Dissertations / Theses on the topic 'Teaching (Higher) Australia'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teaching (Higher) Australia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Weeks, Patricia Ann. "Facilitating a reflective, collaborative teaching development project in higher education : relections on experience." Thesis, Queensland University of Technology, 1994.
Find full textAddison, 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.
Full textBuckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.
Full textDooey, 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.
Full textSanthanam, Elizabeth. "Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.
Full textShaw, Peter. "The conceptions of art practice held by tertiary visual art students." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36703/1/36703_Digitised%20Thesis.pdf.
Full textVeal, David. "An investigation into computer and network curricula." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1331.
Full textAlderman, Gwendolyn. "From policy borrowing to implementation : an illuminative evaluation of learning and teaching in higher education in Australia (2002 to 2008)." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75865/1/Gwendolyn_Alderman_Thesis.pdf.
Full textBaird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.
Full textSebastian, Dipu, and dipu_sebastian@hotmail com. "Enhancing student learning in a first year business program." Deakin University. Education, 2009. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20100401.122742.
Full textPuhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
Full textDelahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.
Full textWood, Leigh Norma. "Graduate voices the nexus between learning and work /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/47704.
Full textThesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007.
Bibliography: p. 167-173.
Introduction -- Experience and expression -- Becoming a professional -- Study design -- Graduates' experiences: a narrative -- Reflections on communication -- Examples of texts -- Reflections on learning and teaching -- Reflections and implications.
The aim of this study is to inform curriculum change in the mathematical sciences at university level. This study examines the transition to professional work after gaining a degree in the mathematical sciences. Communication is used as the basis for the analysis of the transition because of the importance of language choices in work situations. These experiences form part of the capabilities that become part of a person's potential to work as a professional. I found a subtle form of power and, of the opposite, lack of power due to communication skills. It is not as obvious as in, say, politics but it is just as critical to graduates and to the mathematical sciences. -- There were 18 participants in the study who were graduates within five years of graduation with majors in the mathematical sciences. In-depth interviews were analysed using phenomenography and examples of text from the workplace were analysed using discourse analysis. Descriptions of the process of gaining employment and the use of mathematical discourse have been reported in the thesis using narrative style with extensive quotes from the participants. -- The research shows that graduates had three qualitatively different conceptions of mathematical discourse when communicating with a non-mathematical audience: jargon, concepts/thinking and strength. All participants modified their use of technical terms when communicating with non-mathematicians. Those who held the jargon conception tried to simplify the language in order to explain the mathematics to their audience. Those who held the concepts/thinking conception believed that the way of thinking or the ideas were too difficult to communicate and instead their intention with mathematical discourse was to inspire or sell their ability to work with the mathematics. The strength conception considers the ethical responsibility to communicate the consequences of mathematical decisions. Not one of the participants believed that they had been taught communication skills as part of their degree. -- Participants gained a 'mathematical identity' from their studies and acquiring a degree gave them confidence and a range of problem-solving skills. Recommendations are made about changes in university curriculum to ensure that graduates are empowered to make a high-quality transition to the workplace and be in a position to use their mathematical skills. Mathematical skills are necessary but not sufficient for a successful transition to the workplace. Without the ability to communicate, graduates are unable to release the strength of their knowledge.
Mode of access: World Wide Web.
xi, 195 p. ill
Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/88.
Full textMedley, Stuart. "Less realism : more meaning : evaluating imagery for the graphic designer." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/232.
Full textGarner, Stuart K. "Exploring a technology-facilitated part-complete solution method for learning computer programming." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/668.
Full textSaltmarsh, 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.
Full textBooth, Sarah. "Teaching Aboriginal curriculum content in Australian high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1522.
Full textJones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." University of Sydney, 2006. http://hdl.handle.net/2123/2259.
Full textThis thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.
Rutledge, Janine E. "The global market and its impact on an Australian university's pathway programs : policies, pragmatics and personal realities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1877.
Full textRiebe, Linda Margaret. "Understanding factors affecting the teaching of teamwork in Australian higher education business schools." Thesis, Riebe, Linda Margaret (2022) Understanding factors affecting the teaching of teamwork in Australian higher education business schools. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/65762/.
Full textRobinson, Janean. "A journey in (re)claiming teaching : A critical ethnography of Cape Neal High School." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/643.
Full textCarter, Pauline J., and pjcarter@chariot net au. "Factors affecting the engagement of experienced teachers in schools." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.105756.
Full textBurgis, Paul Lindsay Education Faculty of Arts & Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.
Full textSharkey, Kevin T. "An exploration of the use of Web 2.0 to enhance teaching and learning in an Australian Catholic secondary school." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/ca3a17a03853e633b4a3b065dd04c2e174e91f8eb3b5157bcc2aff5f5321e9a4/2479771/65083_downloaded_stream_308.pdf.
Full textBrown, Maryann University of Ballarat. "Contemporary ways of learning in secondary teacher education : towards a deeper understanding of teacher learning." University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12779.
Full textBrown, Maryann. "Contemporary ways of learning in secondary teacher education : towards a deeper understanding of teacher learning." University of Ballarat, 2006. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14615.
Full textBritton, Katherine F. "A model of employment literacy: Young people in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/158.
Full textMansfield, Caroline. "The influence of student perceptions about school experience on non-university bound students' motivation to succeed." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/911.
Full textBrown, Roger George, and rogergbrown@mac com. "The impact of the introduction of the graphics calculator on system wide 'high stakes' end of secondary school mathematics examinations." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051117.121210.
Full textTownsend, Arthur. "Educative curricula and improving the science PCK of teachers in middle school settings in rural and remote Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1748.
Full textHartwig, Kay, and n/a. "Music in the Year 8 Classroom: An Action Research Project." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.115435.
Full textKurup, Premnadh M. "Secondary students beliefs about, understandings of, and intentions to act regarding the greenhouse effect." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1324.
Full textPunch, Renee J., and n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.
Full textThomas, Laura Tennille. "Extra-curricular activity participation, connectedness to school and cigarette and alcohol use : how the relationships work." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1865.
Full textBosquet, Laval Michel Jean-Francois. "Conceptions of the Quality of Teaching in Higher Education in Australia: An Investigation." Thesis, 2018. https://vuir.vu.edu.au/36762/.
Full textErrington, Sharyn. "Interactive multimedia in Australian university science teaching : a new toy or a useful tool?" Master's thesis, 1997. http://hdl.handle.net/1885/145270.
Full textBitmead, Jan. "Communications in industry - university interactions : some tips (of icebergs)." Master's thesis, 1997. http://hdl.handle.net/1885/145190.
Full textGuillot, Blandine. "Les repr{u00E9}sentations sociales de l'{u00E9}criture et le rapport {u00E1} l'{u00E9}criture en langue {u00E9}trang{u00E8}re : une approche didactique pour l'enseignement et l'apprentissage de l'{u00E9}crit en FLE en milieu universitaire australien = Social representations in students' writing and the relation to writing in a foreign language : a didactics-based approach to the teaching and learning of written French as a foreign language in an Australian tertiary institution." Phd thesis, 2010. http://hdl.handle.net/1885/150714.
Full textSandery, Peter. "A critical analysis of existing and potential use of computer based technology to deliver and support undergraduate physics education in Australia." Thesis, 1996. http://hdl.handle.net/2440/110184.
Full textSchmidt, Gabriele. "Re-examining the profile and motivation of German studies students in Australian universities." Phd thesis, 2010. http://hdl.handle.net/1885/150548.
Full textClark, I. F. (Ian F. ). "An analysis of geology curricula in secondary and tertiary education / Ian Clark." 1996. http://hdl.handle.net/2440/18909.
Full textBibliography: p. 249-264.
iv, 264 p. : ill. ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Geology, 1997?
Clark, I. F. (Ian F. ). "An analysis of geology curricula in secondary and tertiary education / Ian Clark." Thesis, 1996. http://hdl.handle.net/2440/18909.
Full textWard, Helen 1963. "The "adequacy of their attention": gender-bias & the introductory law course in Australian law schools." 1999. http://web4.library.adelaide.edu.au/theses/09LM/09lmw258.pdf.
Full textWallis, Louise. "The studio concept and its forms in architectural education in Australia and New Zealand (2007–2011)." Thesis, 2017. http://hdl.handle.net/1959.13/1337619.
Full textFor many centuries the studio concept has been intimately linked to architectural education, being considered the “heart” of the discipline’s education. It was the preferred model when architectural education was first accepted into higher education across the western world, including in Australia and New Zealand, where since its introduction it has been adapting in response to context. In recent years the landscape of higher education in Australia and New Zealand has been undergoing significant changes due to global trends of massification, which have led to the decline in resources, insufficient space and increasing student enrolments. It is in this landscape that architecture academics, in 2007, reported concerns for the studio’s future despite its prominent position and enduring legacy in architectural education. However, confusion ensues, as different studio forms make it difficult to define. Therefore, the aim of the study is to understand how the studio concept and forms are responding to the changing higher education landscape in Australia and New Zealand over the period of 2007 to 2011. For the purpose of reaching the defined aim of this study, a review of literature relating to both current and past studio meanings in architectural education was conducted, also other disciplines were considered in the review for the purpose of establishing the impact of the higher education landscape being experienced in Australia and New Zealand. Also, the mapping of literature documents the extent of the studio concept and its forms according to place, culture, teaching approach and curriculum. Many concerns relating to the effectiveness and suitability of studio places, studio culture and past instruction methods are documented, which indicate the need for an evidence-based scholarship in the changing climate. It is clear that a knowledge gap exists in how the term studio is conceptualised and the studio models present. This dissertation explores these knowledge gaps and potential implications for the architecture studio’s future in Australia and New Zealand. A mixed method approach was employed in this study, largely based on qualitative inquiry with a purposeful sample group of six schools and 10 academics, and embedded with quantitative data. The group of study participants reflects the maximum variations from a secondary analysis of Ostwald and Williams’s studio (2007a & b) and Australasian school data (AIA, 2008b). Multiple methods were used to understand the studio form in which each academic involved in the study was employed, including a series of interviews relating to a recent design unit they taught, as well as the analysis of the unit outline and supporting materials. These approaches were supported by an observation of the teaching facilities in which the academic participant worked. Biggs’s (2003) framework of constructive alignment system for quality learning and teaching was used to analyse the schools’ studio forms and implications. Four studio models have been developed from the analysis for the purpose of defining the studio diversity and relationship between the curriculum structure, teaching methods, environment and assessment which exist in the teaching of studio. It is clear that academics understand the studio concept holistically but also in a pluralistic way as the term is used interchangeably to denote design teaching, design unit and the physical place, despite the absence of established traditions such as studio places. This dissertation contributes new insight into how the diversity of studio models, largely driven by the institutional climate, are creating a considerable divide between schools in Australia and New Zealand which may, in turn, lead to a distinct two-tier system. Another significant outcome from the study was the development of a typology of studio models to support debate about studio forms in practice.
Ellison, Mark J. "The communication of chemistry : how effective is current practice?" Phd thesis, 2003. http://hdl.handle.net/1885/148686.
Full textSteen, Tangikina 'Utumeimoana Moimoi. "Students' adjustments to use of information technology (IT) in their university studies." 2003. http://arrow.unisa.edu.au:8081/1959.8/25015.
Full textthesis (PhD)--University of South Australia, 2003.
Armstrong, Irawati Raharjo. "The acquisition of the syntax of negation and adjectives by adult Australian learners of Indonesian." Phd thesis, 2003. http://hdl.handle.net/1885/151282.
Full textKato, Akiko. "An acoustic analysis of Japanese vowels produced by Australian learners of Japanese." Master's thesis, 2004. http://hdl.handle.net/1885/148693.
Full textHallett, Rhonda. "Working knowledge of academic practice : implications for professional development." Thesis, 2012. https://vuir.vu.edu.au/21440/.
Full text