical tools, the study concluded several results, the most important of which are: (1) the reality of occupational burnout in general was low, as the lack of personal achievement dimension came in the first place, followed by the negative interpersonal relationships dimension, then the emotional exhaustion dimension; (2) There are no statistically significant differences between the arithmetic means of occupational burnout for the educational district and academic qualification variable. However, there are statistically significant differences, attributed to the gender variable, in favor of males. The study recommends that: (A) The administration shall pay attention to the teacher through his participation in decision-making, avoiding centralization through delegation of authority; (B) The administration shall establish a system of material and moral incentives for encouragement; (C) The administration shall distribute administrative tasks in a way that reduces the burden on the teacher; and (D) The administration shall set times for meeting with teachers to solve problems and conflicts that occur between them, and make further efforts to repair relationships. Keywords: Occupational Burnout, Secondary Stage, Kuwait
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Aidoo, Benjamin, Marey Allyson Macdonald, Veli-Matti Vesterinen, Svava Pétursdóttir, and Berglind Gísladóttir. "Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic." Education Sciences 12, no. 6 (June 20, 2022): 421. http://dx.doi.org/10.3390/educsci12060421.

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During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.
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Dissertations / Theses on the topic "Teacher participation in administration Victoria"

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Chan, Wing-por Robert. "Teachers' perception on teacher empowerment in Hong Kong aided secondary schools." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135920.

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Chan, Wing-por Robert, and 陳穎波. "Teachers' perception on teacher empowerment in Hong Kong aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960029.

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Cantrell-Scamara, Adrienne. "Teacher satisfaction survey: A tool for transformational leaders to facilitate teacher empowerment & efficacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/919.

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Sturm, Paul Ridgway. "Understanding teacher leadership in context a qualitative, heuristic study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/p_sturm_071209.pdf.

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Lee, Chee-too. "Teachers participation in decision making : a case study of a local private secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118365X.

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Bingham, Daniel James. "The participation of faculty in shared governance in the community college : a qualitative study /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004214.

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Wong, Wai-yiu Simon, and 黃偉耀. "Does SMI make a difference?: a study on teacher's participation in school management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195909X.

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Smith, Janeal Crane. "Patterns of One-Course Cohort Participation in Online Teacher Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1865.

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Online higher education is a field that can benefit significantly from further research on innovative pedagogical methods designed to support students and decrease attrition rates. One method shown to improve engagement and retention of students in online environments is to include interactive engagement. This case study explored the patterns of students' interactions and assessment performance in an introductory teacher education one-course cohort. The study used a conceptual framework incorporating Bandura's social learning theory and Siemens' theory of connectivism. The study assessed archival data, from Adobe Connect recordings and records of competency pass rates, on the interactions and patterns of behavior between instructors and participants, and their association with the final assessment results. Data were analyzed by type and frequency of interaction, organized with NVivo software. The findings were that the pattern of understanding and applying level questions, as classified by Bloom's Revised Taxonomy, provoked the most responses, comments, and questions from the participants. Applying had the highest direct response and suggested an interpretation about online students wanting to respond to questions from instructors that prompt higher-level thinking skills and stimulate interactions. No patterns of behavior were evident between the student interactions and final assessment performance. The results indicate positive implications for social change in the role of the instructor to facilitate understanding and among participants who engage in positive learning interactions. The education profession could benefit from further research with a focus on content questioning best practices, retention methods, and the nature of social and learning interactions in online education.
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Wong, Wai-yiu Simon. "Does SMI make a difference? : a study on teacher's participation in school management /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596798.

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Dalton, Don Fredrick. "Middle school teacher involvement in site-based decision making /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Books on the topic "Teacher participation in administration Victoria"

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Victoria. Office of the Auditor-General. Consumer participation in the health system. Melbourne, Vic: Victorian Government Printer, 2012.

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Hofman, R. H. Het functioneren van de medezeggenschapsraad op de openbare scholen in de gemeente Groningen: Eindrapportage. Groningen: RION, Instituut voor Onderwijsonderzoek, Rijksuniversiteit Groningen, 1991.

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Gácser, József. Demokratizmus és általános iskola. Szeged: Juhász Gyula Tanárképző Főiskola, 1985.

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Hulshof, M. J. F. Het functioneren van de medezeggenschapsraad: Een onderzoek naar de werking van de medezeggenschapsbepalingen in het HBO. Nijmegen: IOWO, 1993.

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Penteado, Sílvia Angela Teixeira. Identidade e poder na universidade. São Paulo, SP: Cortez Editora, 1998.

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Simpósio Nacional Universidade-Empresa sobre Autogestão (1st 1996 Universidade Estadual Paulista, Campus de Marília). A empresa sem patrão. Marília, SP: UNESP-Marília, 1997.

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Clair, Reason, ed. Mirror images: New reflections on teacher leadership. Thousand Oaks, Calif: Corwin Press, 2011.

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Donna, Bates, ed. Other duties as assigned: Tips, tools, and techniques for expert teacher leadership. Alexandria, Va: Association for Supervision and Curriculum Development, 2009.

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1941-, Schoonmaker Frances, and Falk Judith McConnell, eds. Teacher renewal: Professional issues, personal choices. New York: Teachers College Press, Teachers College, Columbia University, 1987.

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John, Smyth. Teachers as collaborative learners: Challenging dominant forms of supervision. Milton Keynes [England]: Open University Press, 1991.

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Book chapters on the topic "Teacher participation in administration Victoria"

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Daryadi, H., A. Komariah, and J. Permana. "Impact of authentic leadership and teacher participation in decision-making on school performance." In Educational Administration Innovation for Sustainable Development, 31–36. CRC Press, 2018. http://dx.doi.org/10.1201/9780203701607-5.

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Semus, Aerin, and Ryan Essery. "Application." In Advances in Educational Marketing, Administration, and Leadership, 196–224. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch011.

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During the initial years of the L.E.A.D. program, one of its core values was to incorporate Outdoor and Experiential Education (O.E.E.) for students identified as ‘in-risk' of not graduating. Teacher candidates at the University of Windsor enrolled in the L.E.A.D. program were encouraged to embrace O.E.E. to assist students in building skills that promote overall personal and social development. A major component of the L.E.A.D. program was for teacher candidates to plan O.E.E. activities such as a 3-day overnight camping excursion and a retreat to the Ojibway Nature Centre and Ojibway Park. Embarking on these O.E.E. activities with selected secondary school students deemed to be ‘in-risk' accompanied by a group of caring adults provided the opportunity for rich outdoor experiences for all participants. This chapter highlights and explores the various O.E.E. activities experienced by L.E.A.D. teacher candidates and L.E.A.D. program students ‘in-risk', and shares research that describes the benefits of participation in O.E.E.
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Blankenship, Rebecca J. "Are You Visiting or Do You Live Here?" In Advances in Educational Marketing, Administration, and Leadership, 170–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch009.

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In order for the twenty-first century teacher to acquire the necessary professional skills to effectively instruct today's digitally native students, institutional constraints must be lifted such that the institution does not impede the ability of the pedagogue to grow beyond what is expected to that which is instructionally transformational. After examining current trends in teacher preparation programs, there is a noticeable gap between the digital literacy of faculty and the digital literacy of students. Because of this deficiency, digitally literate novice teachers have looked to social media to form their own “secret” communities of peer mentorship and professional development external to their school and school district settings. The purpose of this chapter is to examine the literature related to how novice teachers form these secret communities, how residency in the community is established, and how visitor participation (i.e., veteran teachers and school administrators) is perceived within the community.
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Gaffney, Michael, and Kate McAnelly. "The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion." In Advances in Educational Marketing, Administration, and Leadership, 181–95. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch011.

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Over the last 20 years Aotearoa New Zealand's early childhood curriculum, Te Whāriki, has required and supported inclusive approaches to the active participation of disabled children and their families in everyday early childhood settings. The revised Te Whāriki, released in 2017, further places an onus of responsibility on teachers to resist inequity and exclusion experienced by disabled children through its focus on nurturing respectful, responsive relationships with families and honoring the knowledge parents bring with them as experts on their children. This chapter explores how Te Whāriki and initial teacher education (ITE) programs in Aotearoa New Zealand can act on each other to produce student teacher practice that is inclusive of family perspectives. Te Whāriki is a bicultural curriculum and recognizes the Crown's earlier commitment to the indigenous people of New Zealand. This also acknowledges the role of families in early childhood settings as equal partners in establishing aspirations for their children's learning.
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Hammel, Alice M., and Ryan M. Hourigan. "A Resourceful and Pedagogical Approach to Teaching Students with Special Needs." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0010.

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The vignette regarding Gregory introduces an approach to teaching students with special needs that may be new for many music educators (and music education students). Collegiate students are not always given the opportunity to think critically and constructively about adaptations and accommodations for students with special needs prior to graduation from undergraduate school (Hammel, 1999; Nocera, 1979). Skills developed while brainstorming ideas for students via vignettes may assist music educators as they derive strategies for students with special needs in music classrooms. This skill preparation also introduces the idea of a “team approach” when interacting with faculty, administration, students, and families (Ansuini, 1979; Atterbury, 1993). For these reasons, vignettes are included within the text to encourage this process when preparing to teach students with special needs. The most effective approach when working within a school and school system is to become a part of the existing team of professionals (Dalrymple, 1993). Teachers often become compartmentalized when teaching music in another part of the building or when traveling from building to building. Successful child-centered schools function as teams, and active participation is important for each individual teacher as well as for the overall success of the school (Gfeller, Darrow, & Hedden, 1990; Gilbert & Asmus, 1981; Heller, 1994; Williams, 1988). Being proactive and positive can assist teachers as they become involved as integral “team members” within a school. Maintaining a positive and inclusive attitude will increase the view that the music program is an important and necessary component of school life for all students (Ozonoff, Rogers, & Hendren, 2003; Pierce & Schreibman, 1997; Wagner, 1999). Being aware of the students in the music classroom, as well as their academic and behavioral needs, is a critical initial strategy in developing an inclusive scope and sequence for classrooms and ensembles (Hart & Risley, 1975; Prizant & Wetherby, 1998). Knowing that we teach students, with music as a catalyst, and that students come to the music classroom with a variety of independent and individualized needs is important to inclusive-oriented music educators.
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Conference papers on the topic "Teacher participation in administration Victoria"

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Fairman, B., AM Salak, MA Maliki, and A. Voak. "IMPLEMENTATION AND ACCEPTANCE OF ONLINE LEARNING IN THE INDONESIAN CIVIL SERVICE: ARE WE THERE YET?" In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7116.

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COVID-19 is just the latest of a series of disruptions to the world’s economic order. Even before the pandemic, business models were being transformed by the demands of globalization, urbanization and disruptive technologies. As a consequence, almost every aspect of our lives is undergoing rapid change at an unprecedented pace. COVID-19 has modified not only the way we work, but also how workforces learn, collaborate and communicate. The pandemic has also seen a rapid movement to e-learning interventions, resulting in a rebalancing of power relationships between teacher and learner. However, an e-learning environment requires learners to take a more active role in their own learning, and as a result, as learners seek out greater active participation and engagement, they play a more significant role in the learning process (Seta et al., 2020). An outcome of this change is that within human capability programs in Indonesia, the ‘Teacher-centred’ style of presentation is losing cultural relevance, and there is a dynamic movement towards a more ‘Student-centred’ approach. The implications of this development are that trainers need to perform new, more non-traditional roles as mentors, coaches and learner guides (Fairman et al., 2020). To meet the requirements of these changes, there is a need to urgently reconsider the relevance of classical teaching approaches in Indonesia. This paper examines the learning and development programs as implemented by the National Institute of Public Administration (NIPA), which is largely responsible for building human resource capability across the Indonesian civil service (Murti, 2020). During the COVID pandemic, NIPA has moved from their ‘classical’ forms of training towards ‘online learning’, and the impact of this ‘shift’ has raised a number of challenges for NIPA staff and the role they play in developing Indonesia’s human capital. Keywords: human capability development, applied learning, skills development, COVID19
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